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【Objective:】 To compare and analyze the trends and hotspots in the field of medical ethics at home and abroad, and explore their teaching enlightenment for medical ethics in China. 【Methods:】 The relevant papers indexed in CNKI and Web of Science database from December 31, 2011 to December 31, 2022 were retrieved with "medical ethics" as the key word. The bibliometric method was used to compare and analyze the research trends, keyword co-occurrence, and changes of research hotspots of medical ethics at home and abroad. 【Results:】 A total of 1,187 Chinese and English papers were included. Medical ethics education and bioethics were the common research topics both domestically and internationally. The research topics in China focused on ethical teaching and the ethical principles in clinical practice, and the research hotspots in the past two years were curriculum ideological and political education, teaching practice, etc. Foreign research focused on ethical issues in clinical practice, and in the past two years, the hotspots were clinical trial ethics, informed consent, and so on. 【Conclusion:】 Medical ethics research at home and abroad has different emphasis, with domestic research being theoretical oriented and foreign research being practical oriented. By deepening the content of courses, improving the sustainable education system, and strengthening interdisciplinary cooperation, the development of ethical education in China can be promoted. This paper can provide reference for improving the education system of medical ethics in China and pointing out the direction of further research on medical ethics.
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【Objective:】 To explore the effect of metacognition on self-directed learning ability of undergraduate nursing students, and the role of interpersonal communication ability and sense of self-worth between them. 【Methods:】 A total of 905 undergraduate nursing students from six colleges and universities in Shaanxi were selected as the survey subjects by convenient sampling method during August to November 2022. Metacognitive Assessment Inventory, Self-Directed Learning Ability Measurement Scale for Nursing Students, Adolescent Sense of Total Self-Worth Scale, and Supportive Communication Scale were used to conduct a questionnaire survey on undergraduate nursing students. SPSS 25.0 software was used for statistical analysis of the data. 【Results:】 Finally, 854 valid questionnaires (94.36%) were collected, and the results showed that: a) Metacognition of undergraduate nursing students significantly positively predicted self-directed learning ability (β=0.172, P<0.001). b) Interpersonal communication ability played a partial mediating role between metacognition and self-directed learning ability [β=0.019, 95%CI: 0.004~0.034)] . c) The predictive effect of metacognition on self-directed learning ability was regulated by the level of self-worth (R2=0.314, P<0.001). 【Conclusion:】 This paper indicated that the metacognition of undergraduate nursing students indirectly affects their self-learning ability through interpersonal communication ability, and their sense of self-worth plays a moderating role. It is recommended to improve the metacognitive level of undergraduate nursing students, strengthen their interpersonal communication skills, and focus on the cultivation of self-worth, so as to improve their self-directed learning ability.
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ObjectiveTo explore the relationship between occupational stress， psychological capital and insomnia among nurses， and to test the mediating effect of psychological capital on the relationship between nurses' occupational stress and insomnia. MethodsStratified random sampling method was utilized in selecting 810 nurses from a tertiary A-level hospital from March to May 2021. The Effort-Reward Imbalance questionnaire （ERI）， Psychological Capital Questionnaire （PCQ） and Athens Insomnia Scale （AIS） were used to evaluate the occupational stress， psychological capital and insomnia of nurses， respectively. Then the mediation effect of psychological capital on the relationship between occupational stress and insomnia in nurses was tested by PROCESS macro program. ResultsA total of 658 （81.23%） questionnaires were effectively collected. Analysis found that nurses' effort-reward ratio was positively correlated with AIS score （r=0.379， P<0.01）， and negatively correlated with PCQ score （r=-0.275， P<0.01）. Nurses' PCQ score was negatively correlated with AIS score （r=-0.402， P<0.01）. Nurses' occupational stress could negatively predict psychological capital （β=-11.024， t=-7.324， P<0.01）， and positively predict insomnia （β=4.117， t=10.478， P<0.01）. Psychological capital could negatively predict insomnia （β=-0.087， t=-9.083， P<0.01）. The predictive effect of occupational stress on insomnia was statistically significant with psychological capital introduced as a mediating variable （β=3.158， t=8.185， P<0.01）. ConclusionPsychological capital plays a partial mediating role in the relationship between occupational stress and insomnia in nurses.
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objective: To investigate the status of empathy ability and perceived social support in military college students, and to explore the relationship between empathy ability and perceived social support. Methods: A total of 472 college students were selected from 5 military academies. The Interpersonal Reactivity Index-C (IRI-C) and Perceived Social Support Scale (PSSS) were used to evaluate the empathy ability and the perceived social support ability of military college students. Results: The total scores of IRI-C and PSSS were (51. 2 ± 10. 8) and (65. 8 ±11. 5), respectively. The total scores of PSSS and its three dimensions (family support, friend support and other support) were positively correlated with the total scores of IRI-C and its three dimensions (empathy concern, perspective taking and fantasy) (r = 0. 19-0. 35, Ps ＜ 0. 01). The scores of empathy concern and perspective taking could positively predict the total scores of PSSS (β = 0. 29, P ＜ 0. 001; β = 0. 15, P ＜ 0. 001). Conclusion: It suggests that the empathy ability of military college students is at the middle level. Empathy ability could predict perceived social support in military college students.
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Objective To investigate the incidence of needle stick injuries of nursing students in different stages of clinical practice and occupational protective education to provide evidence for developing education strategies. Methods One hundred and forty-one nursing students were surveyed retrospectively by a self-designed questionnaire. Results A total of 75.9%(107/141) nursing students had been injured in clinical practice. The incidence of needle stick injuries varied in different stages of clinical practice. Compared with the middle and late stage of clinical practice, the incidence of needle stick injuries was highest in the early stage of clinical practice:53.9%(76/141) vs. 38.3%(54/141),7.8%(11/141),and there was significant difference, χ2=216.14, P<0.05.About 64.2%(88/141)-78.0%(110/141) nursing students had not received protective education on the needle stick injuries. Only 48.9%(69/141)-55.3%(78/141) of nursing students were given protective training on needle stick injuries in their practice hospitals. Before clinical practice, 63.1%(89/141) nursing students had not been vaccinated to prevent infective diseases. Conclusions To reduce the incidence of needle stick injuries and related potential risks of infection caused by injuries, it is necessary to strengthen pre-practice education on occupational protection among nursing students. Perfect supervision system should also be established in practice hospitals and clinic wards.
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BACKGROUND: Poor mental health status of nursing students can affect their learning and living. OBJECTIVE: To explore mental health status of nursing students at different studying stages.DESIGN: Grouping stratified sampling survey on the basis of nursing students studying in higherschool.SETTING: Nursing Department of the Fourth Military Medical University of Chinese PLA, Laboratory Center of Basic Faulty, and Department of Rehabilitative Physioltherapy of Xijing Hospital.PARTICIPANTS: Totally 515 nursing students at different studying stages of three educational levels (the technical secondary school level, junior college level and undergraduate level) were observed with grouping stratified sampling in December 2004.METHODS: Symptom checklist-90(SCL-90) was used for survey. SCL-90 contained 90 items, being interpreted in the context of nine symptom dimensions, including somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, and psychoticism. Each item was scored from grade Ⅰ to grade Ⅴ (symptomless, mild, moderate, little severe, and severe). Scores of total items and 9 symptoms were recorded. The more the scores of total items were, the lower the total level of mental health was; the more the scores of any symptom was, the severer the symptom of mental health was. Data were analyzed with t test. MAIN OUTCOME MEASURES: Scores of total items and 9 symptoms. RESULTS: Totally 515 nursing students were randomly selected in this survey except 5 students because of uncompleted survey, and the response rate was 99.0%. There were 501 qualified questionnaires, which were accounted for 98.2%. Mental health status of nursing students at various stages was different: the score of nursing students in grade 1 and 3 was higher than that in grade 2 in technical secondary school; the score of nursing students was the highest in grade 2 in junior college; and the score of nursing students was the highest in grade 3 at undergraduate level. The order of SCL-90 scores was obsessive-compulsive, interpersonal sensitivity and depression from high to low.CONCLUSION: SCL-90 scores of nursing students are high in grade 1and grade 3 at the technical secondary school level and also in middle grade at junior college level and undergraduate level. The main mental psychological symptoms are obsessive-compulsive, interpersonal sensitivity and depression. Psychological predisposition of nursing students should be cultured according to different psychological characteristics at various learning stages.