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Objective:To evaluate the application effect of the vertical and horizontal step-by-step teaching mode in clinical nursing students.Methods:Using the convenient sampling method, the nursing students who were internship in the nursing college of Dalian Medical University were selected as the research objects. 27 nurses from July 9, 2016 to April 12, 2017 were the control group, and 29 nursing students from July 2017 to April 2018 were experimental groups. The control group adopts the traditional teaching mode, and the experimental group adopts the vertical and horizontal ladder teaching mode to complete the 40-week internship, and each round (four weeks) conducts theoretical and skill assessment.Results:The experimental group of nursing students in the experimental group had a score of (91.52 ± 1.75) points on the theoretical theory, a score of (90.99 ± 1.44) points on the staged skills examination, and a score of (699.34 ± 8.85) points on the national nursing qualification examination. The comprehensive quality evaluation score of the phased internship nursing students was (92.58 ± 1.17) points, which were higher than the control group's (88.89 ± 2.82), (88.27 ± 2.04), (694.26 ± 7.61), (89.44 ± 0.62) points, and the difference was statistically significant ( t values were -4.21,-5.79, -2.30, -7.50, P <0.05). Conclusion:The vertical and horizontal step-by-step teaching mode is conducive to improving the efficiency of clinical teaching, improving the learning effect of students, and playing a positive guiding role in the development of internship plans with teaching departments, and improving the overall level of nursing teaching.
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Objective Integrate the evaluation indexes of clinical competence of master of nursing specialist. Methods Search the Cochrane Library, Joana Briggs Institute Library, Embase, Web of Science, PubMed, CNKI, VIP and Wanfang database, from the establishment of the database to December 10th,2018, and to collect researches about master of nursing specialist clinical competence evaluation index and then analyzed by content analysis method and thematic analysis. Results A total of 9 articles were included, 26 items and 9 categories including comprehensive practical ability, professional development ability, teaching guidance ability, clinical scientific research ability, organization and management ability, professional accomplishment, professional values, professional knowledge level, relevant knowledge level were selected. 3 dimensions including skill structure, attitude structure and knowledge structure. Conclusion Evaluating the clinical competence of master of nursing specialist we should not only consider their comprehensive practical ability, but pay attention to their professional development, teaching and scientific research, organization and management, professional accomplishment, knowledge and professional values assessment.
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Objective@#Integrate the evaluation indexes of clinical competence of master of nursing specialist.@*Methods@#Search the Cochrane Library, Joana Briggs Institute Library, Embase, Web of Science, PubMed, CNKI, VIP and Wanfang database, from the establishment of the database to December 10th,2018, and to collect researches about master of nursing specialist clinical competence evaluation index and then analyzed by content analysis method and thematic analysis.@*Results@#A total of 9 articles were included, 26 items and 9 categories including comprehensive practical ability, professional development ability, teaching guidance ability, clinical scientific research ability, organization and management ability, professional accomplishment, professional values, professional knowledge level, relevant knowledge level were selected. 3 dimensions including skill structure, attitude structure and knowledge structure.@*Conclusion@#Evaluating the clinical competence of master of nursing specialist we should not only consider their comprehensive practical ability, but pay attention to their professional development, teaching and scientific research, organization and management, professional accomplishment, knowledge and professional values assessment.