ABSTRACT
Objective To explore the effective nursing and long-term safety training mode, early intervention on safety awareness of junior nurses, regulate the safety behavior, ensure patient safety. Methods The ideas and methods of HSE management system (health, safety and environment trinity management system) were introduced, from training needs research, safety courses design, safety behavior training, training process management,safety knowledge clinical application and training quality control implementation of systematic management.From 2013 to 2014 low seniority nurses safety training for 2 years, including new hospital nurse per year.Taking the self contrast before and after experimental design, safety knowledge to master the situation, the nurse's satisfaction and quality of care and safety management before and after training were compared. Results The actual class qualified rate and safety knowledge awareness and the excellent and good rate of safety skills assessment after training were 80.10%(157/196), 92.34%(181/196),96.43%(189/196), which were higher than those of 65.30%(128/196), 81.63%(160/196), 88.78%(174/196) before training, and the differences were statistically significant, χ2=10.81,9.94,7.07,P<0.01. The overall satisfaction of the nurses for safety training was 92.35%(181/196)after training, which was higher than that of 80.61%(158/196)before training, the difference was statistically significant, χ2=16.37, P < 0.01.The qualified rate of nursing quality for the critically ill patients after training was 90.13%(210/233), which was higher than that of 81.48%(176/216) before training, the difference was statistically significant, χ2= 6.94, P < 0.01. The patient safety and quality, the quality of nursing records were 95.81%(206/215), 95.29%(688/722) after training, respectively, which were higher than those of 89.60%(181/202), 85.10%(577/678) before training, the differences were significant, χ2=5.98,4.17, P<0.05. Conclusions Improved safety training is normative, practicability and maneuverability, safety behavior norms, improve the risk identification and emergency handling ability, reduce nursing risk, close to the clinical need for safety management, safety training for nurses to provide the basis for sustainable development.
ABSTRACT
Objective To explore the efficacy of the case and scenario teaching method in the neurosurgery practice teaching.Methods By cluster sampling,153 nursing students underwent rotary practice in neurosurgery department in People's Hospital of Three Gorges University from September 2011 to July 2012 were trained with the case and scenario teaching method.Scenario simulation training combined with case playback teaching was used in practice teaching.At the end of the internship,nursing students' satisfaction was investigated and their operational capacity was evaluated.Self-designed questionnaire was adopted to evaluate satisfaction.Operational capacity evaluation scores of nursing students were divided into several parts:basic operation examination (30％),specialized operation (30％),professional theory (30％) and teacher evaluation (10％).Data were analyzed using Excel spreadsheet for entry.Countif and Count function formula were used to calculate eligibility and the passing rate.Results Nursing students had high evaluation on case playback teaching methods.By this method,153(100％) nursing students considered that the learning initiative was improved.At the end of the internship,passing rates of basic operation examination,specialized operation,professional theory were 98.69％ (151/153),96.73 ％ (148/153) and 100％ while the total passing rate was 100％.Conclusion The case and scenario teaching method could develop the study positivity and practice ability of nursing students and can enhance the internship efficacy.