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With the increasing number of cancer patients, the aging population, the shortage of medical resources and other problems in China, the demand for palliative care is gradually increasing. However, nursing staff are the main implementors of palliative care, and their cognitive level of palliative care is closely related to the quality of palliative care service and the outcome of patients. By summarizing assessment tools of palliative care knowledge, attitudes and skills, this review aims to provide a reference for developing appropriate palliative care assessment tools for nursing staff in China.
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This paper briefly describes the connotation, origin and development, principles and methods of emotional nursing in traditional Chinese medicine, and its application in nursing education, clinical nursing and nursing management,and puts forward suggestions and prospects for developing emotional nursing in combination with the characteristics of nursing specialty.
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This paper briefly describes the connotation, origin and development, principles and methods of emotional nursing in traditional Chinese medicine, and its application in nursing education, clinical nursing and nursing management,and puts forward suggestions and prospects for developing emotional nursing in combination with the characteristics of nursing specialty.
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Objective To explore the application of flipped class model based on SPOC in the course of internal medical nursing. Methods Randomly selected from Shanxi University of Medical grade 2014, 206 undergraduate students as the research object. The control group (104) and experimental group (102) .The experimental group used flipped class model based on Small Private Online Course (SPOC) teaching method;the control group used the traditional teaching mode. After the end of the course, compared two groups nursing students′self-regulated learning ability and critical thinking ability whether there are differences by autonomous learning ability scale and Chinese version of critical thinking disposition inventory (CTDI-CV). Results The experimental group students′theory assessment results, critical thinking ability and self-regulated learning ability were (75.68 ± 9.32), (303.04 ± 16.54), (112.39 ± 11.10) higher than the control group (69.43 ± 11.41), (288.23 ± 15.84), (102.58 ± 9.31), the difference was statistically significant (t = 2.837,3.451,3.512, P<0.05). Conclusions The flipped class model based on SPOC teaching method was better than traditional teaching mode, it improved the students' theory assessment results and self-regulated learning ability and critical thinking ability.
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Objective Based on the educational concept of competency based education,this paper analyzed the present situation and problems of nursing occupational protection education and occupational protection in china,and explored the necessity of setting up the nursing occupational toxicology and nursing occupational protection in the nursing colleges.Methods The whole tentative plan was presented through the analysis of the course description,teaching method,curriculum content and objectives,curriculum evaluation of nursing occupational toxicology and nursing occupational protection in colleges.Results Students will be able to really aware of the health dangers of various toxic and harmful substances,to set up the correct ideas of occupational protection,to actively taken effective protective measures,to avoid personal injury accidents by studying in this program.Conclusions A course of occupational toxicology study and nursing occupational protection in nursing colleges is suggested to enhance the students' ability of occupational protection.It is imperative for nursing students to complete the degree program.
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Objective To evaluate the effectiveness of concept maps in developing critical thinking ability in nursing baccalaureates. Methods Divided 60 nursing students into the experimental group and the control group randomly, there were 30 cases in each group. Traditional nursing care plans was used in the control group, while concept maps was used in the experimental group when analysis typical case. Evaluated the critical thinking ability between the two groups by CTDI-CV at the beginning and the end of term. Results The difference of CTDI-CV scores in the experimental group at the beginning and the end of term was significant, while the difference in the control group was not. Conclusions Concept maps can effective improve nursing students' ability of critical thinking.