ABSTRACT
Objective To explore the status of emotional-social loneliness including emotional isolation,social isolation,emotional and social loneliness in patients with acute cerebral infraction,and to analyze the related factors.Methods A total of 122 patients with acute cerebral infraction admitted to the neurology department of 5 third-grade class-A hospitals from Jan.2017 to Oct.2017 were enrolled.Data was collected by self-reported questionnaires including patients' general data and the emotional-social loneliness questionnaire data.Results Among 122 patients with acute cerebral infraction,emotional isolation,social isolation,emotional loneliness and social loneliness were found in 48 cases(39.3％),60 cases(49.2％),40 cases(32.8％)and 36 cases(29.5％),respectively.The total average score for emotional isolation,social isolation,emotional loneliness and social loneliness were 8.3 ± 5.2,8.6 ± 5.1,7.5 ± 6.1,and 7.4 ± 5.5,respectively.The scores for emotional-social loneliness were associated with education level,monthly family income,occupations and the emotion state before disease,and were not associated with gender,marriage status and stroke history.Conclusions The prevalence of emotional-social loneliness is high in patients with acute cerebral infraction.Especially careful attention should be paid to patients with higher education level and retired with monthly family income ≥5 000 RMB.
ABSTRACT
Objective To construct and implement theSTARnurse training model, and discuss its application effect and the problems that should be paid attention to, and to provide operational cases and practical basis for nursing clinical education. Methods Through literature review and expert consultation, the framework and content of STAR nurse training model were set up and implemented. The questionnaire survey and semi structured in-depth interviews were conducted among the nurses in the hospital to evaluate the effect of improving the nurses′self-directed learning ability. Results After the implementation of the project, the scores of the three dimensions of self-management, desire for study and self-control were (3.67±0.57), (4.05±0.54), (3.99±0.50) points, which were higher than (3.55±0.49), (3.71± 0.52), (3.53±0.42) points before implementation. The difference was statistically significant (P<0.05 or 0.01). The semi structured in-depth interviews showed that all the nurses believed that STAR nurse training model could promote independent learning and stimulate interest in learning. 14 nurses thought it was beneficial for the nurses to find the problems. Conclusions STAR nurse training model can create a favorable learning environment for nurses, and stimulate the learning motivation. It plays a positive role in improving nurses′ability of self-directed learning.