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Objective:To investigate the knowledge, attitude and practice status of ophthalmic nurses on prevention and control of intraocular infection in grade Ⅲ class A hospitals.Methods:A self-made questionnaire was used to investigate the knowledge, attitude and practice of 236 nurses on prevention and control of intraocular infection in the ophthalmology department of 8 grade Ⅲ class A hospitals in Zhengzhou from January to June 2020. The correlation between the knowledge, attitude and practice were analyzed by Pearson correlation analysis and the influencing factors of each term were analyzed by multivariate Logistic regression.Results:The scores of knowledge, attitude, practice of all nurses were (26.08 ± 2.46), (67.45 ± 8.48), (50.31 ± 6.67) points, and the scoring rate were (87.0 ± 8.2)%, (84.3 ± 10.1)%, (83.9 ± 9.8)%, respectively. The scores of each dimension of knowledge, attitude and practice were significantly positively correlated ( r values were 0.26-0.42, all P<0.05), respectively. Multivariate Logistic regression analysis showed that education background, professional title and training experience of infection were the influencing factors of knowledge score ( P<0.05), education background, professional title, training experience of infection and demand were the influencing factors of attitude score ( P<0.05), and nursing age and work post were the influencing factors of practice score ( P<0.05). Conclusions:The level of knowledge, attitude and practice of ophthalmic nurses in grade Ⅲ class A hospitals on prevention and control of intraocular infection is overall good. Hospital management department still needs to make reasonable management countermeasures according to personnel characteristics to improve the knowledge, attitude and practice level of ophthalmic nurses and to reduce post-operative intraocular infection.
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Objective To improve the clinical oncology practice ability of professional degree postgraduates,and to explore the role of using standardized patients (SP) in problem-based learning (PBL) teaching method.Method Fifty-two professional degree postgraduates who studied clinical oncology in 2016 and 2017 in our department were taken as the research object,of which 26 were in the experimental group,26 were in the control group.In the experimental group,SP was used in PBL teaching method.In the control group,the traditional PBL teaching method was performed.After the end of the training course,data were analyzed using SPSS 19.0 software,count data and measurement data were analyzed using chi square test and t test to carry out the significant test between the two groups of data,the training effect was compared between the two groups.Results The score marked by experts in the experimental group was higher than that of the control group [(80.27 ± 6.41) vs.(74.77 ± 7.59)],the difference was statistically significant.The results of questionnaire survey showed that the experimental group was significantly higher than the control group in terms of patient satisfaction,clinical skills and participation in teaching activities (P＜0.05).Conclusion Introducing the SP into PBL teaching method could not only make PBL lively but also make SP teaching deeply.The organic combination of PBLand SP in the training process could improve the clinical oncology graduate students' abilities of clinical thinking,practice,doctor-patient communication,problems treatment,and humanistic care.This teaching model is worth promoting in the teaching of clinical oncology for profes-sional degree postgraduates.