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Objective:To explore the application of mixed teaching mode based on small private online course (SPOC) and interactive tool in course of obstetric and gynecological nursing bilingual education.Methods:Nursing undergraduates from Batch 2018 of Chongqing Medical University were recruited in the study, with 336 students in the intervention group and 332 students in the control group. Mixed teaching method based on the SPOC and interactive tool was used for teaching in the intervention group, and traditional teaching methods were used in the control group. At the end of the course, formative evaluation indicators, such as students' academic performance, online study and students' classroom performance were compared between the two groups. SPSS 26.0 was used to perform t test and chi-square test of the data. Results:The final scores of the intervention group were (67.84±8.65) points, compared with the control group [(66.50±7.29) points]; the bilingual section scores of the intervention group were (5.32±1.90) points, compared with the control group [(4.95±1.92) points], with statistically significant differences between the two groups ( P<0.05). The online study and students' classroom performances of the intervention group were better than those of the control group ( P<0.05). Most students of the intervention group believed the mixed teaching method based on the SPOC and interactive tool could develop the ability of autonomous learning, improve the professional achievement and enhance the level of English. Conclusion:The mixed teaching method based on the SPOC and interactive tool can develop the students' ability of autonomous learning and enhance the teaching effect.
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Objective:To explore the effect of the course ideology and politics teaching model based on the Context-Content-Course (3C) model in the nursing experimental class of endocrine diseases for nursing undergraduates.Methods:From March 2021 to June 2021,168 undergraduates from Class 1 of Chongqing Medical University in Grade 2018 were selected as the experimental group and 163 undergraduates from Class 3 of Nursing as the control group .Taking the humanistic care ability as the entry point of the course ideology and politics education, the experimental group carried out teaching and implement humanistic care education using course ideology and politics teaching mode based on the 3C model; the control group used traditional methods to carry out humanistic care education. After the course, the humanistic care ability, professional self-efficacy, and emotional intelligence of the two groups were compared.Results:After the implementation of the new teaching model, the total scores of humanistic care ability, occupational self-efficacy, and emotional intelligence of the students in the experimental group were 147.55 ± 15.95, 110.13 ± 9.26, and 76.24 ± 8.78, respectively, while those in the control group were 121.16 ± 18.44, 90.45 ± 9.49, and 61.67 ± 12.33, respectively; and the differences of the scores between two groups were statistically significant ( t=13.73, 18.80, 12.24, all P<0.01). Conclusions:The application of the course ideology and politics teaching model based on the 3C model in the nursing experimental class of endocrine diseases is helpful to improve the humanistic care ability, professional self-efficacy, and emotional intelligence of nursing students′ and is conducive to cultivating the comprehensive humanistic qualities of nursing students. It is ansignificant manifestation of accurate course ideology and politics education.
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Objective To evaluate effect of continuous pelvic floor muscle training(PFMT) during pregnancy on delivery outcome, and to provide reference for clinical nursing work. Methods By searching database, the literature about continuous PFMT during pregnancy on delivery outcome were included,then EndNote was used to check the literature and RevMan5.2 was applied for Meta-analysis of the literature which met the inclusion criteria. Results A total of 11 papers were included. Meta-analysis showed that continuous PFMT during pregnancy can reduce lateral perineal resection rate (OR=0.66, 95%CI 0.48-0.89), increase rate of natural childbirth (OR=1.70, 95%CI 1.32-2.19) and promote progress of the first (MD=-0.52, 95%CI-0.92--0.12) and second (MD=-0.18, 95%CI-0.30--0.06) stage of labor. The intervention group shortened the first and the second stage of labor for 0.18h and 0.52h compared with the control group respectively. Conclusions Continuous PFMT during pregnancy can improve natural delivery rate, reduce the incidence of perineal side incision and shorten the time of labor, it is worthy of being promoted in clinical practice.
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Objective To discuss the application form, method and effect of blending learning based on MOOC in Obstetrics and Gynecology Nursing Course, so as to improve learning quality and com-prehensive qualities of students. Methods Randomly selected a nursing undergraduate class as experi-mental group (n=190) and another as control group (n=189);blending learning and traditional teaching model were adopted, respectively. T test and chi-square test were used to compare scores of final exam in two groups, and Rating Scale of Self-directed Learning Competence for Nurses and Scale of Clinical Commu-nication Competence for Nursing Students were used to evaluate two groups before and after the course. Results The average score (76.30±7.08) and excellent rate (35.79％) in the experimental group were higher than those in the control group of (74.78 ±7.18) and 25.93％, with significance differences (P<0.05);Surveys showed that after the course, the autonomous learning ability and the clinical communication ability of students in the experimental group were better than before, and were better than those in the control group. Conclusion Blending learning can be applied to Obstetrics and Gynecology Nursing Course, which can effectively improve learning quality and enhance students' ability of independent study and clinical com-munication, with satisfactory teaching effects to both teachers and students.
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Objective To evaluate the effect of IKAP(Information-Knowledge-Attitude-Practice) theory on twin pregnancy women′s psychological states, satisfaction and childbirth outcomes. Methods One hundred twin pregnancy women who had made registrations and antenatal examination were divided into the intervention group and the control group with 50 women in each group according to randorn digit table. The twin pregnancy women in the control group received routine antenatal examinations. In addition, the twin pregnancy women in the intervention group received a special health education with IKAP theory. The twin pregnancy women′s anxiety, depression, birth outcomes and satisfaction were measured and compared between the two groups. Results The score of Self-rating Anxiety Scale (SAS) and Self-rating Depression Scale (SDS) in the intervention group was 27.64±2.86 and 26.53±2.96 one week after delivery, significantly lower than those upon admission, 44.18 ±2.53 and 47.42 ±4.82, the difference was statistically significant (t=5.41, 4.49, P0.05). In the intervention group the rate of cesarean section was 29.17% (14/48), and the score of satisfaction was (9.01±0.78), they were also significantly higher than those of the control group, 53.06%(26/49), (7.82±1.44), the difference was significant (χ2=7.701, t=4.806, P0.05). Conclusions The IKAP theory on twin pregnancy women can decrease the anxiety, depression and the rate of cesarean section, and increase patient satisfaction.
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Objective To investigate the mental health state of twin pregnancy women and influencing factors,so as to provide reference for measures to improve their mental condition.Methods Sixty twin pregnancy women who have made regular antenatal examination received the investigation of Self-Rating Anxiety Scale (SAS),Self-Rating Depression Scale (SDS) and self-designed questionnaire.Results The score of SAS for twin pregnancy women was (52.87±10.19) points,SDS was (50.61±4.31) points.There were significant differences in twin pregnancy women degree of anxiety with different age,gestational weeks,and pregnancy way and degree of depression with different gestational weeks,pregnancy way and abortion,reproductive history (F/t=12.74-54.93,P ＜ 0.05 or 0.01).Regression analysis showed that gestational weeks and pregnancy way were the main factors of anxiety and depression influencing twin pregnancy women.Conclusions The anxiety state of twin pregnancy women is in a moderate level,and the depression is mild.It is influenced by the factors of gestational weeks and pregnancy way.Some aspects should be improved:such as strengthen psychological care,establish standardized management model,twin pregnancy women are encouraged to self-control,the use of high qualification by social and family support system,and so on.
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Objective To discuss the influence of team-based learning (TBL) on autonomous learning ability of undergraduate nursing students. Methods 160 undergraduate nursing students of Grade 2010 were randomly divided into experimental group and control group with 80 students in each group. Students in the experimental group were taught with TBL while students in the control group were taught with lecture-based learning (LBL). The score of autonomous learning ability was measured by scale of self-directed learning ability for nurses. Results Scores of autonomous learning ability in experimental group (120.33 ±16.09) was higher than that of control group (110.87 ±11.89) (P=0.000) and also higher than that of experimental group (100.35±11.15) before the implementation of TBL (P=0.000). The differences were statistically significant. Conclusion Team-based learning (TBL) can be helpful in improving the autonomous learning ability of undergraduate nursing students.
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Objective To study the influence of biofeedback combined electrical stimulation therapy in parturients occurred breast pain under the cooperation between doctors and nurses. Methods Method of randomized controlled study was adopted. 112 puerperants were randomized chosen to experimental group (56 cases) and control group (56 cases). Diagnosed by doctors and confirmed that was normal. One group received biofeedback combined electrical stimulation therapy, the other group received regular therapy. Results There were great differences in breast hardness and milk volume ,when 3 days after the intervention, Z=5.91, P<0.01 (the cases of one degree of swelling in the two groups was 19 and 1 respectively). There were great differences in breast swelling and the hardness and milk volume, when 7 days after therapy and postpartum 42 days. The score of cooperation between doctors and nurses were (98.66±2.96) points, the satisfaction to this therapy was 94%(47/50). Conclusions Biofeedback combined electrical stimulation therapy can reduce breast pain and hardness in puerperants, it has great difference in breastfeeding status under the cooperation between doctors and nurses.
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To meet the new requirements of modern information education, and to achieve the goal of developing a new type of nursing talents with good judgment thinking ability and post compe-tency, Chongqing Medical University explored the construction and application of nursing courses in obstetrics and Gynecology. By means of MOOC network platform, we provided students with rich teach-ing resources, so that students could complete their own learning, interactive discussion, examination questions and feedback, to provide the basis for teachers designing the teaching of flipped classroom. We also used the MOOC class to implement the mixed teaching, and gradually develop students' au-tonomous learning ability.
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Objective To explore the methods and results of the application of formative assessment in gynecology and obstetrics nursing teaching.Methods In the gynecology and obstetrics nursing teaching practice,556 undergraduate students in Grade 2011 were set as experimental group while 339 students in Grade 2010 as control group.Based on the teaching syllabus,in the experimental group,traditional lecture and bilingual teaching method were applied in theory courses and PBL or PBL combined with Scene simulation were applied in practice lessons.And after the teaching,formative assessment was applied in the experimental group,which included setting up small study groups and learning files,giving evaluation to students' participation in class activities,written assignments,operation exams,attendance to classes and their in-class test results.In the evaluation of a student,the results of formative assessment took a proportion of 50％ and the final exam result took the other half.While in the control group,traditional summative assessment was applied,namely,results of the final exams were the terminal results of students.Results Gynecology and obstetrics nursing got the first prize in the Final-term Assessment of Teaching Efficiency of the Nursing School.When comparing the results of the final exam of the students in the experimental group and the control group,there was statistically difference(P=0.000),and 86％ of the students in the experimental group were in favor of formative assessment.Conclusion When applied in gynecology and obstetrics nursing teaching in undergraduate students,formative assessment can help teachers adjust teaching methods to improve the effectiveness of teaching; it can also make students more motivated in learning and help students form good learning habits and improve their learning strategies,which can improve students' comprehensive quality.
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Objective:To investigate the effectiveness of point massage for labor analgesia. Methods: 100 parturient primiparae with obvious malaise of lumbosacral region were randomly divided into two groups. In analgesia group, there was an experienced midwife to nurse the parturient and use point massage for labor analgesia when the parturient felt lumbosacral pain or malaise, and dynamically observe the puerperal process. In control group, there was no point massage.Results: There was significant difference in the rate of remission of pain between the two groups ( P