ABSTRACT
Objective:To evaluate the effects of Preventing Jaundice and Antibacterial Biological Medical Gel in prevention of hyperbilirubinemia and umbilical infection in newborn.Methods:A total of 600 healthy neonates in a tertiary hospital were selected. Participants were randomly divided into the control group ( n=300) and the observation group ( n=300). The control group was given routine nursing guidance while the observation group was treated with Preventing Jaundice and Antibacterial Biological Medical Gel. The differences in the number of times of the fetus feces in 3 days after birth, the first fetal feces, yellow discharge time of the fetus feces, the incidence of hyperbilirubinemia, the incidence of neonatal phototherapy and the incidence of umbilical infection between the two groups were compared. Results:The number of times of the fetus feces in 3 days after birth and the first fetal feces and yellow discharge time of the fetus feces of the observation group were (8.12±1.36) times, (7.39±3.71) hours, (26.05±3.98) hours, respectively. The control group were (5.31±1.02) times, (13.04±5.26) hours, (28.65±3.54) hours, respectively. The difference between the two groups was significant ( Z value was -6.133, -6.483, t value was -19.011, P<0.05). The incidence of hyperbilirubinemia, being in neonatal intensive care unit, the incidence of blue light irradiation and the incidence of umbilical infection of the observation group was 0.67%(2/300), 0, 1.00%(3/300) and 0, respectively. The control group was 3.33%(10/300), 2.00%(6/300), 5.00%(15/300) and 3.33%(10/300), respectively. the difference between the two groups was significant ( χ2 value was 4.209-8.247, P<0.01). Conclusions:Preventing Jaundice and Antibacterial Biological Medical Gel could help control the incidence of hyperbilirubinemia and reduce the umbilical infection. It is worth clinical spreading.
ABSTRACT
Objective To determine the impact of emotional intelligence, resilience and psychological empowerment of clinical nurses on self-directed learning competence. Methods Totally 270 clinical nurses from six tertiary first-class hospitals in Tianjin City were investigated with Nursing Staff Self-directed Learning Competence Scale, Emotional Intelligence Scale, the Conner-Davidson Resilience Scale and Psychological Empowerment Questionnaire, and then, the datum was analyzed by professional statistical software. Results The total score of self-directed learning competence was (124.96 ± 21.73) points, the total mean score was (3.68 ± 0.64) points, while the mean score of different dimension from high to low was self-motivational belief (3.78±0.67) points, self-monitoring and regulation (3.65 ± 0.69) points, task analysis (3.61 ± 0.76) points, self-evaluation (3.47 ± 0.72) points. The total mean score of emotional intelligence was (3.87±0.53) points, the total mean score of resilience was (2.74±0.54) points, the total mean score of psychological empowerment was (3.74±0.57) points. The total score and score of all dimensions of emotional intelligence, resilience as well as psychological empowerment were positively correlated to self-directed learning competence(r=0.269-0.650, P 0.05. Self-reliance, self-determination, emotional use, self-efficacy, perseverance were indicated as predictive factors of self-directed learning competence among clinical nurses, which explained 58.5 percent of the variance. Conclusions The self-directed learning competence of clinical nurses was at moderate level. The self-directed learning competence can be influenced by emotional intelligence, resilience and psychological empowerment. So we can enhance their self-directed learning competence by improving emotional intelligence,resilience and psychological empowerment.
ABSTRACT
Objective To explore the influence of introducing standardized patient (SP) into problem-based learning (PBL) to the autonomous learning abilities for undergraduate nursing students based on clinical thinking training. Methods To select 2 classes randomly from full-time professional nursing undergraduate classes enrolled in 2012 from Tianjin university of traditional Chinese medicine, was divided into the experimental group and the control group by random number table method. The control group uses PBL teaching mode, and the experimental group adopts introducing SP into PBL teaching mode. Course lasts for 4 weeks, a total of 18 hours. To evaluate two groups nursing students′the percentage of asking questions by themselves and examination results in the end of the course, and evaluate nursing students′autonomous learning ability before and after the course and after three months of clinical practice respectively. Results The percentage of asking questions by themselves and examination results of the experimental group were 87.80%(36/41) and (84.24±5.12) points, (87.85±5.44) points, the control group were 68.89%(31/45) and (81.51±6.63) points, (84.40±7.96) points, the difference was statistically significant (χ2=4.46, t=2.13, 2.37, P0.05), while after course and after three months of clinical practice of the experimental group were (93.71±9.56) points, (103.27±11.92) points, the control group were (85.47 ± 9.28) points , (91.36 ± 10.56) points, the difference was statistically significant (t=3.56, 4.89, P<0.01). Conclusions The teaching mode of introducing SP into PBL can train and improve the autonomous learning ability of undergraduate nursing students,and can provide reference for nursing teaching mode reform.