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Objective@#To investigate the relationship between workplace bullying and posttraumatic stress disorder (PTSD) in nursing staff, and to analyze the role of psychological capital between workplace bullying and PTSD.@*Methods@#From December 2014 to June 2015, convenience sampling was used to collect 496 nurses from 5 grade A tertiary hospitals in a province of China. Their workplace bullying, psychological capital, and PTSD status were assessed using the Negative Acts Questionnaire, Psychological Capital Questionnaire, and Posttraumatic Stress Disorder Self-Rating Scale, respectively. The correlation between variables was analyzed using a structural equation model.@*Results@#Among these nurses, the scores of negative acts, psychological capital, and PTSD were 37.15±12.83, 78.81±16.54, and 34.56±12.52, respectively. The score on each dimension of negative acts was positively correlated with that on each dimension of PTSD (P<0.01) ; the score on each dimension of psychological capital was negatively correlated with that on each dimension of PTSD and negative acts (P<0.01). Negative acts had a positive predictive effect on PTSD (β=0.539, P<0.01) , which was reduced after inclusion of psychological capital (β=0.513, P<0.01). The path coefficient was 0.62 for the effect of negative acts on PTSD, -0.18 for the effect of negative acts on psychological capital, and -0.11 for the effect of psychological capital on PTSD (P<0.05) .@*Conclusion@#Workplace bullying is a predictive factor for PTSD, and psychological capital plays a mediating role between workplace bullying and PTSD. The manager should reduce workplace bullying to improve the psychological capital in nursing staff and to prevent and reduce PTSD.
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Objective To investigate the influence factors work on the willingness of nursing students to participate in Mobile Learning. Methods A cross-sectional survey was conducted with 400 undergraduate nursing students. The instruments used was the influencing factors of the nursing students' willingness in Mobile Learning questionnaire. Results The resource of study about source, formation and contents, the characteristic, these scores are (12.20 ± 2.66), (14.74 ± 2.95), (11.33 ± 2.63), (11.57 ± 2.34) respectively. In addition, the score of perceived ease of use, the score of perceived usefulness and the score of study attitude, the school of preference, which are (15.02 ± 3.12), (14.81 ± 2.91), (11.43 ± 2.07), (15.18 ± 2.94) respectively. Model fit index which have these factors reached acceptable ranges. Conclusion In order to promote nursing students independent, efficient and convenient study on Mobile Learning, the designing of Mobile Learning should consider the resources characteristics and optimize techniques used.
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Objective To explore the relationship between posttraumatic stress disorder and nurses′ psychological capital. Methods By convenient sampling, totally 550 nurses in 5 first-class upper level general hospitals in Zhejiang province were investigated by the posttraumatic stress disorder (PTSD)Cheeklist-Civilan Version (PCL-C) and Nurses Psychological Capital Questionnaire Revision (NPCQR), and the results were analyzed. Results 18.35%investigated nurses showed a certain degree of PTSD symptoms and 13.71% showed obvious PTSD symptoms. The positive rate was 32.06%.The overall score of nurses′psychological capital was 78.81 ± 16.54, which was in the middle level, and the dimension scores from high to low were self-efficacy (23.80±5.35), hope (23.36±5.24), resilience (19.66 ±4.29), and optimism (11.99 ± 3.21). The nurses′psychological capital had a negative effect on posttraumatic stress disorder (P<0.01). Conclusions Psychological capital of nurses is a negative predictor of PTSD symptoms, which suggested that managers should pay more attention to the development of nurses′psychological capital to reduce and prevent the occurrence of posttraumatic stress disorder,then to improve nursing service quality.
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Objective To explore the effect of the clinical scenario-based simulation communication education based on Calgary-Cambridge Guide for undergraduate nursing students.Methods Totally 87 undergraduate nursing students were enrolled and divided into the experimental group (n=44) and the control group (n=43).The experimental group received clinical scenario-based simulation communication education based on Calgary-Cambridge Guide for communication.The control group received traditional class-based education for communication.The chnical communication skills questionnaire and Communication Observing Questionnaire were administered before and after the training.The testing results of both groups were compared.Results After participating in the education project,six dimensions of clinical communication competence and the total score were significantly improved after training compared with those before training in the experimental group.After training,the experimental group was better than the control group in establishment of harmonious relationship,confirming patients' problems,efficient information transfer,validation experience and communication competence,t values were 2.64,2.32,2.19,2.20 and 4.36,P＜ 0.05.In testing of integrated cases,scores of six aspects such as case design,information collection,explaining behavior,relationship development,conflict coordination and service behavior in the experimental group were significantly higher than those of the control group,t values were 2.15,2.10,3.26,2.84,2.14 and 2.61,P＜0.05.Conclusions The clinical scenario-based simulation education based on the Calgary-Cambridge Guide can improve communication competence of nursing students.
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Under the background of international medical market surging in the demand for caregivers and aging of the population in Finland,in order to solve the problem of nursing personnel missing,Finland has attached importance to nursing education.By means of approving creation of international courses,increasing practical courses,raising the degree of convergence settings with the international labor market structure,adopting the Credit Transfer System to facilitate students broad flow,implementing encouraging and innovative curriculum evaluation,training academic awareness,and so on,to broaden students'career horizons and help them to achieve the career orientation as soon as possible.In this regard,our nursing education should actively learn to take reform measures to improve education quality assurance mechanisms; pay attention to the guiding role of the evaluation; enrich extensive practical course content;focus on academic awareness.
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Objective In order to grasp the status quo of the internship nursing students' evidence awareness in our province, to improve the teaching measures, and to promote nursing safety. Methods We delivered questionnaires to 480 nursing students who were exercising practice in some major hospitals in our province about their contemporary consciousness of evidence, the results underwent analysis. Results The results showed that the awareness of nursing evidence was very poor in the new period. Conclusions It's imperative to enhance the normative education about evidence awareness among the nursing students.