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Objective:To explore the application of integrated medical-nursing management model for clinical nursing teaching in neonatology department.Methods:A total of 28 undergraduate nursing students having internship in neonatology department from August 2018 to February 2020 were enrolled in the study, among which 15 nursing students from August 2018 to May 2019 were selected as the control group, and 13 nursing students from August 2019 to February 2020 were selected as the observation group. The control group was given traditional teaching, and the observation group was given integrated teaching of medical care. The theoretical scores, nursing operation, comprehensive quality, total scores and teaching satisfaction of the two groups were compared. SPSS 19.0 was used for t test. Results:The theoretical scores of the observation group and the control group were (96.31±0.85) points and (88.47±1.92) points, respectively. Nursing operation scores of observation group and control group were (95.18±2.06) points and (93.15±2.13) points. Comprehensive quality of observation group and control group were (96.23±1.48) points and (90.47±1.88) points. The total scores of the observation group and the control group were (96.83±1.27) points and (91.20±1.31) points, respectively. All the differences were statistically significant ( P<0.05). Ther were significant differences between the two groups in terms of teaching satisfaction including teaching methods, contents, teachers' satisfaction and total satisfaction( P<0.05). Conclusion:In the clinical nursing teaching of neonatology department, the integrated medical-nursing management model is helpful to improve the clinical comprehensive quality and teaching satisfaction of undergraduate nursing students.
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Objective To compare the application effect of the Sandwich teaching method and case teaching method in undergraduate nursing students in clinical nursing teaching.Methods 114 undergraduate nursing students were divided into observation group and control group by random number table,and each group had 57 students.The control group used case teaching method,which the teacher used case to teach,while the observation group used the Sandwich method,including teacher guides,group discussions,cross discussion,group report,teacher's comments,case analysis,etc.Results The score of theory test in observation group was 86.14±7.24,which was significantly higher than 77.46±6.97 of the control group (t=6.515,P ＜ 0.01);Students of observation group thinking yes in the nine survey items was 85.96％ to 100.00％.Conclusions The effect of Sandwich teaching method is better than case teaching method,and has high satisfaction of nursing students.
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Objective To establish a two-way evaluation system and to explore the application effect of two-way evaluation method in clinical nursing teaching.Methods We carried out two-way evaluation and individual evaluation test to 40 nursing students practicing in the Department of Inter nal Medicine of our hospital in 2012 and 20 teachers responsible for teaching.By using the envelope method,nursing students and teachers were randomly divided into two groups,with 20 nursing students and 10 teachers in the experimental group and the control group respectively.Students' assessment form and the teachers teaching level evaluation table were made,and teachers of both group gave scores every two weeks to the nursing students by nursing students' evaluation sheet,and the score of feedback were given to the nursing students in experimental group.At the same time,the nursing students in experimental group gave scores every two weeks to the teachers of the same group by the teachers' teaching evaluation sheet,and feedback the results.SPSS 13.0 was used to make statistical analysis and the scores of nursing students and teachers of both groups and the last scores were compared with paired sample T test of mean.The results of the experimental group and the control group in the same period were compared with two independent samples T test of mean.Results Comparing the nursing students'scores of both groups with the scores they themselves got last time,the scores of the fourth,sixth,and the eighth week were statistically significant(P＜0.05)and comparing the experimental group teachers' score with and the scores they themselves got last time,the scores of the fourth,sixth,and the eighth week were also statistically significant(P＜0.05); from the fourth week on,nursing students' scores in experimental group compared with those in control group in the same period,show the differences statistically significant(P＜0.05).Conclusion Two-way evaluation system is beneficial to improving the enthusiasm and initiative of the teachers and students.Two-way evaluation and bidirectional interaction are helpful to timely detection of problems and improvement and can effectively improve the quality of clinical nursing teaching in internal neurological medicine.
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Objective To improve th current teaching situation,increase clinical teaching quality in order to ensure the nursing students to adapt to new nursing model and social development.Methods The main problems existing in clinical nursing teaching of our country was analyzed,furthermore countermeasures were put forward.Results At present clinical nursing teaching of our country lacked perfect management system,teacher resources were weak,teaching time was not reasonably arranged,training of comprehensive quality for nursing students was lack.Conclusions Through analysis of current situation of clinical nursing teaching,we propose the corresponding ponder,guarantee the clinical nursing teaching quality and do fully preparatory work for training of nursing reserve forces with high quality.
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To enhance the quality education of nursing students and cultivate high quality nursing staff,who can meet the social requirements,a new mode of integrating humanistic quality education into clinical nursing education is proposed.Approaches to improve humanistic quality of nursing students are initiated from four aspects: determination of teaching goals,establishment of teaching tenet "human as basis",optimization of learning environment and vividness of teaching methods.The main purpose of this paper is to promote research and practice for further innovation in Chinese nursing clinical teaching.
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Objective To probe into the application of cooperative group learning to ICU clinical nursing teaching.Methods The"cooperative group learning"is applied to nursing teaching of 60 undergraduate nurses doing their clinical field work in ICU of our hospital from 2005 to 2007.Results 60 undergraduate nurses'ability to gain information,utilize resources,analyze and solve problems has been improved.Conclusion The application of cooperative group learning to ICU clinical nursing teaching has achieved noticeable results in that it can motivate the nurses and arouse their interest in learning,improve their oral ability,cultivate their critical thinking and innovation ability,thereby improve their comprehensive quality and clinical practical skills.