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Objective:To investigate the soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors.Methods:A total of 438 nursing teachers from the Department of Gastroenterology of 12 grade A tertiary hospitals in our province were selected as the subjects by cluster sampling. The general information questionnaire, nursing soft skill assessment scale, and clinical nursing mentors' behavior scale were used for a questionnaire survey. The scores for soft skills and teaching behaviors of nursing teachers were evaluated. A Pearson correlation analysis was conducted to discuss the correlation between soft skills and teaching behaviors. The independent sample t test and variance analysis were performed for univariate analysis of teaching behaviors. A multivariate analysis of teaching behaviors was performed by multiple linear regression analysis. Results:The total score of the nursing soft skill assessment scale was (164.75±18.49), and the average score of items was (3.43±0.49). The total score of the clinical nursing mentors' behavior scale was (94.26±8.48), and the average score of items was (4.10±0.46). The total score of nursing soft skills was positively correlated with the total score of teaching behaviors ( r=0.31, P<0.05). The total score of the behavior scale of nursing teachers varied significantly across different education backgrounds, professional titles, nursing ages, and teaching years ( P<0.05). The multiple linear regression analysis found that professional title, teaching years, and nursing soft skills were important factors affecting the teaching behavior level of nursing teachers, which could explain 39.50% of the teaching behavior level. Conclusion:Soft skills of nursing teachers in the Department of Gastroenterology are at a middle level. Professional title, teaching years, and soft skills are important factors affecting teaching behaviors. Improving soft skills of nursing teachers may help improve teaching behaviors.
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Objective:To explore the effect of scenario simulation teaching combined with flipped classroom teaching for nursing interns in the department of gastroenterology.Methods:A total of 40 undergraduate nurses of 2019 from the Department of Gastroenterology of Renji Hospital, Shanghai Jiao Tong University School of Medicine were selected as the control group, and 40 undergraduate nurses of 2020 were selected as the research group. The control group adopted the traditional clinical teaching mode, and the research group adopted the scenario simulation combined with flipped classroom teaching mode. After 3 months of clinical teaching, theoretical and nursing operational assessment were performed on the nurses, and questionnaire survey was used to evaluate the teaching effect of clinical nursing teaching and the satisfaction of teaching quality. SPSS 20.0 was used for t test and chi-square test. Results:The theoretical and nursing operation skills assessment scores of the research group were higher than those of the control group, and the difference was statistically significant ( P<0.001). The research group was significantly better than the control group in improving nursing operation skills, improving autonomous learning ability, improving nurse-patient communication ability, improving response ability, improving overall analysis ability, enhancing humanistic care awareness, cultivating team spirit, and cultivating clinical thinking ability( P<0.001). The satisfaction rate of the practice nurses in the study group with the scenario simulation combined with the flipped classroom teaching was 100.00%, and that in the control group with the traditional clinical teaching mode was 70.00%, with statistical significance ( P<0.001). Conclusion:Scenario simulation teaching combined with flipped classroom can improve the theoretical foundation and operational skills of practical nurses in the department of gastroenterology, and improve the clinical nursing teaching effect and satisfaction of practical nurses, which is worthy of application and promotion.
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Objective:To analyze the application and effects of hierarchical classification method of teaching in the rotation of resident physicians in department of gastroenterology.Methods:From September 2018 to July 2019, there were 84 residents who were selected as research objects including 55 physicians and 29 non-physicians rotating in the Department of Gastroenterology, The Second Affiliated Hospital Zhejiang University School of Medicine. According to seniority, there were 46 low-seniority physicians and 38 high-seniority physicians, respectively. Their performance and satisfaction were evaluated by hierarchical classification method of teaching. SPSS 21.0 was used for t test and chi-square test. Results:There were no significant differences in the score and passing rate of written examination and medical record writing between the physicians and non-physicians ( P >0.05). The skill operation examination scores of physicians were higher than those of non-physicians, and the interview scores and passing rate of physicians were also higher than those of non-physicians, with significant differences ( P<0.05). There were no significant differences between the scores of written examination, interview, medical record writing and skill operation and the passing rate of residents in the low-seniority physicians and high-seniority physicians ( P >0.05). Furthermore, all residents with different seniority and professional background were satisfied with this teaching method. Conclusion:Hierarchical classification method of teaching can effectively improve the teaching quality of residents in department of gastroenterology, and improve the satisfaction of residents with teaching, which is deserved to be generalization and application.
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Objective:To investigate the efficacy of clinical pathway teaching method in standardized training of general practitioners in gastroenterology.Methods:From 2018 to 2019, 40 residents who participated in the standardized training of general practitioners in the Department of Gastroenterology, Zhongshan Hospital Qingpu Branch, Fudan University Medical College were randomized into the experimental group and the control group. The residents of the experimental group were trained by clinical pathway teaching method, while the control group were trained by traditional methods. After 6 weeks' teaching, theoretical examination, operation skills and case analysis test were assessed and satisfaction surveys were conducted.Results:The operation skills and case analysis scores of the experimental group were significantly better than those of the control group [operation test (91.50±2.77) vs. (89.80±3.74), P<0.01; case analysis (92.10±1.98) vs. (86.40±2.87), P<0.01]. The teaching satisfaction of the experimental group was significantly higher than that of the control group, and the difference was statistically significant ( P<0.01). Conclusion:The teaching model of clinical pathway can improve the teaching quality of the residents in the department of gastroenterology, improve the satisfaction of the doctors in the training, and broaden clinical thinking, which is worthy of promotion in clinical teaching.
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Objective:To explore the role of constructivism teaching theory combined with problem-based learning (PBL) teaching mode in the training of new nurses in the department of gastroenterology.Methods:A total of 27 newly recruited nurses in the Department of Gastroenterology in West China Hospital of Sichuan University from August 2018 to August 2019 were selected as the control group, and traditional teaching was adopted. In addition, 24 newly recruited nurses from September 2019 to September 2020 were selected as the research group, using constructivism teaching theory combined with PBL teaching mode. After the training, the teaching effect was compared between the two groups through the assessment results and the training method scores. SPSS 19.0 was used for t test. Results:The research group's newly recruited nurses' theoretical evaluation scores [(95.08±5.61) vs. (91.63±5.27)] and practical skills operation evaluation scores [(94.30±7.22) vs. (87.13±6.84)] were both higher than those of the control group, and the difference was statistically significant ( P<0.05). Compared with the control group, the newly recruited nurses of the research group believed that the combination of constructivism teaching theory and PBL teaching could improve clinical thinking ability, analysis and problem-solving ability, and the degree of integration of theory and practice, mobilize the enthusiasm of autonomous learning, enhance autonomous learning ability, and improve communication ability, cultivate teamwork ability, stimulate interest in learning, improve work confidence and training satisfaction, with statistical significance ( P<0.05). Conclusion:The combination of constructivism teaching theory and PBL teaching mode is beneficial to the training of newly recruited nurses in the department of gastroenterology to independently construct a theoretical framework of knowledge, improve comprehensive ability, and make a useful exploration for the training of newly recruited nurses.
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OBJECTIVE:Probe into the procedures and contents of pharmaceutical care in department of gastroenterology. METHODS:The feasibility,requirement and our specialty of pharmaceutical care were systematically analyzed in department of gastroenterology through a special - purpose study and discussion, and a detailed design was instituted, then the four faces were established.RESULTS: Clinical pharmacists should bring their pharmaceutical specialty into full play, and worked smoothly with clinicians and nurses by aiming directly at kinds of clinical requirement .An initial effect of pharmaceutical care was shown in department of gastroenterology .CONCLUSION: Young clinical pharmacists should adopt a scientific analysis and normative procedure to work smoothly with clinical partners as quickly as possible at the beginning of their clinical pharmacy work and strive hard to be one of the important person in multidisciplinary treatment teams.