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Objective:To explore the effects of feedback teaching based on dynamic cases on teaching quality of practice nurses in the department of neurosurgery.Methods:A total of 69 practice nurses from the Department of Neurosurgery in the First Affiliated Hospital of Nanjing Medical University were enrolled as the research subjects between January 2019 and August 2020, of which 33 practice nurses between January and October 2019 were selected as the control group and the other 36 practice nurses between November 2019 and August 2020 were selected as the observation group. The control group used routine teaching, while the observation group adopted feedback teaching based on dynamic cases. The assessment scores, practice effect, nursing job satisfaction, and the incidence of nursing errors after teaching were compared between the two groups. SPSS 24.0 was used for Chi-square test and t-test. Results:After teaching, the scores of each assessment (teaching rounds, health education, specialist nursing operations, morning questions, basic operations, and theoretical assessment) in the observation group were significantly higher than those in the control group, and the scores of disease change recognition ability, independent work ability, communication ability and teamwork ability were significantly higher than those in the control group ( P<0.05). After 1 week, 2 weeks, 3 weeks and 4 weeks of teaching, the teaching satisfaction in the observation group was significantly higher than that in the control group ( P<0.05). The total incidence of nursing errors in the observation group 2.78%(1/36) was significantly lower than that in the control group 27.27(9/33)( P<0.05). Conclusion:Feedback teaching based on dynamic cases can effectively improve the teaching quality of practice nurses in the department of neurosurgery, improve nursing job satisfaction, and reduce the risk of nursing errors.
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Objective:To explore the effect of motivational interview combined with feedback teaching on active cycle of breathing technique(ACBT) training in lung cancer patients.Methods:A total of 632 patients with lung cancer undergoing radical resection from September 2017 to March 2019 in Sun Yat-sen University Cancer Center were selected and divided into the experimental group and the control group with 316 cases in each group by operation time. The experimental group received motivational interview combined with feedback teaching education, while the control group received routine education. The patients were followed up for 2 months. The compliance and accuracy of ACBT training, self-care ability, sputum discharge and incidence of pulmonary complications were compared between the two groups.Results:The sputum volume in the control group was (6.25±2.44), (9.28±2.63), (10.33±3.15) g in the control group and (8.74±4.17),(13.87±3.19),(14.18±4.16) g in the experimental group at 1, 2, 3 days after operation, and the differences between the two groups were statistically significant ( t values were -1.149, -2.316, -4.124, P<0.01 or 0.05). There were 56 cases(17.72%) of pulmonary complications in the control group and 33 cases (10.44%) in the experimental group. The difference in the incidence of pulmonary complications between the two groups was statistically significant ( χ2 value was 4.743, P<0.01).Two months after operation, the compliance and accuracy of ACBT training in the experimental group were better than those in the control group ( χ2 values were - 4.57, - 2.15, P<0.01).The improvement in the four dimensions after intervention in the experimental group were better than those in the control group, and the differences were statistically significant ( t values were 8.314-19.719, P<0.01). Conclusions:The motivational interview combined with feedback teaching is an effective method of health education, which is conducive to improving lung cancer patients' compliance and accuracy of postoperative ACBT training, improving patients' self-care ability, promoting the discharge of patients' sputum and reducing the incidence of pulmonary complications to promote the recovery of lung function.
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Objective@#To explore the application effect of video teaching combined with Teach-back method in rehabilitation training of patients with hemiplegia.@*Methods@#The patients with glioma in eloquent area in department of neurosurgery were selected as the research subjects, grouped by time sequence of admission. Between July 2016 to August 2016, 30 patients were selected as control group. Between September 2016 to November 2016, 30 patients were selected as observation group. The control group using conventional department of neurosurgery postoperative routine nursing and hemiplegia rehabilitation education. The observation group was given feedback teaching method on basis of the control group. On the third days after operation, 2 weeks after operation and 4 weeks after operation respectively, the muscle strength, activities of daily living and satisfaction of two groups were evaluated.@*Results@#The recovery of muscle strength of the lower limbs of the observation group was better than the control group at 4 weeks after operation (t=5.015, 5.320, P<0.05); At 2 weeks after operation and 4 weeks after operation, the daily living ability score of the observation group was higher than the control group (t=5.360, 6.510, P<0.05); There were statistically significant differences in the scores of daily living ability between the two groups at different time points (F=68.64, 65.07, P<0.01); The observation group had higher scores of daily living ability than the control group (t=2.315, P<0.05) ; At 2 weeks after operation and 4 weeks after operation, the patient satisfaction of the observation group was higher than the control group (t=2.042, 4.317, P<0.05) .@*Conclusion@#For glioma patients with postoperative limb movement disorders, feedback teaching method combined with rehabilitation training can promote the recovery of muscle strength, especially the lower limbs, improve the ability of daily living and the satisfaction of patients.
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Objective To investigate the effect of the use of audio and video feedback on the rehabilitation of patients with ankylosing spondylitis (AS). Methods 60 AS patients were divided into two parts (32 in the experimental group and 28 in the control group) by random number table method, and two groups of patients were treated with the same drug treatment. Patients in the control group were instructed by oral instruction, in the experimental group, the use of audio and video feedback teaching guide patients family exercise, compared with the two groups of patients with four months of follow-up, family exercise compliance, joint function and quality of life, and other indicators. Results Four months after the intervention, the experimental group patients family exercise compliance was better than 84%(27/32), higher than the control group of 36% (10/28), the difference was statistically significant (χ2=9.238, P < 0.01). Patients in the experimental group in four months after the intervention, the health questionnaire to investigate the physiological function, role limitation due to physical problems, body pain, general health, vitality, social function, role limitation due to emotional problems, mental health eight dimension scores respectively were (72.7±8.4), (81.5±9.5), (57.2±8.4), (65.5±8.4), (62.9±7.2), (78.4±7.4), (67.3±6.2), (77.2±7.6) points while in the control group were (60.8±9.1), (72.1±9.6), (50.3±9.4), (60.8±7.0), (58.2±9.1), (74.4±8.7), (60.2±7.2), (74.3±7.4) points, the difference between the two groups had statistical significance (t=1.493-5.266, P < 0.05 or 0.01). Four months after the intervention, the scores of Bath Ankylosing Spondylitis Functional Index (BASFI) of patients with AS in the experimental group were (1.1± 0.8), (1.7±0.2), (1.8±1.3), (1.6±1.0), (3.1±2.1), (1.0±0.6), (1.9±1.6), (3.8±2.5), (2.6±1.7), (2.7±1.6) points, while (3.8±1.6), (2.8±1.5),(2.6±1.5)、(2.8±1.2),(4.4±2.2),(2.2±1.0),(3.3±1.6),(6.5±2.5),(5.6±2.6), (4.3 ± 1.5)control group, the two groups the difference was statistically significant (t=0.282-8.427, P<0.05). Conclusions Application of audio and video feedback teaching in patients with AS rehabilitation guidance, help patients to master the family training methods, improve the joint function of patients, improve the quality of life.
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To study the effect of real-time feedback teaching in the interviewer training for practical skills examination of doctor's qualification. The process of real-time feedback teaching included: prepara-tion; on-site teaching; on-site training; evaluation of the training effect. The manifestation of the trained in-terviewers was evaluated after the training of physical examination and practical operation, and the inter-viewers' accuracy was improved in both physical examination group and practical operation group. Therefore, it can be concluded that the application of real-time feedback teaching in the interviewer training for prac-tical skills examination of doctor's qualification is effective, and is worth popularizing.
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Teaching feedback has been affected by many factors including education theory, culture diversity and so on.Article analyized the teaching feedback in United States clinical education in a group of the visiting student’s experience in Harbor-UCLA Medical Center.In clinical education, the aim of teaching can only be could be successfully reached by consideration the specific teaching contact and students’idiosyncrasy and flexible teaching feedback utilization.
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To raise the quality of pathology teaching and students' abilities of possessing knowl-edge,we reformed the teaching method. Applying information feedback between teachers and students in pathological teaching can effectively solve students' confusion and improve teacher's teaching quality. Stu-dents' interests and initiative in pathology learning were aroused and teachers' responsibilities were pro-moted by teaching reform,thus having satisfactory results were obtained.