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Objective:To investigate the geriatric nursing competency of undergraduate nursing interns in four schools of nursing in Beijing as well as the influencing factors, and to provide a reference for perfecting the geriatric nursing education system in colleges and universities.Methods:From October to November 2022, a cross-sectional survey was performed on 223 undergraduate nursing interns selected by convenience sampling from four schools of nursing in Beijing, with the use of a general information questionnaire and the Gerontological Nursing Competence instrument. A general linear regression model was established to explore the factors influencing the geriatric nursing competency of nursing interns.Results:The mean total score for gerontological nursing competency was (3.19±0.40). In all dimensions, the mean score was highest for "Providing a safe living environment for older persons" (3.40±0.47) and lowest for "Understanding the sexual needs of older persons" (2.78±0.73). The thought about whether gerontological nursing contents were enough and the level of motivation to study gerontological nursing courses were the factors affecting nursing interns' gerontological nursing competency ( P<0.05). Conclusions:The overall gerontological nursing competency of the nursing interns was at a medium level, with uneven competencies in different dimensions. Nursing schools should strengthen gerontological nursing course building and stimulate students' learning motivation to improve their gerontological nursing competency.
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Objectives: Migrant technical intern trainees who migrate to Japan have become essential to the Japanese labour force, especially in rural areas. Persons in charge of supervising organisations and training coordinators both support the trainees’ health and daily lives during their stay in Japan. This support is significant for trainees as it helps them access and interact with Japanese society. This study explored the perspectives of persons in charge of female technical trainees regarding support for the latter’s health and daily lives.Materials and Methods: Semi-structured interviews were conducted with 14 persons in charge of female technical trainees, followed by a thematic analysis of the interview data to extract key themes.Results: Four primary themes emerged: fostered beliefs and roles, cultural considerations and health support, language considerations, and concerns about female trainees in relationships. These considerations and support developed solely through experience of persons in charge of female trainees. Additionally, those in charge expressed concerns about trainees being involved in a relationship. However, no specific measures, such as providing female trainees with information, have been taken.Conclusion: Persons in charge of female technical intern trainees need to be provided opportunities to learn about cultural considerations and providing health support for their trainees. Furthermore, the cooperation of health professionals with supervising organisations and training facilities is essential to promote the healthy lives of technical intern trainees. These insights can contribute to the development of an integrated community-based approach to support the health and daily lives of female trainees.
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Introducción: la depresión es un trastorno cada vez más prevalente alrededor del mundo. Los médicos generales son los profesionales de la salud más consultados por pacientes deprimidos. Más del 70% de los pacientes con depresión son vistos por médicos generales y no por especialistas en Psiquiatría. Según estudios realizados en Buenos Aires, más del 25% de los pacientes internados en Servicios de Clínica Médica en hospitales generales presenta depresión. Estos pacientes suelen ser atendidos y seguidos por médicos en formación, sean residentes o concurrentes de Clínica Médica. El objetivo del trabajo fue analizar el conocimiento sobre los inhibidores selectivos de la recaptura de serotonina (ISRS) que tienen los médicos residentes y concurrentes de Clínica Médica de 5 hospitales de la Ciudad Autónoma de Buenos Aires (CABA) y describir el tratamiento de un paciente depresivo por ellos. Material y métodos: se realizó un estudio descriptivo de corte transversal con un muestreo de tipo no probabilístico. Se utilizó como instrumento de medición un cuestionario semiestructurado organizado en dos secciones, una de datos demográficos que permiten caracterizar la muestra. La otra, de 15 ítems, explora los conocimientos sobre los ISRS y el tratamiento de la depresión. Dicho cuestionario fue revisado por 4 expertos. El instrumento es anónimo. Se aplicó a 59 médicos en formación en Clínica Médica, residentes y concurrentes, de 5 hospitales de la CABA, que participaron de forma voluntaria, durante el período agosto-septiembre de 2022. Resultados: la mayoría de los médicos en formación en Clínica Médica no tratan cuadros depresivos y, ante un paciente deprimido, solicitan la evaluación por un especialista en Salud Mental. Solo un 6,8% lo medica con un antidepresivo. Más del 75% de la muestra refiere recordar los conocimientos que tiene sobre de los ISRS de la cursada de Farmacología y un 13,6 de la cursada de Psiquiatría en la Facultad de Medicina. Conclusión: se observa un conocimiento deficitario sobre los ISRS en médicos residentes y concurrentes de Clínica Médica. Se considera necesario reforzar la formación sobre depresión y manejo de antidepresivos durante la residencia/concurrencia de Clínica Médica. (AU)
Introduction: depression is an increasingly common disorder around the world. General practitioners are the most frequently consulted health professionals by depressed patients. More than 70% of all depressed patients receive treatment by general practitioners and not by psychiatric specialists. According to studies conducted in Buenos Aires, more than 25% of all patients admitted to the Clinical Services in public hospitals present depression. These patients are usually under the care and follow-up of clinical trainee physicians, residents, or interns.This study aimed to analyze the knowledge about selective serotonin reuptake inhibitors (SSRIs) of clinical trainee residents and interns in five hospitals in the Ciudad Autónoma de Buenos Aires (CABA) and to describe their treatment of a depressive patient. Material and methods: we conducted a descriptive cross-sectional study with a non-probabilistic sampling. We used a semi-structured questionnaire arranged into two sections as a measuring tool. One, with demographic data to describe the sample. The other, with 15 items, explores respondents' knowledge of SSRIs and the treatment of depression. Four experts reviewed the questionnaire, which was anonymous. We applied it to 59 clinical medical trainees, residents, and interns from five CABA hospitals who volunteered to participate during August-September 2022. Results: most clinical trainees do not treat depressive conditions and, when confronted with a depressed patient, request an assessment by a Mental Health specialist. Only 6.8% medicate the patient with an antidepressant. More than 75% of the sample reported remembering their knowledge of SSRIs from the Pharmacology course and 13.6% from the Psychiatry course at the School of Medicine. Conclusion: there is a deficient knowledge about SSRIs in trainee residents and interns of Clínica Médica. We believe it is necessary to reinforce training on depression and management of antidepressants during residency/internship practice in Clínica Médica. (AU)
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Humans , Male , Female , Adult , Selective Serotonin Reuptake Inhibitors/administration & dosage , Depression/drug therapy , Education, Medical , Medical Staff, Hospital/education , Antidepressive Agents/administration & dosage , Reaction Time/drug effects , Cross-Sectional Studies , Surveys and Questionnaires , Selective Serotonin Reuptake Inhibitors/adverse effects , Selective Serotonin Reuptake Inhibitors/pharmacology , Age and Sex Distribution , Antidepressive Agents/adverse effects , Antidepressive Agents/pharmacologyABSTRACT
In the new or variant acute respiratory infectious diseases, as a result of the not fully discovered ways to control the infection as well as the not fully defined pathogenicity of pathogens, there is still a greater risk of infection for the laboratory front-line staff who are in close contact with pathogen samples. Therefore, the psychological status, biological safety, and work quality of the interns in the laboratory are also main concerns of the teaching hospitals in the epidemic prevention and control work. In view of the problems exposed in the epidemic situation of viral respiratory infectious diseases, this paper analyzes the influence of the whole process of the test on the test results and carries out the process control, aiming at enhancing the interns' ability to resist pressure, improving the students' awareness of biological safety, promoting the interns' comprehensive analysis ability and the formation of clinical critical thinking, and providing reference for the training qualified medical laboratory professionals.
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Objective:To explore the application effect of online and offline blended learning combined with Jigsaw teaching in arterial blood specimen collection of undergraduate nursing interns.Methods:A total of 135 undergraduate nursing interns were randomly divided into the experimental group ( n=66) and the control group ( n=69). The experimental group used the blended learning combined with Jigsaw teaching, while the control group adopted the blended learning combined with PBL teaching. The theoretical examination before and after class, the skill assessment after training, the nursing clinical decision-making consciousness scale, and the teaching satisfaction survey were conducted in the two groups. SPSS 28.0 was used for t-test and Chi-square test. Results:After teaching, the total score of courses and the score of theoretical examination and skill assessment of the experimental group were higher than those of the control group, and the differences were statistically significant ( P<0.05). The total score and the multi-dimension scores of the nursing clinical decision-making consciousness scale in the experimental group were higher than those in the control group, and the differences were statistically significant ( P<0.05). The teaching satisfaction of the experimental group was 92.42% (61/66), which was significantly higher than that of the control group [69.57% (48/69)], and the differences were statistically significant ( P<0.05). Conclusion:Blended learning combined with Jigsaw teaching is applied to collect arterial blood specimens for undergraduate nursing interns, which is beneficial to improve the academic performance and clinical decision-making ability of nursing students.
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Objective:To explore the methods of improving the clinical thinking ability of clinical medical interns in neurology department.Methods:Clinical medical interns from 2017 to 2018 were selected as the research subjects. The clinical medical interns in 2018 and in 2017 were set as the experimental group (98 people) and the control group (95 people). In the clinical practice of the neurology department, the experimental group was trained in clinical thinking ability, and the control group was trained by the traditional methods. Before the end of the internship, the self-made Clinical Medical Interns Clinical Thinking Ability Questionnaire was used to evaluate the teaching effect. SPSS 14.0 was used for t-test and Chi-square test. Results:The experimental group and the control group had the problems of one-sidedness, appearance, fixedness, passivity, laziness, simplification, confusion of clinical thinking. The clinical thinking problems in the experimental group were significantly improved than those in the control group ( P<0.001). There were significant differences in clinical thinking between the experimental group and the control group in terms of one-sidedness, appearance, fixedness, passivity and laziness ( P<0.05). In addition to language communication and expression ability, the self-assessment score of clinical thinking ability in the experimental group was statistically different from that in the control group ( P<0.05). Compared with the control group, there were also significant differences in the examination results of the experimental group ( P< 0.05). Conclusion:The implementation of clinical thinking training in neurology practice is conducive to cultivating students' clinical thinking ability and improving the quality of personnel training.
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Objective:To improve the critical thinking ability of interns in nephrology department based on electronic "Spot" mind mapping teaching method.Methods:In the control group, the traditional clinical teaching method was adopted. Each kidney disease unit was divided into 3 courses. ①The clinical practice teacher dictated or demonstrated his/her experience to the student in the first class. ②Students could exchange questions and answers in the second class. ③In the third class, according to the homework situation, the teacher presided over the discussion, guided the students to express their difficulties and help them solve the problems. The research group adopted the electronic "Spot" mind mapping teaching method: ①Grouping: the students were divided into groups, 6 to 8 people in each group, a total of 16 groups. ②Preparation: each group established a WeChat group, and teachers guided them download the Mindmanager software and learn its mapping method. ③In class: each kidney disease unit was divided into 3 sessions. In the first class, based on what the instructor taught, the students summarized the contents and drew a mind map, and then explain their understanding according to the map. In the second class, "Spot" in the group was conducted based on standards, reading each other in the group, actively discussing with each other, further improving and reconstructing the core knowledge points of the chapter, and encouraging each student to actively participate in enhancing their subjective initiative in learning. In the third class, teachers evaluated students according to their learning situation, and students filled in the gaps according to their opinions, perfected their mind maps, and finally posted to the WeChat group. ④Review: the final versions were sent to the WeChat groups as review materials, which was convenient for learning together. SPSS 24.0 was used for Chi-square test.Results:There was no significant difference between the two groups before study ( P>0.005). After the research, the scores of theory test ( t=2.52, P=0.015), clinical skill test ( t=2.22, P=0.034) and total score ( t=3.53, P=0.003) in the experimental group were significantly higher than those in the control group ( P<0.05). There was no significant difference in the scores of critical thinking ability between the two groups before research ( P>0.05). Six months after research, the total scores of critical thinking ability in the experimental group were significantly higher than those in the control group ( P<0.05). Conclusion:The introduction of electronic "Spot" mind mapping teaching method into clinical practice teaching can realize the cross-linking of related knowledge points and systematize the knowledge. At the same time, it is interesting and can stimulate students' learning interest, and is helpful to cultivate the clinical critical thinking ability of students.
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Objective:To explore the practice of comprehensive teaching based on multiple evaluation in general surgery practice teaching.Methods:A total of 83 students were selected from the General Surgery Department, The Second Affiliated Hospital of Harbin Medical University. Among them, 40 interns used traditional teaching (control group) and 43 interns used comprehensive teaching based on multiple evaluation (experimental group). After the teaching, the assessment results of the theoretical knowledge and skill operation of the two groups of interns were evaluated, and the instructor evaluated the comprehensive ability of the interns, and evaluated the teaching satisfaction and teaching feedback results. SPSS 24.0 was used for t-test and Chi-square test. Results:After the teaching, the examination scores of interns' theoretical knowledge and skill operation in the experimental group [(94.24±2.28) points and (92.33±2.58) points] were higher than those in the control group [(90.56±2.37) points and (88.75±2.41) points]. The scores of independent learning ability, independent thinking ability, logical thinking ability, group cooperation ability, and humanistic care ability of interns in the two groups after teaching were significantly higher than those before teaching, and the scores of each ability in the experimental group were higher than those in the control group ( P<0.05). The total satisfaction rate of interns in the experimental group [95.35% (41/43)] was higher than that in the control group [75.00% (30/40)], and the difference was statistically significant ( P<0.05). The experimental group in improving the participation and learning efficiency of interns in teaching activities [97.67% (42/43), 90.70% (39/43)] was significantly higher than the control group [75.00% (30/40), 70.00% (28/40)] ( P<0.05). Conclusion:The application of comprehensive teaching based on multiple evaluation in general surgery practice teaching can help improve the interns' theoretical knowledge and skill operation performance, improve their comprehensive ability and teaching satisfaction, and improve their learning enthusiasm and efficiency, which deserves promotion and application.
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Objective:To observe the application effect of mind mapping combined with interactive communication mode in clinical teaching of neurosurgery.Methods:A total of 40 students who practiced in the Department of Neurosurgery in the Affiliated Hospital of Guizhou Medical University from September 2019 to September 2020 were included in the control group, and traditional teaching was adopted; another 40 students who practiced from October 2020 to October 2021 were included in the observation group, and mind mapping combined with interactive communication mode was adopted for teaching. The two groups of students were taught for 2 weeks, and after the teaching, the teaching effect was compared between the two groups. SPSS 25.0 software was used to conduct t-test and Chi-square test. Results:After 2 weeks of teaching, the scores of theoretical knowledge (90.38±4.03) and practical operation skills (93.37±3.48) in the two groups were higher than those before teaching [(85.52±5.26) and (87.25±4.48)], with statistically significant differences ( t=4.63, 6.83, P<0.001). The case analysis score of the two groups was higher than that before teaching, and that of the observation group (86.03±6.07) was higher than that of the control group (79.13±5.57), with statistically significant differences ( t=5.30, P<0.001). The scores of interpersonal communication ability and cooperation ability of the two groups were higher than those before teaching. The scores of interpersonal communication ability (82.53±4.74), cooperation ability (169.73±7.55) of the observation group were higher than those of the control group [(77.93±4.45) and (158.42±8.01)], with statistically significant differences ( t=4.48, 6.49, P<0.001). Conclusion:Mind mapping combined with interactive communication mode can effectively improve the clinical basic knowledge and clinical practice ability of interns in the Department of Neurosurgery, and improve their communication and cooperation ability.
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Objective:To investigate the application effect of the blended teaching model of "intelligent teaching" and "wisdom learning" in the practice teaching of integrated traditional Chinese and Western medicine in internal medicine.Methods:According to the principle of randomization, 54 interns in Class 1 of integrated traditional Chinese and Western medicine in the grade of 2019 were selected as control group and received traditional teaching, and 56 interns in Class 2 were selected as observation group and received blended teaching with "intelligent teaching" and "wisdom learning". After 6 months of internship, the two groups were compared in terms of the scores of theoretical assessment (basic theoretical knowledge and professional theoretical knowledge), clinical practice ability [Leicester Assessment Package (LAP)], and degree of satisfaction with teaching. SPSS 17.0 was used to perform the t-test and the chi-square test. Results:At the end of internship, compared with the control group, the observation group had significantly higher score of basic theoretical knowledge (41.53±3.42 vs. 38.71±3.38, P<0.05), score of professional theoretical knowledge (39.49±3.14 vs. 37.85±3.07, P<0.05), LAP score (84.32±6.65 vs. 78.46±6.17, P<0.05), and degree of satisfaction with teaching ( P<0.05). Conclusion:For interns majoring in integrated traditional Chinese and Western medicine, the blended teaching model of "intelligent teaching" and "wisdom learning" can strengthen their mastery of theoretical knowledge, enhance their clinical practice ability, and improve their degree of satisfaction with teaching.
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Objective:To investigate the role of TRIZ theory in clinical teaching in orthopedic operating room.Methods:A total of 43 interns in the orthopedic operating room of our hospital from October 2019 to July 2020 were selected as control group, and 46 interns in the orthopedic operating room of our hospital from August 2020 to May 2021 were selected as observation group. The interns in the control group received traditional teaching, and those in the observation group received teaching based on TRIZ theory. The two groups were compared in terms of professional assessment results, self-evaluation, satisfaction score, and qualification of aseptic operation in orthopedic operating room. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:Compared with the control group, the observation group had significantly higher theoretical knowledge score, practical skill score, and weighted total score ( t=14.90, 11.82, and 13.23, all P?0.001). Compared with the control group, the observation group also had significantly higher scores of analysis and problem-solving ability, clinical thinking, doctor-patient communication, psychological quality, clinical case analysis, self-study ability, and teaching satisfaction ( t=7.88, 11.78, 15.26, 7.94, 12.93, 9.83, and 13.22, all P?0.001). Compared with the control group, the observation group had significantly higher qualified rates of surgical hand-washing, wearing sterile surgical gowns, non-contact glove wearing; and bacteriological testing ( χ 2=4.22, 6.02, 4.92, and 7.59, P=0.040, 0.014, 0.027, and 0.006). Conclusion:TRIZ theory has a certain value in clinical teaching in orthopedic operating room and can significantly improve the scores of theoretical knowledge and practical skills, strengthen aseptic operation abilities in orthopedic operating room, and enhance the satisfaction with teaching among interns.
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Objective:To investigate the effect of flipped classroom teaching based on effective teaching theory in the clinical teaching of otolaryngology and head and neck surgery.Methods:A total of 35 nursing students who received clinical teaching in Department of Otolaryngology and Head and Neck Surgery, Xinhua Hospital Affiliated to Shanghai Jiao Tong University Medical College, from June 2019 to June 2020 were selected as control group, and 35 nursing students who received clinical teaching from July 2020 to July 2021 were selected as study group. The students in the control group received traditional teaching, and those in the observation group received flipped classroom teaching based on effective teaching theory. The two groups were compared in terms of the scores of theoretical knowledge and practical operation after teaching, abilities of self-learning, analysis and problem-solving, innovative thinking, teamwork, and nurse-patient communication before and after treatment, and the degree of satisfaction with teaching among nursing students. SPSS 24.0 was used to perform the t-test and the chi-square test. Results:After teaching, the study group had significantly higher scores of theoretical knowledge and practical operation than the control group (94.24±3.25/94.65±3.41 vs. 89.54±3.36/88.76±3.37, P < 0.05). After teaching, both groups had significant increases in the scores of self-study ability, analysis and problem-solving ability, innovative thinking ability, teamwork ability, and nurse-patient communication ability, and the study group had significantly higher scores of these abilities than the control group ( P < 0.05). The study group had a significantly higher satisfaction rate of teaching than the control group [94.29% (33/35) vs. 71.43% (25/35)]. Conclusion:In the clinical teaching of nursing students in otolaryngology and head and neck surgery, the application of flipped classroom teaching based on effective teaching theory can improve the understanding of theoretical knowledge and practical operation ability, with significant increases in comprehensive ability and degree of satisfaction with teaching, and therefore, it has a good application value.
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Objective:To investigate the influence of the teaching model based on the synergy of medical education on the objective structured clinical examination (OSCE) scores and critical thinking ability of interns in emergency department.Methods:A total of 84 students who studied as interns in Emergency Department of our hospital from January 2020 to 2021 were selected as research subjects, and they were divided into observation group and control group using a random number table, with 42 students in each group. The students in the control group were taught using traditional methods, while those in the observation group were taught based on the synergy of medical education. Both groups received an OSCE examination, and the two groups were compared in terms of OSCE score, critical thinking ability, and evaluation of teaching. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:Compared with the control group, the observation group had significantly higher scores of theoretical assessment, disease assessment, first aid measures, special skills, use of medical instruments, communication skills with SP, and medical record writing and a significantly higher total score of OSCE assessment ( P<0.05). After teaching, both groups had a significant increase in the score of critical thinking ability, and the observation group had a significantly higher score than the control group [(306.38±25.76) vs. (280.39±20.17)]. The observation group had a significantly higher degree of satisfaction with teaching than the control group ( P<0.05). Conclusion:The teaching model based on the synergy of medical education can improve the OSCE score of interns in emergency department and cultivate their critical thinking ability, and there is a relatively high degree of satisfaction with this teaching model.
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Objective To observe the application effects of scenario simulation combined with guided feedback teaching method in the teaching of endocrinology nursing interns.Methods A total of 180 nursing students who interned in the endocri-nology department of Southern Medical University Shenzhen Hospital from January 2020 to January 2023 were selected as the re-search subjects.Using a digital randomization method,the students were divided into a control group(90 cases)and an observa-tion group(90 cases).The control group received conventional teaching,while the observation group received scenario-based teaching combined with guided feedback teaching method.The intern performance,satisfaction of teaching instructors toward students,and students'satisfaction with teaching instructors were compared between the two groups.Results The intern per-formance of the observation group was higher and showed a greater improvement after training,with statistically significant differ-ences(P＜0.05).Both the students'satisfaction with teaching instructors and the teaching instructors'satisfaction with students in the observation group were higher than those in the control group,with statistically significant differences(P＜0.05).Conclusion The application of scenario simulation combined with guided feedback teaching method in the teaching of endocri-nology nursing interns can significantly improve students'intern performance,providing a more scientific basis for nursing intern-ship teaching.
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Objective:To explore the role of the cognitive conflict theory combined with knowledge internalization teaching strategy in improving the core competence of nursing interns in the department of internal medicine.Methods:A total of 100 nursing interns in our department were randomly selected and divided into control group (provided with traditional teaching) and study group (provided with the cognitive conflict theory combined with knowledge internalization teaching strategy) according to the teaching methods. After one month of teaching, two groups were compared for the comprehensive competence, learning engagement, and assessment results. The t-test, chi-square test, or rank sum test was performed using SPSS 26.0. Results:The teaching quality score and degree of satisfaction with teaching in the study group were significantly higher than those in the control group [(18.38±0.71) vs. (17.95±0.84), P<0.05]; the comprehensive competence, core competence score, and learning engagement subitem scores in the study group were significantly higher than those in the control group ( P<0.05); the theory score and skill score in the study group were significantly higher than those in the control group ( P<0.05). Conclusion:The cognitive conflict theory combined with knowledge internalization teaching strategy can effectively improve the quality of nursing teaching, effectively enhance the learning engagement of nursing interns, help improve the comprehensive competence and core competence of nursing interns, enable them to better acquire clinical nursing knowledge, and improve their satisfaction with clinical teaching.
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Objective:To investigate the application effect of the humble tutor mode in the teaching of nursing interns in operating room.Methods:A total of 40 nursing interns in the Operating Room of Affiliated Hospital of Jining Medical University from August 2020 to June 2021 were selected as control group, and 46 nursing interns from August 2021 to September 2022 were selected as experimental group. The interns in the control group received teaching with the conventional tutor mode, and those in the experimental group received teaching with the humble tutor mode. The two groups were compared in terms of the scores of theoretical knowledge and operation skills, voice behavior, self-efficacy, and humble tutor perception. SPSS 19.0 was used to perform the t-test, the chi-square test, and the correlation analysis. Results:At the time of department rotation, the experimental group had significantly higher scores of theoretical knowledge (93.86±3.53) and operation skills (90.90±5.68) than the control group ( P<0.001). Compared with the control group, the experimental group had significantly higher scores of voice behavior [(35.22±7.60) vs. (30.43±5.96), P=0.002], self-efficacy [(28.17±5.03) vs. (24.38±3.39), P<0.001], and humble tutor perception [(37.04±4.34) vs. (26.33±6.63), P<0.001]. Humble tutor perception was positively correlated with voice behavior ( r=0.89, P<0.001), self-efficacy ( r=0.72, P<0.001), operation skills ( r=0.66, P<0.001), and score of theoretical knowledge ( r=0.39, P=0.007). Conclusion:The humble tutor mode has a significant effect in operating room teaching and can improve the assessment scores of theoretical knowledge and operation skills, promote the formation of humble tutors, and strengthen the teaching effect of voice behavior and self-efficacy in nursing interns.
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Objective:To investigate the application effect of scenario infiltration combined with interactive teaching in the teaching of nursing interns in the department of infectious diseases.Methods:A total of 120 nursing students who received training in Department of Infectious Diseases, Beijing Luhe Hospital Affiliated to Capital Medical University, were selected as subjects; 58 nursing students who received routine teaching were enrolled as conventional teaching group, and 62 nursing students who received scenario infiltration combined with interactive teaching were enrolled as combined teaching group. The two groups were compared in terms of self-evaluation teaching effect, nurse-patient communication ability, assessment scores, awareness of protection, and teaching satisfaction. SPSS 22.0 was used for the t-test and the chi-square test. Results:After the end of internship, compared with the conventional teaching group, the combined teaching group had significantly higher self-evaluation scores of learning interest, thinking ability, operational skills, teamwork awareness, and problem-solving ability ( P<0.05), significantly higher scores of planning and preparing, initiating communication, collecting and providing information, obtaining and understanding patient perspectives, and ending communication ( P<0.05), and significantly higher assessment scores of theoretical knowledge, nursing operational skills, and emergency and rescue abilities ( P<0.05). Compared with the conventional teaching group, the combined teaching group had a significantly higher proportion of nursing students who correctly disposed medical waste (96.77% vs. 79.31%) and a significantly lower proportion of nursing students with insufficient self-protection ability (4.84% vs. 22.41%). Compared with the conventional teaching group, the combined teaching group had significantly higher satisfaction scores of teaching content, course design, and teaching effect ( P<0.05). Conclusion:The application of scenario infiltration combined with interactive teaching can better meet the teaching needs of nursing interns in the department of infectious diseases and effectively improve their communication skills, comprehensive abilities, and awareness of protection, and therefore, it holds promise for further application.
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Background: Intern doctors should have knowledge about reporting of adverse drug reactions (ADRs). Aim and Objective: The aim of the study was to evaluate the knowledge, attitude, and practices of ADR reporting of intern doctors of a tertiary care teaching hospital. Materials and Methods: A prospective, observational, and questionnaire-based study was conducted after approval by the Institutional Ethics Committee. Pretested and validated questionnaires consisting of 10 questions about ADR reporting were administered to 40 interns. The filled questionnaires were collected and analyzed on Microsoft Excel sheet. Results: About 40% of intern doctors were aware about drugs banned due to ADRs. About 15% intern doctors witnessed adverse drug events during their clinical posting. All the interns were aware that ADRs can be reported by medical practitioners. About 63% interns were of the opinion that all ADRs should be reported. The main barriers for ADR reporting seemed to be lack of information about where to report (67.5%) and how to report (60%). About 52.5% interns believed that managing patient was more important than reporting ADRs and reporting causes patient confidentiality issues. Conclusions: The intern doctors are not well versed in ADR reporting and require more training.
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Background: Adverse drug reactions (ADR) are regarded as one of the major reason of morbidity and mortality all over the world. 3 According to previous studies, 35% of the hospitalized patients experience an ADR during their hospital stay. Various studies on pharmacovigilance indicate inadequate knowledge, poor attitudes, and lack of awareness among healthcare personnel are associated with a high degree of underreporting of ADRs. Intern doctors are one of the points of first contact when it comes to ADRs. Aim and Objectives: Aim of the study was to assess knowledge, attitude, and practice of pharmacovigilance in peripheral medical college among intern doctors. Materials and Methods: This study was a questionnaire-based cross-sectional study which was conducted at GMERS Medical College and hospital, Junagadh. Out of 90 intern doctors 70 have participated in our study. 18 questions were included in the questionnaire out of which ten related to knowledge, five related to attitude and three related to practice. Results: Average score of knowledge about pharmacovigilance is 5 points out of 10 point. Most of the intern doctors 92.9% (n = 65) are in a general consensus the reporting of ADRs is necessary and 88.6% are in the opinion that medical students like could play a major role in reporting ADRs. Difficult to decide whether ADR is occurred or not is most common factor (51.4%) which discourages intern doctors from reporting ADRs. Conclusion: Knowledge about pharmacovigilance can be enhanced by organizing various teaching programs on pharmacovigilance. Underreporting can be overcome by regularly arranging pharmacovigilance awareness program. Therefore, there is a necessity of undertaking educational program in every hospital to improve the attitude and knowledge toward ADRs reporting.
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Objective:To explore the effects of concept map combined with team-based learning (TBL) teaching method on the examination results, critical thinking ability and teaching satisfaction of nursing interns.Methods:A total of 67 nursing interns in Guangyuan Central Hospital from March to October 2019 were selected and randomly divided into study group and control group. TBL teaching method was used in the control group, and concept map combined with TBL teaching method was used in the study group. The assessment results, critical thinking ability and teaching satisfaction of the two groups were compared. SPSS 22.0 was used for chi-square test and t test. Results:The theoretical knowledge and final examination scores of the study group were higher than those of the control group ( P<0.05); after teaching, the scores of curiosity, truth seeking, systematic ability and self-confidence and total scores of the study group were higher than those before teaching and those of the control group ( P<0.05); the satisfaction scores on having great value to clinical practice, improving learning initiative, helping to understand teaching content, cultivating cooperative learning ability and stimulating learning competitiveness in the study group were higher than those in the control group ( P<0.05). Conclusion:Concept map combined with TBL teaching method is beneficial for nursing interns to master learning knowledge, improve critical thinking ability and increase teaching satisfaction.