ABSTRACT
Objective:This study aimed to investigate the present status of professional identity in internship nursing students and to find the moderate role of mindfulness in the relationship between neuroticism and professional identity.Methods:This was a cross sectional investigation. From October to December 2021, 819 internship nursing students from four hospitals of Shandong Province were invited to participate in the study and to finish a questionnaire survey including the general information questionnaire, Professional Identity Questionnaire for Nurse Students (PIQNS), the Big Five Inventory(BFI) and Mindful Attention Awareness Scale (MAAS).Results:The average score of PIQNS was (61.41 ± 11.59). Pearson correlation analysis showed that professional identity was negatively associated with neuroticism ( r=-0.405, P<0.01) and positively associated with mindfulness ( r=0.301, P<0.01). Neuroticism was negatively associated with mindfulness ( r=-0.439, P<0.01). The hierarchical regression showed that mindfulness level could moderate the correlation between neuroticism and professional identity. Furthermore, the Johnson-Neyman technique revealed that the moderating role was significant only when the positive level was greater than 47.085. Conclusions:The professional identity of internship nursing students deserves attention. Mindfulness level could moderate the correlation between neuroticism and professional identity. It is suggested that clinical managers to carry out targeted training, to enhance the professional identity of internship nursing students during internship.
ABSTRACT
Objective@#To explore and analyze the intervention effect of two different case teaching methods on critical thinking of nursing interns.@*Methods@#from July 2016 to July 2018, a total of 62 nursing students in a three grade hospital in Chongqing were selected. They were divided into control group (29) and intervention group (33) according to their internship years. The control group received routine case teaching method, while the intervention group adopted the "Internet+" case teaching method to carry out clinical teaching.@*Results@#Nursing students in the intervention group were significantly better than those in the control group in seeking truth, open thinking, systematization ability, analytical ability, self-confidence, thirst for knowledge and maturity (t=3.978-6.875, P<0.05). Nursing students in the critical thinking grade distribution intervention group were higher than those in the control group (t=-6.522--2.202, P<0.05). In clinical decision-making ability, problem-finding ability, goal-setting ability, decision-making ability, implementation decision-making ability and evaluation feedback were also higher than those in the control group (P<0.05). The ability was higher than that of the control group (χ2=7.922, P<0.05).@*Conclusion@#case teaching based on "Internet+" can better improve the clinical thinking method of nursing students, enhance the critical thinking level and clinical decision-making ability of nursing students, and improve the quality of clinical teaching. It is worthy of popularization and application in clinical practice.
ABSTRACT
Objective To explore and analyze the intervention effect of two different case teaching methods on critical thinking of nursing interns. Methods from July 2016 to July 2018, a total of 62 nursing students in a three grade hospital in Chongqing were selected. They were divided into control group (29) and intervention group (33) according to their internship years. The control group received routine case teaching method, while the intervention group adopted the "Internet+" case teaching method to carry out clinical teaching. Results Nursing students in the intervention group were significantly better than those in the control group in seeking truth, open thinking, systematization ability, analytical ability, self-confidence, thirst for knowledge and maturity (t=3.978-6.875, P<0.05). Nursing students in the critical thinking grade distribution intervention group were higher than those in the control group (t=-6.522--2.202, P< 0.05). In clinical decision-making ability, problem-finding ability, goal-setting ability, decision-making ability, implementation decision-making ability and evaluation feedback were also higher than those in the control group (P<0.05). The ability was higher than that of the control group (χ2=7.922, P<0.05). Conclusion case teaching based on "Internet+" can better improve the clinical thinking method of nursing students, enhance the critical thinking level and clinical decision-making ability of nursing students, and improve the quality of clinical teaching. It is worthy of popularization and application in clinical practice.
ABSTRACT
Objective:To investigate the impact of humanistic spirit cultivation on nursing students' ethics cog-nition. Method:Total 364 internship nursing students in 2010 were taken as the control group with the routine clini-cal teaching method, 381 in 2014 as the experimental group, not only a routine clinical teaching method but also to increase of their humanistic spirit culture. Results:Humanity spirit cultivation before and after practice nursing students in medical security system cognition difference is not significant, but in medical optimization, the patients right of informed consent, the life value differences of cognitive and ethical cognitive dimension score was statisti-cally significant ( P<0 . 05 ) . Conclusions:Humanistic spirit culture promote the practice of nursing students to raise the level of moral cognition foundation for humanity quality education and nursing ethics education, should further strengthen the diversification of internship training nursing students humanistic spirit.