Application of paper review combined with situational exercise in standardized training and teaching of ophthalmology nurses / 中华医学教育探索杂志

Objective:To investigate the application effect of paper review combined with situational exercise in the standardized training and teaching of ophthalmology nurses.Methods:A total of 39 ophthalmology nurses who received standardized training from September 2019 to July 2020 were selected as control group, and 42 ophthalmology nurses who received standardized training from September 2020 to July 2021 were selected as study group. The nurses in the control group received traditional teaching, and those in the study group received teaching with paper review and situational exercise. The two groups were compared in terms of the scores of theoretical knowledge and operation skills, comprehensive qualities (autonomous learning ability, independent analysis and problem-solving ability, nurse-patient communication ability, organization and coordination ability, and comprehensive first aid ability) before and after teaching, and the degree of satisfaction with teaching. SPSS 26.0 was used to perform the independent samples t-test, the paired t-test, the chi-square test, and the rank sum test. Results:After standardized training, compared with the control group, the study group had significantly higher scores of theoretical knowledge (93.29±1.82 vs. 90.36±1.51, P<0.05) and operation skills (95.14±1.34 vs. 92.62±1.26, P<0.05). After standardized training, both groups had significant increases in the scores of autonomous learning ability, independent analysis and problem-solving ability, nurse-patient communication ability, organization and coordination ability, and comprehensive first aid ability, and the study group had significantly higher scores of these comprehensive qualities than the control group ( P<0.05). There was a significant difference in the distribution of the degree of satisfaction with teaching between the two groups ( P<0.05), and the study group had a significantly higher degree of satisfaction than the control group. Conclusion:Paper review combined with situational exercise can improve the specialized theoretical knowledge, technical operational level, and comprehensive qualities of ophthalmology nurses receiving standardized training and enhance the degree of satisfaction with teaching.

An empirical study on the evaluation system of clinical nurse training in hospitals of traditional Chinese and Western medicine based on post competency / 中华医学教育探索杂志

Objective:To evaluate the discrimination, reliability and validity of the evaluation system of clinical nurse training based on post competency in hospitals of traditional Chinese and Western medicine.Methods:From August 2018 to January 2019, 271 clinical nurses from a three-A hospital were selected by convenient sampling method. The competency of clinical nurses was assessed on the spot by case tracking method. The discrimination, reliability and validity of the evaluation system were tested by item analysis, Cronbach's α coefficient and confirmatory factor analysis.Results:The evaluation system had good discrimination, reliability and validity. Among the four scales of the evaluation system, there were significant differences in the high score and the low score of all items ( P < 0.05). The Cronbach's α coefficient of each dimension of the four scales was 0.769-0.898. Four structural equation model diagrams were established, the AVE (average variance extracted) of each dimension was 0.51-0.74, factor load was 0.53-0.93, C.R. (composite reliability) was 0.79-0.91, and the discrimination validity was up to the standard. Conclusion:This system provides a reference for the establishment of scientific, objective, measurable and homogeneous clinical nurse training evaluation tools.

Metodologias ativas de ensino/aprendizagem: dificuldades de docentes de um curso de enfermagem / Active teaching/learning methodologies: difficulties faced by the faculty of a nursing course / Metodologías activas de enseñanza/aprendizaje: dificultades de docentes de un curso de enfermería

Resumo O estudo objetivou identificar as dificuldades vivenciadas pelos docentes na implementação de metodologias ativas no curso de graduação em enfermagem de uma instituição federal localizada no Rio Grande do Norte. Tratou-se de pesquisa exploratório-descritiva com enfoque qualitativo. As entrevistas semiestruturadas foram aplicadas a vinte sujeitos nos meses de agosto e setembro de 2011 e, posteriormente, analisadas seguindo pressupostos da análise de conteúdo. As principais adversidades elencadas pelos sujeitos da pesquisa foram agrupadas em três categorias de análise: problemas curriculares como empecilho para a aplicação de metodologias ativas de ensino/aprendizagem; resistência do docente em implementar metodologias ativas de ensino/aprendizagem; e dificuldade de compreensão da aplicabilidade das metodologias ativas de ensino/aprendizagem na prática docente. Diante de tais dificuldades, fez-se necessário introduzir novas formas de organizar e produzir o conhecimento, uma vez que a utilização de metodologias ativas poderia favorecer a formação de sujeitos com visão ampliada de saúde, ativos e comprometidos com a transformação da realidade. Compreender a utilização de metodologias ativas é fundamental para atender aos pressupostos do paradigma educacional contemporâneo.

Abstract The study aimed to identify the difficulties experienced by faculty in the implementation of active methodologies in the undergraduate course in nursing at a federal institution in the state of Rio Grande do Norte, Brazil. This was an exploratory and descriptive survey using a qualitative approach. The semi-structured interviews were applied to twenty subjects in August and September 2011 and, subsequently, analyzed pursuant to content analysis assumptions. The main adversities listed by the research subjects were grouped into three analysis categories: Curricular issues as an impediment to the application of active teaching/learning methodologies; professor resistance to the implementation of active teaching/learning methodologies; and difficulty in understanding the applicability of active teaching/learning methodologies in the teaching practice. Faced with such difficulties, it was necessary to introduce new ways to organize and produce knowledge, since the use of active methodologies could favor the training of subjects with an enhanced view on health who are active and committed to the transformation of reality. Understanding the use of active methodologies is critical to meeting the assumptions of the contemporary educational paradigm.

Resumen El estudio tuvo por objetivo identificar las dificultades experimentadas por docentes, en la implementación de metodologías activas, en el curso de pregrado en enfermería de una institución federal ubicada en el estado de Rio Grande do Norte, Brasil. Se trata de una investigación exploratorio-descriptiva con enfoque cualitativo. Las entrevistas semiestructuradas fueron aplicadas a veinte sujetos en los meses de agosto y septiembre del 2011 y, posteriormente, analizadas siguiendo preceptos de análisis de contenido. Las principales adversidades señaladas por los su-jetos de la investigación fueron agrupadas en tres categorías de análisis: problemas curriculares como impedimento para la aplicación de metodologías activas de enseñanza/aprendizaje; resistencia del docente en implementar metodologías activas de enseñanza/aprendizaje; y dificultad de comprensión de la aplicabilidad de las metodologías activas de enseñanza/aprendizaje en la práctica docente. Frente a tales dificultades, surgió la necesidad de introducir nuevas formas de organizar y producir el conocimiento, puesto que la utilización de metodologías activas podría favorecer la formación de sujetos con una visión más amplia acerca de la salud, participativos y comprometidos con la transformación de la realidad. Entender la utilización de metodologías activas es fundamental para atender los preceptos del paradigma educativo contemporáneo.

Study on feedback of operating room specialty certified nurse theoretical training and quality improvement / 中华医学教育探索杂志

Objective To explore curriculum and faculty qualification of Chongqing operating room (OR) specialty certified nurse theoretical tralning program by feedback of students, and to im-prove the quality of tralning. Method Relying on the national key project of the First Affiliated Hos-pital of Chongqing Medical University, Chongqing Health administration OR nurse specialist tralning program set additional courses related to research, teaching, patient safety and first ald tralning based on operation room specialist nurse tralning outline. 81 participants were given questionnalres issued by college of nursing after the 7th OR specialist nurse theoretical tralning, and statistics analysis was made of it. Result Effective questionnalres was100%. The overall judgment on theory tralning was high, with 92.60%of the students giving overall score above 150 points (out of 170);93.84%of students sat-isfied on teaching staff ratio while 95.06% students satisfied on course content. For the 17 items, the majority scores given by the students were ≥ 9 points (a 10-points scale), on the top of the list were item “Theoretical tralning helps to enhance professional theoretical level and guide clinical practice”“Teaching content meet needs of OR specialist nurses” “Teaching content is helpful to improve the core competence of specialist nurses” (all 96.30%, 78 out of 81), while the bottom was “Instructor create an environment which fosters student participation”(85.19%, 69 out of 81). Conclusion Chong-qing OR specialist theoretical tralning has good practical and guidance property, the content meet OR nurses needs, instructor ratio is reasonable, and students are highly satisfied with it. Instructors need to encourage students' participation in class interaction, and pay attention to improving their research capabilities.

Effect of community nurse training in peripherally inserted central catheter on nursing quality of tumour patients with indwelled catheter during intermission of chemotherapy / 中华临床营养杂志

Objective To evaluate the effect of community nurse training in peripherally inserted central catheter (PICC) on community nursing quality of tumour patients with indwelled PICC during the intermission of chemotherapy.Methods A prospective study was performed with a total of 220 patients with esophageal or lung cancer enrolled from September 2011 to March 2013 in the Department of Cardiothoracic Surgery,the First Affiliated Hospital of Chongqing Medical University.The 220 patients included 174 males (79.1％) and 46 females (20.9％),at the age of (61.1 ±9.0) years.With the start of community nurse training as the cut-off line,the patients were divided into pre-training group (n =119) and post-training group (n =101).PICC-related complications and patient satisfaction were compared between the 2 groups.Results The overall PICC-related complication rate was 20.9％ (46/220) during community nursing,including,in the order of declining incidence,infection (7.2％,16/220),and venous thrombosis (4.5％,10/220),catheter occlusion (3.6％,8/220),catheter dropping (2.7％,6/220),and leaking/damage (2.7％,6/220).The total complication rate and incidence of infection in the post-training group were both significantly lower than those in the pre-training group (14.9％ vs.26.1％,P =0.047 ; 3.0％ vs.10.9％,P =0.035),and patient satisfaction (including satisfaction for answers to questions about PICC,feelings about PICC indwelling and PICC position,and overall satisfaction) was significantly higher than in the pre-training group (P =0.003,P =0.011,P =0.001).Conclusion Community nurse training programmes have positive effects on improving PICC-related nursing and patient satisfaction in cancer patients with PICC indwelling during intermissions of chemotherapy.

Simulacro de congreso científico como entrenamiento en competencias comunicativas en enfermería / Mock scientific congress as training in communication skills in nursing

Resumen:

Objetivos: este trabajo pretende mostrar los resultados obtenidos en una experiencia docente de comunicación científica en enfermería, a través del uso de un simulacro de congreso científico. Método: basándose en un modelo de investigación-acción, se planificó un programa de trabajo para alumnos de Enfermería. Durante un mes los estudiantes trabajaron sus habilidades comunicativas a la vez que los contenidos de la asignatura. Los criterios de evaluación se plasmaron en una rúbrica que a su vez les sirvió como guía de aprendizaje. Resultados: la docencia fue valorada por el alumnado como innovadora y motivadora en las encuestas de evaluación. Además, se produjo una mejora notable en las competencias comunicativas de los participantes, que queda reflejada en la evolución positiva de la mayoría de ellos, en las evaluaciones seriadas realizadas en clase con la rúbrica. Discusión: el programa de entrenamiento consiguió los objetivos propuestos, resultando estimulante y atractivo para profesores y alumnos, y facilitando al tiempo un abordaje innovador de los contenidos y la capacitación en competencias comunicativas. Por todo ello, el simulacro de congreso es una herramienta pedagógica muy útil para la docencia de comunicación científica en Enfermería.

Abstract:

Objectives: this paper aims to show the results of a teaching experience in nursing science communication, through the use of a mock scientific congress.

Method: based on an action research model, we planned a work program for nursing students. For a month, students worked on their communication skills as well as the contents of the subject. Evaluation criteria were set out in an item which in turn served them as a learning guide. Results: teaching was valued by students in the evaluation surveys as innovative and motivating. There was also a significant improvement in communication skills of the participants, which is reflected in the positive development of most of them in serial assessments made in class. Discussion: the training program achieved its objectives; it was stimulating and attractive to teachers and students, while providing an innovative approach to the content and training in communication skills. Therefore, the mock congress is a valuable teaching tool for teaching scientific communication in nursing.

Objetivos: um dos objetivos do ensino no Espaço Europeu do Ensino Superior é proporcionar conhecimento de qualidade aos alunos, bem como ferramentas para pesquisa e divulgação dos resultados.

Metodologia: este trabalho tem como objetivo mostrar os resultados da experiência de ensino na formação da transferência de conhecimento, através do uso de uma conferência de simulação científica. Baseado num modelo de investigaçao-ação, planejamos um programa de trabalho para os alunos num curso para o Diploma em Enfermagem da Universidade de Huelva (Espanha) em 2009/10.

Resultados: o ensino foi avaliado pelos estudantes como innovador e motivador nas pesquisas de avaliação. Houve também uma melhoria significativa nas habilidades de comunicação dos participantes.

Discussâo: assim, o congresso de simulação aparece como uma estratégia útil pedagógica para atingir os objetivos, é estimulante e atraente para professores e alunos.

Formação do enfermeiro na perspectiva das competências: uma breve reflexão / Nurse training in the area of abilities: a short reflection / Formación del enfermero en la perspectiva de las competencias: una breve reflexión

Diante das novas diretrizes curriculares para os cursos de graduação da área da saúde, urge reflexão e tomada de consciência sobre os rumos do ensino de Enfermagem. A transição entre: currículos mínimos e currículo por diretrizes; objetivos educacionais e formação por competência; competências no mundo do trabalho e formação profissional; além de formação humana e formação tecnicista são alguns elementos que precisam fazer parte do cotidiano dos enfermeiros em todas as suas áreas de atuação. Importa no momento iniciar uma reflexão sobre estas questões. É o que se coloca como o propósito deste texto.

The new curriculum directives for under-graduate courses in the health area require reflection and awareness of the direction of nursing teaching. The transition between the basic curriculum and curriculum by directives; educational objectives and training by ability; ability in the working world and professional training; in addition to human and technical development, are some elements that need to become part of nurses' everyday practice in all the areas in which they work. It is important to start reflecting on these questions at this time, and that is the purpose of this text.

Ante las nuevas directrices curriculares para los cursos de graduación en salud, es necesario reflexionar y hacer una concienciación sobre los rumbos de la enseñanza de Enfermería. La transición entre: currículos mínimos y currículo por directrices; objetivos educativos y formación por competencia; competencias en el mundo del trabajo y formación profesional; además de una formación humana y científica; todo ello son elementos que tienen que formar parte de lo cotidiano de los enfermeros en todas los campos que actúan. Importa en este momento empezar una reflexión sobre estas cuestiones. Es lo que se plantea con este texto.