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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 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 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.
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@#Objective To explore the effect of resilience in the relationship between workplace bullying （WPB） and professional identity among nursing interns. Methods A total of 292 nursing interns from six grade A hospitals were selected as the research subjects using convenience sampling method. The WPB，professional identity，resilience，perceived stress and coping styles were investigated by the Negative Acts Questionnaire Revised， the Professional Identity Questionnaire for nurse students，the Chinese version of 10-item Connor-Davidson Resilience Scale，the Chinese Perceived Stress Scale and the Simplified Coping Style Questionnaire. Results The scores of WPB and perceived stress were negatively correlated with those of professional identity，resilience，and positive coping styles（PCS）［Spearman correlation coefficients（rS ）were −0.354，−0.316，−0.388，−0.488，−0.636 and −0.478，all P<0.01］. There was a negative correlation between negative coping styles（NCS）and professional identity（rS =−0.117，P=0.046）. The scores of resilience and professional identity were positively correlated with that of PCS（rS were 0.539 and 0.482，both P<0.01）. There was a positive correlation between resilience and professional identity （rS =0.567，P<0.01）. The scores of WPB and perceived stress were positively correlated with that of NCS（rS were 0.350 and 0.281，both P<0.01）. There was a positive correlation between WPB and perceived stress（rS =0.419，P<0.01）. The scores of resilience and PCS were not correlated with that of NCS（both P>0.05）. Resilience played a mediating role between WPB and professional identity. The interaction between WPB and NCS could predict the professional identity and resilience of nursing interns（standardized regression coefficient were 0.31 and 0.17，both P<0.01）. Conclusion WPB can directly or indirectly affect nursing interns’professional identity through resilience，and NCS plays a moderating role on the direct effect of WPB and professional identity，and the relationship between WPB and resilience.
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Objective:To explore the role of hierarchical teaching based on the "competency-based" concept in the standardized training of respiratory nursing interns.Methods:A total of 70 nursing interns who came to the Department of Respiratory Medicine in Beijing Jishuitan Hospital for standardized training from September 2019 to August 2020 were selected as the study subjects. They were randomly divided into the study group and the control group by coin tossing method, 35 in each group. The study group used hierarchical teaching based on the "competency-based" concept, while the control group adopted conventional hierarchical teaching. The nursing ability and teaching quality of the two groups of nurses were compared. SPSS 23.0 was used for t-test and Chi-square test. Results:The theoretical knowledge scores of the nurses in the two groups after the standardized training [(95.29±3.13), (86.29±5.13)] were higher than those before the training [(78.22±4.48), (77.29±5.13)]. The scores of theoretical knowledges, operation skills, medical record reporting, and the comprehensive quality scores of the study group after the standardized training were higher than those of the control group, and the differences were statistically significant ( P<0.05). The satisfaction of teaching quality in study group was higher than that in control group, and the difference was statistically significant ( P<0.05). Conclusion:The hierarchical teaching based on the "competency-based" concept can significantly improve the teaching quality in the standardized training and the comprehensive quality of respiratory nursing interns, which is worthy of application.
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Objective:To explore the value of problem-originated clinical medical curriculum (PCMC) and problem-based learning (PBL) in obstetric nursing teaching.Methods:A total of 80 rotary nursing interns from the Department of Obstetrics, Affiliated Hospital of Jining Medical University between July 2018 and June 2019 were selected as the research subjects, and were divided into observation group (40 cases, taking PCMC and PBL teaching method) and control group (40 cases, taking traditional teaching). The periodic assessment results of interns, theoretical results and operational results of the out-department examination, nursing-mini-clinical evaluation exercise (Nursing-Mini-CEX) and students' evaluation of teaching work were compared after departure from the department. SPSS 21.0 was used for t test and chi-square test. Results:①After intervention, the theoretical results of term interpretation, judgment question, fill-in-blank question and case analysis question were higher in observation group than those in control group ( P<0.05). ② After intervention, the scores of operational assessment results such as clothing, operational purpose, supplies preparation, evaluation, operational process, precautions and health education in observation group were higher compared with those in control group ( P<0.05). ③After intervention, the scores of eight dimensions such as nurse-patient communication, nursing skills, humanitarian spirit, counseling and patient teaching skill, nursing observation, organizational effectiveness, record reporting and overall competence were higher in observation group than those in control group ( P<0.05). ④The teaching evaluation (in addition to theoretical practical learning ability and comprehensive quality) of interns in observation group after intervention was higher than that of interns in control group ( P<0.05). Conclusion:The implementation of PCMC and PBL teaching method can significantly improve the clinical comprehensive abilities and teaching evaluation of nursing interns, and it is helpful to guide the clinical improvement of teaching model.
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Objective:To analyze the effect of behavior-oriented teaching in the teaching of pediatric nursing interns.Methods:A total of 63 pediatric nursing interns from March 2018 to December 2019 were selected as research objects. According to their admission, they were divided into control group ( n=31) and observation group ( n=32). The control group was taught by routine nursing teaching, and the observation group was taught by behavior-oriented teaching. After one month of intervention, the mastery of professional knowledge and the core competence of nursing interns were compared. Fatigue scale (FS-14) and mental health symptom checklist 90 (SCL-90) were used to evaluate their clinical nursing stress. SPSS 22 0 for t test and chi-square test. Results:The scores of nursing interns in the observation group were higher than those in the control group [(88.29±10.42) vs. (82.56±9.03)], with statistically significant differences ( P<0.05). After learning, the score of core competency inventory for registered nurse (CIRN) of nursing students in the observation group was higher than that in the control group ( P<0.05). After learning, the scores of FS-14 and SCL-90 in the observation group were lower than those in the control group, and the difference was statistically significant ( P<0.05). Conclusion:The application of behavior-oriented teaching can improve the professional knowledge and nursing skills of pediatric nursing interns, improve their core competence, alleviate their work pressure, and improve the quality of nursing teaching.
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Objective:To explore the value of structured guided feedback in improving the clinical skills and teaching effect of the cardiology practice nursing students.Methods:A total of 60 nursing students of Batch 2018 in the Department of Cardiology were selected as the control group, and guided feedback methods were used. Another 60 nursing students of Batch 2019 were collected as the research group, using structured guided feedback methods. After the clinical teaching of the intern nurses, the clinical skills (nursing operation skills, communication skills, condition observation and handling, emergency response ability, team collaboration and clinical decision-making) and the teaching effect were evaluated by theoretical assessment and case scenario simulation exercise assessment scores and self-assessment scales. SPSS 22.0 was performed for t test. Results:The theoretical assessment and scenario simulation exercise assessment scores of the research group were significantly higher than those of the control group [(91.30±2.42) vs. (94.62±2.28); (89.06±3.35) vs. (93.11±3.40)] ( P<0.05). The clinical skills (nursing operation skills, communication skills, condition observation and handling, emergency response ability, team collaboration and clinical decision-making) and teaching effect scores of the nursing students in the study group were significantly better than those of the control group ( P<0.05). Conclusion:The application of problem-based learning combined with scenario simulation teaching under the structured guided feedback in the nursing teaching of cardiology practice nurses can further promote the clinical skills of the practice nurses and improve the teaching effect.
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Objective:To analyze the relationship between transition shock of nursing interns and occupational cognition and coping styles, and explore the factors affecting the status quo of nursing interns transformation, so as to provide guidance for the development of nursing students to respond to clinical transition shock.Methods:A cross-sectional survey of nursing students in Hunan Province was conducted among nursing interns from 18 colleges and universities in Hunan Province by using the General Demographic Data Questionnaire and the Transition Shock of Newly Graduated Nurses Scale, the Nurses' Professional Cognitive Survey Scale, and the Simplified Coping Style Questionnaire. The collected data were processed by SPSS 18.0 software, and multivariate linear regression analysis was performed to analyze the influencing factors of the shock.Results:The overall scores of nursing students transition shock were (64.49±16.33) points, while the transition shock was negatively correlated with occupational cognition ( r=-0.433, P<0.01) and positive response ( r=-0.263, P<0.01). And the occupational cognition, proposed academic qualification, reason for choosing nursing profession and positive response were the main factors affecting the transition shock of nursing students ( P=0.00, R2=0.21). Conclusion:The transition shock of nursing students is at the middle level, and has a strong negative correlation with the nursing students' occupational cognition and positive response. School teachers and clinical instructors should pay attention to the confusion, suspicion and unclear feelings and experiences caused by the transition shock of nursing students, helping nursing students to improve their occupational cognition, and learning how to positively respond to the transition shock problem, thereby improving the quality of clinical internship teaching and training of nursing students.
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OBJECTIVE: To explore the mediating effect of the general self-efficacy(GSE), stress coping personality(SCP) and perceived professional benefits(PPB) among nursing practice students. METHODS: A total of 836 nursing interns from six grade A hospitals in six cities were selected as the research subjects using convenience sampling method. The GSE, SCP and PPB were investigated by the General Self-Efficacy Scale, Scale of Stress Coping Personality for College Students and Questionnaire of Nurses Perceived Professional Benefit. RESULTS: The average scores of GSE, SCP, and PPB were(24.6±5.8),(183.1±28.7) and(139.5±18.0), respectively. The scores of GSE and SCP were positively correlated with that of PPB [correlation coefficients(r) were 0.31 and 0.38 respectively, both P<0.01], and a positive correlation was found between GSE and SCP(r=0.41, P<0.01). The hierarchical regression results showed that the sense of control, tenacity and tolerance of SCP of the interns had a predictive effect on their PPB(all P<0.05); but the effect of SCP on PPB was weakened after inclusion of GSE(P<0.01). The structural equation model analysis results showed that both SCP and GSE of interns had a direct positive predictive effect on PPB(all P<0.01), GSE played a partial mediating role between SCP and PPB, accounting for 20.3% of the total effect. CONCLUSION: The SCP of nursing interns can directly or indirectly affect their PPB, and GSE plays a partial mediating effect between SCP and PPB.
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Objective:To explore the application effect of SBAR (situation, background, assessment and recommendation) standard communication mode in the training of morning shift handover ability of nursing interns in gynecology and obstetrics, so as to provide reference for improving the ability of morning shift handover of nursing interns.Methods:This study included in 30 nursing interns in Xuanwu Hospital in 2018 who were selected as the observation group, and 31 nursing interns in 2017 who were selected as the control group. The control group was trained in the traditional way of teaching, while the observation group was trained with SBAR standard communication mode on the basis of traditional teaching. After one month's teaching, the evaluation standard of nursing morning shift handover formulated by our hospital was used as the evaluation index to observe the effectiveness of SBAR mode in improving the morning shift handover ability of nursing interns in obstetrics and gynecology. The scores of morning shift handover of the nursing interns in two groups were compared by independent sample t test. Results:The total average score of nursing interns in the observation group was higher than that of the control group, with statistical significance ( P<0.05). Among them, the scores of shift handover environment, complete content, reasonable process and reasonable time control were higher and the difference was statistically significant ( P<0.05), but there was no significant difference in the scores of emphasis, specialty characteristics and language fluency ( P>0.05). The total average score of bedside handover ability in the observation group was significantly higher than that in the control group, with significant difference ( P<0.05). The scores of shift handover environment, complete content, outlining key points, reflecting specialty characteristics, reasonable process, material preparation and humanistic care were higher than those of the control group, with statistical significance ( P<0.05). Conclusion:SBAR mode can improve the bedside and collective shift handover ability of obstetrics and gynecology nursing interns, and nursing managers can use SBAR mode to cultivate nursing interns' ability of morning shift handover.
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Objective To investigate the effect of situational simulation combined with problembased learning (PBL) in nursing interns in Department of Emergency.Methods A total of 122 nursing interns in the Department of Emergency in our hospital from June 2016 to December 2017 were selected and divided into control group (n=60) and experimental group (n=62) according to the order of internship.The interns in the control group were taught with the conventional clinical teaching mode,i.e.,the traditional teaching method,and clinical teaching was consistent with the practice time,teaching plan,teaching goal,and teaching progress of nursing interns.The interns in the experimental group were taught with situational simulation combined with PBL,and this clinical teaching mode was used for the teaching and management of nursing interns according to the contents of the syllabus and the requirements for internship.The two groups were compared in terms of comprehensive ability (theoretical assessment + skill operation assessment) and critical thinking ability based on Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV).All the data were analyzed by SPSS 17.0,t test and chi-square test were used for statistical analysis.Results Compared with the control group,the experimental group had significantly better scores of comprehensive ability (89.69 ± 7.82) vs.(76.86 ± 6.12) and critical thinking ability (290.69 ± 17.83) vs.(276.67 ± 18.82).The comparison of the scores on each dimension showed that compared with the control group,the experimental groups had significantly better scores of truth-seeking [(40.23 ± 5.92) vs.(38.88 ± 6.78),P＜0.05],open-mindedness [(41.92 ± 4.28) vs.(39.42 ± 6.78),P＜0.05],analytical tendencies [(43.12 ± 5.12) vs.(41.22 ± 4.86),P＜0.05],and inquisitiveness [(43.42 ± 4.69) vs.(40.45 ± 6.21),P＜0.05].Conclusion Situational simulation combined with PBL can improve the comprehensive ability of clinical nursing interns,enhance their critical thinking ability,and improve their autonomy and enthusiasm to participate in study.
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Objective To investigate the effect of the clinical teaching model based on the miniclinical evaluation exercise (Mini-CEX) scale in Department of General Surgery,and to provide a reference for improving the quality of clinical teaching in Department of General Surgery.Methods A total of 82 nursing interns in Department of General Surgery from June 2016 to June 2018 were enrolled,among whom 41 undergraduates in 2016 were enrolled as control group and 41 undergraduates in 2017 were enrolled as intervention group.The undergraduates in the control group were taught with the traditional clinical teaching method,and those in the intervention group were taught with the clinical teaching model based on the Mini-CEX scale.The two groups were compared in terms of department examination results,score of the Mini-CEX scale,and quality assessment score of clinical nursing teaching,in order to evaluate the teaching quality in Department of General Surgery.Results Compared with the control group,the intervention group had significantly higher department examination score [(96.56 ± 4.23) vs.(90.42 ± 5.12)] and total score of Mini-CEX scale [(5.22 ± 0.45) vs.(4.01 ± 1.03)].The intervention group had a significantly higher excellent rate than the control group (P＜0.05).The intervention group also had a significantly higher quality assessment score of clinical nursing teaching than the control group [(98.34 ± 6.12) vs.(92.45 ± 5.16)].Conclusion The clinical teaching model based on the Mini-CEX scale can improve the quality of teaching and clinical teaching skills in department of general surgery and thus improve the clinical skills and comprehensive quality of nursing interns.
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Objective To check the nursing interns′ knowledge about emergency medications. Methods A self-designed questionnaire was used to investigate the knowledge of emergency medications (including dosage, indications and usage) and learning demands in 258 nursing interns. Results The mean score of all students was 18.06 ± 3.35,accounting for 82.2%(212/258)nursing interns expected to obtain the knowledge by the clinical teachers.Both different education backgrounds and training periods didn′t have significant influence on the scores of emergency medications. There were significant differences in total scores among practice nurses from different areas (F=2.87, P<0.05). Conclusion Generally,the nursing interns are not qualified enough to know emergency medications.We should focus on training nursing interns in pharmacological knowledge and the ability of their knowledge management cognition.
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Objective To investigate nursing interns’knowledge and attitude towards needle stick injury before clinical practice.Methods In 20-23 June,2015,nursing interns who were about to start clinical practice in a hospi-tal were investigated,nursing interns’knowledge and attitude towards needle stick injury were surveyed through questionnaire.Results A total of 350 questionnaires were distributed,324 (92.57%)responded questionnaires were available.40(12.35%)questionnaires were responded by male interns,and 284(87.65%)were by female in-terns;34(10.49%)interns had bachelor degree;the mean age of interns were (20.83 + 1 .24)years old.The correct answer rates about questions related to injury occurring during needle recapping and wearing gloves were low (about 60%).About 70% of the interns gave the correct answers to questions about hepatitis B infection due to needle stick injury following hepatitis B vaccination,as well as medication after injury.Score for individual question about attitude towards needle stick injury was ≤3,the major related problems were susceptibility of blood borne diseases and recapping needles.Conclusion Needle stick injury-related knowledge and attitude among nursing interns is inadequate,including recapping needles,timely report,susceptible to infectious diseases,and so on.It is necessary for schools and teaching hospitals to strengthen the education about occupational protection among nursing interns, so as to improve the attitude and ability of professional protection.
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Objective To explore the affecting factors of nursing interns' personal knowledge management (KM) ability and analyze the correlation between their KM ability and clinical practice ability.Methods A total of 345 nursing interns' KM ability and clinical practice ability were investigated by using two scales.Results Affecting factors of nursing interns' KM ability included being a cadre and being interested in nursing specialty or not.Factors affecting nursing interns' clinical practice ability were practice period,academic records,being a cadre,intention to have a nursing job,interest to be a nurse.It also showed significant positive correlation between their KM ability and clinical practice ability (r=0.761); KM ability could explain 59％ of variability of clinical practice ability(R2=0.599).Among the dimensions of KM ability,the highest positive correlation was knowledge management cognition (r=0.741).Conclusions To enhance nursing interns' clinical practice ability,we need cultivate nursing interns' interest to nursing specialty,ability to be a cadre and improve their knowledge management cognition ability.