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Objective:To explore the application effects of work record analysis combined with emergency plan drill on the practice teaching of nursing students in department of emergency.Methods:A total of 80 nursing students who had clinical practice in the Department of Emergency of Beijing Shijitan Hospital Affiliated to Capital Medical University between February 2018 and August 2020 were selected as research subjects. They were divided into control group and observation group according to the admission order to the department. The control group was given routine teaching, and the observation group adopted work record analysis combined with emergency plan drill teaching. The theoretical knowledge level, the success rate of emergency treatment and teaching effect evaluation were compared between the two groups of nursing students before and after learning. SPSS 19.0 was used for t test and chi-square test. Results:After learning, the scores of theoretical knowledge (pre-hospital emergency, common emergency diseases, emergency treatment plan, and complications) of the two groups were higher than those before learning, and the scores in observation group were higher than those in control group ( P<0.05). The success rates of emergency treatments (electrocardiogram, electrocardiogram monitoring, blood sample collection, thrombolytic therapy coordination, and cardiopulmonary resuscitation) and satisfaction rates of teaching effects (fully understanding emergency work, improving the ability of independent learning, enhancing the ability of flexible use of knowledge, and active classroom atmosphere) were higher in observation group than control group ( P<0.05). Conclusion:Work record analysis combined with emergency plan drill can effectively ensure the teaching effects of nursing students in department of emergency, and has the advantages of improving the theoretical knowledge and practical operation ability.
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Objective:To construct a precision teaching platform based on quality feedback, and to explore its application effect on the teaching of practice nursing students in the operating room.Methods:A total of 179 nursing students who interned in the operating room of Zhongshan Hospital Affiliated to Xiamen University from January 2018 to January 2019 were selected as the control group, while 157 nursing students who interned in this hospital operating room from February 2019 to February 2020 were selected as the research group. The control group adopted the traditional clinical teaching mode, while the research group adopted the teaching mode of precision teaching platform based on quality feedback. The assessment results of basic theoretical knowledge and operation skills after the internship were compared between the two groups of students, and their critical thinking ability before and after the internship, the comprehensive evaluation on them by surgeons after the internship and the satisfaction of interns with teaching were compared. SPSS 25.0 was used for t test and chi-square test. Results:After internship, the examination results of basic theoretical knowledge and operation skills in the research group were higher than those in the control group ( P<0.05). There was no significant difference in critical thinking ability between the two groups before internship. After internship, the critical thinking ability of the two groups were both significantly improved, and this ability of the research group improved more significantly than that of the control group ( P< 0.05). After the internship, the surgeon's comprehensive evaluation on the nursing students in the research group was higher than that in the control group, and the difference was statistically significant ( P<0.05). The total satisfaction rate of nursing students with teaching in the research group was significantly higher than that in the control group [93.63%(147/157) vs. 85.47%(153/179)], and the difference was statistically significant ( P<0.05). Conclusion:The application of precision teaching platform based on quality feedback in the teaching of practice nursing students in the operating room can significantly improve the learning effect of student nurses, improve their critical thinking ability and clinical comprehensive work ability, and improve their satisfaction with teaching.
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Objective:To explore the application effect of symptom-guided mind mapping combined with case analysis in the emergency nursing teaching of practice nursing students in the department of cardiology.Methods:A total of 60 nurses who had internship in the Department of Cardiology in The First Affiliated Hospital of Xinjiang Medical University from August 2019 to April 2020 were included in the study, and they were averagely divided into control group and study group based on the admission sequence. The control group used traditional teaching, and the study group used symptom-guided mind mapping combined with case analysis. After 3 months of internship, the teaching effect of the two groups of intern nurses was evaluated through the cardiology emergency nursing assessment. A questionnaire survey was used to compare the evaluation of the two groups of intern nurses on their own professional ability. SPSS 22.0 was used for t test and chi-square test. Results:The practice nurses in the study group had higher scores of cardiology emergency nursing skills, comprehensive emergency response capabilities, disease assessment and observation capabilities, and total scores than those of the control group, with statistically significant differences ( P<0.05). The recognition rate of self-professional ability such as ability to combine theory with practice (96.67% vs. 70.00%), ability to discover and deal with problems (86.67% vs. 56.67%), comprehensive emergency response ability (83.33% vs. 46.67%), teamwork ability (93.33% vs. 73.33%) and condition assessment and observation ability (90.00% vs. 53.33%) of the study group was significantly higher than that of the control group ( P<0.05). Conclusion:The symptom-guided mind mapping combined with case analysis has a significant effect on the emergency nursing teaching of cardiology practice nursing students, and can effectively improve the teaching effect and self-professional recognition rate of the practice nurses.
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Objective:To explore the application of humanistic care combined with experiential teaching in the teaching of nursing students in the department of respiratory and critical care medicine.Methods:A total of 100 full-time undergraduate nursing interns in the Department of Respiratory and Critical Care Medicine of Beijing Chaoyang Hospital, Capital Medical University from July 2019 to December 2020 were selected as the research objects. The nursing students were divided into a control group and a research group according to the order of admission, with 50 students in each group. The control group adopted traditional teaching, while the research group adopted humanistic care combined with experiential teaching. After the internship, the self-assessment scale of humanistic care literacy ability was used to measure the humanistic care behavior of the practice nursing students, and the teaching effect was evaluated by the self-designed teaching effect evaluation table. SPSS 22.0 was used for t test and chi-square test. Results:The scores of humanistic care literacy ability of practice nursing students in the research group were higher than those in the control group in the five aspects of skill, communication, respect, understanding and dedication, and the difference was statistically significant ( P<0.05). The teaching effect evaluation of interns in the research group were significantly better than those in the control group in 8 aspects, including humanistic care literacy ability, nurse-patient communication ability, independent learning ability, problem analysis and solving ability, keen observation ability, emergency response ability, critical thinking ability and teamwork ability ( P<0.05). Conclusion:Humanistic care combined with experiential teaching can help practice nursing students in department of respiratory and critical care medicine improve their humanistic care literacy ability, their comprehensive clinical practice ability and the quality of clinical teaching.