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Objective:To explore the application effect of "connections, concepts, concrete practice and conclusions (4C)" teaching method combined with two-way evaluation method in nursing teaching of gastrointestinal surgery, so as to provide reference for personnel training and quality control of practice.Methods:A historical controlled study was conducted to prospectively include the nursing interns received by the Department of Gastrointestinal Surgery of the hospital from May 2020 to May 2022 as the subjects of this study. The interns were divided into the control group (64 interns from May 2020 to May 2021) and the research group (93 interns from June 2021 to May 2022) according to the order of admission of nursing interns. The control group was taught by traditional nursing teaching method, while the research group was taught by "4C" teaching method combined with two-way evaluation method. The scores of theoretical knowledge and operation of nursing students in the two groups were compared after 6 weeks of practice. The self-directed learning ability of nursing students in the two groups was compared before and after 6 weeks of practice [Chinese version of self-rating scale of self-directed learning (SRSSDL)]. The evaluation of teaching quality between two groups of nursing students were compared. SPSS 25.0 was used for t-test and Chi-square test. Results:One person in the control group voluntarily quit the internship, and two in the observation group voluntarily quit the internship. Finally, 63 people in the control group and 91 people in the research group entered the study. There was no statistical significant difference between the two groups in baseline data ( P>0.05). At 6 weeks of practice, the scores of theoretical knowledge (87.96±4.62) and operation (92.60±4.25) in the study group were higher than those in the control group [(86.02±4.53) and (88.27±4.31)] ( P<0.05). At 6 weeks of practice, the total scores of learning awareness, learning behavior, learning strategies, learning evaluation, interpersonal skills and self-directed learning ability of the two groups were higher than those before practice, and the study group was higher than the control group ( P<0.05). After 2 weeks, 4 weeks and 6 weeks of practice, the scores of the two groups of nursing students in evaluating the teaching quality of the teachers increased gradually compared with that of the first week of practice ( P<0.05). Conclusion:The "4C" teaching method combined with the two-way evaluation method in the nursing teaching of gastrointestinal surgery can improve the nursing students' theoretical knowledge, practical operation ability and self-directed learning ability, and is conducive to the improvement of teaching quality.
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Objective:To investigate mentor-mentee dual evaluation of the current status of mentor competency of clinical and translational research mentors, and provide the basis for mentor training focused on the mentor competences.Methods:A total of 121 clinical and translational research mentors and 170 mentees from Peking Union Medical College Hospital were enrolled. The Chinese version of the Mentor Competency Assessment (MCA) questionnaire was used to evaluate the mentor competency, including maintaining effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity, promoting professional development total 6 parts with 26 sub-items. The Likert scale was used to quantitatively evaluate the clinical and translational research mentor competency by mentor-mentee dual evaluations. And the composition and training needs of clinical and translational research mentors were investigated. SPSS 25.0 was used for t-test. Results:Seventy percent (119/170) of mentees considered the mentor guidance was very helpful, and 78.5% (95/121) of the mentors considered it necessary to carry out the mentor training. The mentee evaluation of mentor competency was significantly higher than that of mentor self-evaluation [total score (162.35±23.59) vs. (154.80±19.81), P < 0.01]. And the excellent rate of 26 sub-items by mentees and mentors were 100.0%(170/170) and 46.3%(56/121) respectively. The mentors and mentees shared the agreement of the strengths on trust-based relationship and encouraging mentees, and weaknesses on taking into account the possible prejudices in mentor-mentee relationship. Conclusion:The clinical and translational research mentors have already had good competences, but mentor training is still highly warranted. It's expected that to carry out targeted mentor training and assessment according to the mentor's competences will help to improve the construction of the medical talents training system.
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Objective:To explore the application effect of two-way evaluation combined with transposition learning in the teaching of standardized training of cardiac surgery.Methods:A total of 67 trainees received by the Department of Cardiac Surgery of our hospital from January 2019 to October 2020 were divided into group A ( n = 32) and group B ( n = 35) according to the time of standardized training. Group A was trained by conventional method, while group B was trained by two-way evaluation combined with transposition learning. The examination scores, the post competency, and the teaching recognition of trainees between the two groups at the time of departure were respectively compared. SPSS 22.0 was used for the Chi-square test and t-test. Results:At the time of departure, the scores of theory examination and skill operation examination in group B were higher than those of group A [(92.08±11.50), (91.06±12.08) vs. (83.09±10.26), (82.23±10.09)]. There was no significant difference in the scores of clinical basic ability, professional spirit and quality, doctor-patient communication, mastery and application of medical knowledge, teamwork, basic public health services, information and management, and academic research between the two groups before teaching ( P > 0.05). The scores of the above-mentioned aspects were all increased after teaching, and the scores of group B were higher than those of group A ( P < 0.05). The recognition of the teacher's sense of responsibility, teaching awareness, expression ability, knowledge level, communication ability, and teaching method in group B were higher than those of group A ( P<0.05). Conclusion:The application of two-way evaluation combined with transposition learning in the teaching of standardized training of cardiac surgery can enhance the teaching effect, improve the post competency, and can be more recognized by the trainees.
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Objective:To explore the application value of scenario simulation teaching combined with two-way evaluation in standardized training of pediatric nursing.Methods:A total of 34 trainees who received standardized training of pediatric nursing in The First Affiliated Hospital of Air Force Medical University from March 2018 to March 2019 were selected as the control group, and another 42 trainees from April 2019 to July 2020 were selected as the study group. The control group used traditional teaching, and the study group used scenario simulation teaching combined with two-way evaluation. Theoretical examination and scenario simulation exercise examination were used to assess the theoretical knowledge and clinical practice ability of the trainees, and questionnaire survey was used to evaluate the satisfaction of the trainees with the teaching effect. SPSS 22.0 was used for t-test. Results:The scores of theoretical examination[(95.12±6.24) vs. (91.05±5.12)] and scenario simulation exercise examination (nursing practice skill operation ability, ability to combine theory and practice, clinical thinking and judgment ability, emergency handling ability, communication ability, humanistic care and professional learning ability, and work attitude) of the trainees in the study group were higher than those in the control group, and the differences were statistically significant ( P<0.05). The satisfaction evaluation of the trainees in the study group with the teaching effect was higher than that in the control group, and the difference was statistically significant ( P<0.001). Conclusion:Scenario simulation teaching combined with two-way evaluation can improve the theoretical knowledge, clinical practice ability, and teaching satisfaction of pediatric nursing trainees.
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Objective:To explore the application of task-orientated method combined with two-way evaluation in hypertension nursing teaching.Methods:A total of 90 nursing students who practiced in the Department of Cardiovascular Medicine, Haikou Affiliated Hospital of Central South University Xiangya School of Medicine from September 2019 to December 2020 were selected as the research objects. According to the order of their admission, the nursing students were divided into control group and research group, with 45 students in each group. The control group used traditional teaching, while the research group used task-orientated method combined with two-way evaluation. At the end of the practice, the two groups of practice nursing students were compared to evaluate the teaching quality of teaching teachers, meanwhile the two groups of teaching teachers evaluated the quality of practice nursing students. SPSS 22.0 was used for t test. Results:The four aspects (teaching attitude, teaching method, teaching content and teaching effect) of the nursing students' evaluation on the teachers in the research group were higher than those in the control group, and the difference was statistically significant ( P<0.05). The three aspects (theoretical knowledge, professional nursing skills and comprehensive quality) of the teachers' evaluation on the students in the study group were higher than those in the control group, and the difference was statistically significant ( P<0.05). Conclusion:The task-orientated method combined with two-way evaluation can improve the teaching quality of clinical nursing teaching and the recognition of clinical nursing students to the teaching quality of teaching teachers, so as to promote teaching and learning.
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Objective To compare the evaluation of care behaviors among inpatients and nurses, in order to know the implementation of caring behavior from different perspectives, and to provide evidence for better humanistic care in hospitals. Methods The nurses' humanistic practice ability scale and the caring behavior scale were used to investigate 160 nurses and inpatients respectively in The Third Affiliated Hospital of Southern Medical University. Results The total score of nurses' self rating for caring behavior was (4.15 ± 0.58) points, while the score of self-management ability was lowest, which was (3.84 ± 0.67) points;and the total score of nurses' caring behaviors was (3.49 ± 0.92) points, while the lowest scoring dimensions were respect and connection (3.42 ± 0.95) points. Nurses and patients both feel better at basic care (such as meeting basic needs, providing good environment), psychological care (such as giving support and) and professional care (such as health education), but both of them think that nurses did not do good enough in the provision of high-level emotional needs (such as diversified care, spiritual sustenance)and participation in nursing programmes. Conclusions The evaluation of nursing caring behavior is in the middle and upper level, which shown that the nurses have certain humanistic care and practical ability in clinical practice, and have been recognized by patients, but there is still a lot of room for improvement, and suggested that nursing administrators should give nurses enough respect and consideration while considering patients.
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Academic ethics is closely related to the construction of the world class disciplines,the academic ethics of university mentors and their graduate students are especially important to the development of disciplines and Universities.This article was based on a survey which used two-way evaluation conducted at Peking University Health Science Center,investigated the cognition,current status,misconduct and possible causes,as well as related trainings of academic ethics between mentors and mentees,furthermore,this article also analyzed the application of mentor-mentee two-way evaluation in the academic ethics trainings for post graduate students.
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Objective To establish a two-way evaluation system and to explore the application effect of two-way evaluation method in clinical nursing teaching.Methods We carried out two-way evaluation and individual evaluation test to 40 nursing students practicing in the Department of Inter nal Medicine of our hospital in 2012 and 20 teachers responsible for teaching.By using the envelope method,nursing students and teachers were randomly divided into two groups,with 20 nursing students and 10 teachers in the experimental group and the control group respectively.Students' assessment form and the teachers teaching level evaluation table were made,and teachers of both group gave scores every two weeks to the nursing students by nursing students' evaluation sheet,and the score of feedback were given to the nursing students in experimental group.At the same time,the nursing students in experimental group gave scores every two weeks to the teachers of the same group by the teachers' teaching evaluation sheet,and feedback the results.SPSS 13.0 was used to make statistical analysis and the scores of nursing students and teachers of both groups and the last scores were compared with paired sample T test of mean.The results of the experimental group and the control group in the same period were compared with two independent samples T test of mean.Results Comparing the nursing students'scores of both groups with the scores they themselves got last time,the scores of the fourth,sixth,and the eighth week were statistically significant(P＜0.05)and comparing the experimental group teachers' score with and the scores they themselves got last time,the scores of the fourth,sixth,and the eighth week were also statistically significant(P＜0.05); from the fourth week on,nursing students' scores in experimental group compared with those in control group in the same period,show the differences statistically significant(P＜0.05).Conclusion Two-way evaluation system is beneficial to improving the enthusiasm and initiative of the teachers and students.Two-way evaluation and bidirectional interaction are helpful to timely detection of problems and improvement and can effectively improve the quality of clinical nursing teaching in internal neurological medicine.