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Objective:To explore the effect of the "organ system-based learning (OBL)" digestive system teaching model in the clinical internship teaching of undergraduate nursing students.Methods:A total of 84 nursing undergraduates who practiced in the digestive system department of a third-grade Class-A general hospital from July 2020 to May 2022 were selected as the research objects. According to the historical control study, they were divided into control group ( n=42) and experimental group ( n=42). The control group adopted traditional practice teaching, and the experimental group adopted OBL teaching. The admission theory scores of the two groups of nursing students in the department, graduation theory scores and technical scores, nursing students' core competency and clinical teaching satisfaction were compared. SPSS 24.0 was used for t-test and chi-square test. Results:There was no significant difference between the experimental group and the control group in admission theory scores. The graduation theory scores of the experimental group (93.27±1.47) and the control group (90.91±1.32) were statistically significant ( t=7.72, P<0.001). The graduation technical scores of the experimental group (94.51±1.81) and the control group (94.00±2.35) were not significantly different ( t=1.12, P=0.268). The core competency of nursing students in the experimental group (164.21±20.81) and the control group (152.79±15.76) was statistically significant ( t=2.84, P=0.006). Clinical teaching satisfaction of the experimental group (173.33±17.58) and the control group (152.67±19.74) was statistically significant ( t=5.07, P<0.001). Conclusion:The application of the OBL practice teaching model in the digestive system department is conducive to improving the theoretical knowledge of nursing students, and improving the core competence and clinical teaching satisfaction.
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Objective:To explore the application of interactive communication mode combined with problem-based learning in clinical teaching of undergraduate nursing students so as to provide basis for nursing teaching reform.Methods:A total of 62 undergraduate nursing students in Beijing Jishuitan Hospital were selected. Among them, 32 cases from September to November 2018 received traditional teaching (the control group), and 30 cases from September to November 2019 were given interactive communication mode combined with problem-based learning (the observation group). The assessment results, comprehensive ability, clinical communication ability, scientific research ability, and feedback results of teaching quality were compared between the two groups.Results:After intervention, the total score of assessment in the observation group was (90.62 ± 4.75) points, higher than that in the control group (83.84 ± 5.01) points, there was significant difference ( t=5.46, P<0.05). After intervention, the scores of observation ability, operation ability and teamwork ability in the observation group were (3.51 ± 0.59), (3.75 ± 0.50), (4.30 ± 0.77) points, higher than those in the control group (3.18 ± 0.44), (3.22 ± 0.46), (3.53 ± 0.81) points, there were significant differences ( t=2.51,4.35, 3.83, all P<0.05). After intervention, the scores of clinical communication and keen listening, determining patients′ problems, participating together, sending effective information, establishing harmonious doctor-patient relationship, and verifying perception ability in the observation group were (83.61 ± 10.18), (81.66 ± 8.92), (84.01 ± 9.17), (83.25 ± 9.73), (80.90 ± 9.99), (84.15 ± 8.08) points, higher than those in the control group (73.91 ± 9.73), (74.95 ± 8.05), (76.02 ± 8.22), (73.16 ± 8.02), (74.61 ± 8.54), (76.08 ± 8.25) points, there were significant differences ( t values were 2.67-4.47, all P<0.05). After intervention, the scores of literature reading ability, data processing ability and paper writing ability in the observation group were (14.29 ± 1.54), (13.02 ± 1.29), (14.91 ± 1.50) points, higher than those in the control group (13.08 ± 1.43), (11.44 ± 1.24), (12.36 ± 1.28) points, there were significant differences ( t=3.21, 4.92, 7.22, all P<0.05). The feedback scores of students about improving nursing humanistic quality, professional self-identity, learning interest, communication ability, clinical thinking ability and innovation ability in the observation group were (4.26 ± 0.75), (4.43 ± 0.81), (4.25 ± 0.77), (4.18 ± 0.66), (4.44 ± 0.90), (4.38 ± 0.94) points, higher than those in the control group (3.51 ± 0.64), (3.79 ± 0.70), (3.48 ± 0.84), (3.40 ± 0.76), (3.83 ± 0.89), (3.60 ± 0.89) points, there were significant differences ( t values were 2.68-4.30, all P<0.05). Conclusions:The interactive communication mode combined with problem-based learning can effectively improve assessment results of undergraduate nursing students, and promote the improvement of their comprehensive quality, which is conducive to the improvement of clinical communication ability and scientific research ability in nursing students.
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Objective To explore the consistency between the Chinese Version of Stressors in Nursing Students (SINS-CHI) and the Student Nurse Stress Index Scale (SNSI-CHI) in assessing the pressure of undergraduate nursing students.Methods A total of 960 nursing undergraduates from three universities in Henan province were randomly selected.SINS-CHI and SNSI-CHI were applied to all subjects and SPSS 21.0 was used to analyze the validity and reliability.Results The total score of SINS-CHI was (112.73± 26.07).The Cronbach's α was 0.926,the Guttman's partial reliability coefficient was 0.893,the test-retest reliability was 0.820,the content validity index (CVI) was 0.890,the sensitivity was 70.0％,and the specificity was 62.3％.The Yoden index was 0.323 and the area under the ROC curve was 0.710.The total score of SNSI-CHI was (58.71± 14.18).The Cronbach's α was 0.893,Guttman split-half reliability coefficient was 0.829,test-retest reliability was 0.966,CVI was 0.954,sensitivity was 71.4％,specificity was 63.6％.The Yoden index was 0.350 and the area under the ROC curve was 0.714.Conclusion The consistency of SINS-CHI and SNSI-CHI is good.
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Objective To investigate the effect of creating caring group on the caring ability of undergraduate nursing students,and to put forward strategies for cultivating the caring ability of undergraduate nursing students.Method A total of 80 nursing freshmen who provided voluntary informed consent to participate in the study were divided into 2 groups.Students in the control group were taught with routine teaching mode,while the students in experimental group were recruited to caring group on the basis of control group's routine teaching.Caring group were conducted team activities regularly,which included topic discussion,experience sharing,interest games and team report so on.The experimental group and control group were surveyed by Caring Ability Inventory (CAI) during the beginning,middle and the end period of the research.SPSS 20.0 was used for data processing and the data was made descriptive analysis,t test,and analysis of variance.Results Before the intervention,the CAI total scores of the experimental group and the control group were (184.55 ± 13.25) and (186.67 ± 25.11) respectively and there was no statistically significant difference on the total score and scores in three dimensions.Compared with the norm of foreign countries,the caring ability of the students was at middle and low level.The scores of experimental group and control group in the cognitive dimension increased with higher grade,but there was no statistically significant difference between two groups.The two groups' scores in patience and courage sub-scales also increased with grade level and experimental group had significant higher scores than control group in the two sub-scales (P＜0.05).Conclusion Caring ability of undergraduate nurs-ing students in our school is low.Caring group can effectively improve students' caring ability.Nursing students' caring ability cultivation strategies need to be explored.
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The present study aimed to clarify whether positive attitudes towards terminal patients among nursing students are a）promoted by palliative care lectures, and b）more prevalent among students with experience with a relative’s death or being present during their final moments. A survey was conducted using the Frommelt Attitude Toward Care of Dying Scale, Form B, Japanese version, and scores were compared for pre- and post-palliative care lectures and experience of being present during someone’s dying moments. Responses were obtained from 69 students. Scores for positivity toward care for terminal patients and awareness of patient- and family-centered care were significantly higher after the lectures（<I>p</I>＜0.0001）. No significant difference was observed between scores based on whether they had experience of being present during someone’s dying moments however, scores tended to be higher for students with these experiences. The present findings suggest that palliative care lectures including content related to terminal care are useful for promoting positive attitudes towards terminal patients among nursing students.
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PURPOSE: This study was performed to investigate the effects of a blended learning program on ethical values in undergraduate nursing students. METHODS: This study was a one group pretest-posttest design. Seventy-one undergraduate nursing students who were taking a nursing ethics course at K University in S city were conveniently selected. The blended learning program was undertaken for 120 minutes one day weekly for 15 weeks. It consisted of case-based learning through an online method combined with problem-based learning offline. Scores for ethical value were measured using the ethical values scale. RESULTS: The ethical values score increased significantly in the students after the blended learning (p=.004). Of the subgroup of ethical values human-life, relationship with collaborator, and nursing job scores increased significantly in students after the blended learning, respectively (p=.034; p<.001; p<.001), the score for area as relationship with nursing clients decreased significantly in the students after the blended learning (p<.001). CONCLUSION: The blended learning program was identified as an educational program which induces a positive effect on the development of ethical values in undergraduate nursing students, and in future it can be utilized in nursing ethics education.