ABSTRACT
Objective:To explore the application and effect of peri-operative recovery-quality-directed teaching reform for clinical internship training of anesthesiology.Methods:A total of 60 interns of five-year program anesthesiology from the Department of Anesthesiology of Chongqing Medical University were recruited for this teaching reform and randomly allocated to teaching reform group ( n=30) and control group ( n=30). Students in control group received conventional training for internship of clinical anesthesiology and follow-up, while students in teaching reform group received additional recovery-quality-directed clinical rounds per teaching week and patients discussed in those rounds were followed up until 30 days after operation. At the end of internship, teaching satisfaction, graduation test scores and patients' satisfaction were compared. SPSS 21.0 was used for t test. Results:Compared with those students in control group, interns in teaching reform group had significantly higher scores on teaching satisfaction [(9.1±1.3) vs. (6.7±1.9), P<0.05], graduation test scores [(80.0±5.0) vs. (67.0±6.0), P<0.05] and patients' satisfaction [(92.0±6.0) vs. (83.0±11.0), P<0.05]. Conclusion:Recovery-quality-directed peri-operative teaching reform can enhance the professional identity and sense of responsibility of anesthesiology students, improve their teaching satisfaction and theoretical knowledge level, and improve the satisfaction of related patients with anesthesia services.
ABSTRACT
Background: The cultural norms of the Kingdom of Saudi Arabia do not encourage men to choose nursing as a career. Understanding male nursing students' experiences of their clinical exposure to the nursing profession throughout their internship might increase their retention. This study explored the experiences of final-year male nursing students as they transitioned to the role of registered nurse. Methods: A qualitative descriptive research design with an inductive content-analysis approach was used. The experiences of 22 final-year male nursing students from three public hospitals in a major city of Saudi Arabia were explored. The data were collected using focus-group interviews and documentary analysis in March 2015 and May 2015. Results: Content analysis revealed three major themes: the societal and cultural image of male nurses, male students' engagement in nursing practice, and restructuring the internship programmes' policies to suit male students' needs. Conclusion: The findings reveal issues that mainly stem from negative social views of nursing as a male profession. Considering the students' social and cultural needs during their internship programme will facilitate their transition into the role of registered nurse and their retention in the nursing profession.