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Objective:To investigate the application of "three-dimensional knowledge-objective" teaching combined with immersive clinical experience in nursing practice teaching in the operating room of department of ophthalmology and otorhinolaryngology.Methods:A total of 86 nursing students who received practice teaching in the operating room of Department of Ophthalmology and Otorhinolaryngology in our hospital were selected as research subjects and were divided into control group and observation group using a simple random number table, with 43 students in each group. The students in the control group received traditional teaching, and those in the observation group received "three-dimensional knowledge-objective" teaching and immersive clinical experience. The two groups were assessed in terms of the effectiveness of classroom teaching, nursing quality score, and the score of the ability to handle nurse-patient dispute. SPSS 22.0 was used to perform the chi-square test and the t-test. Results:After training, both groups had significant increases in the scores of basic nursing, specialized nursing, equipment management, equipment coordination ability, patrol coordination ability, and document recording ability and the total score of all dimensions, and the observation group had significantly higher scores than the control group ( P<0.05). After training, both groups had significant increases in the scores of dispute identification ability, the ability of emergency response to dispute, nurse-patient communication skills, the awareness of nursing laws and regulations, and psychological stress adjustment ability and the total score of all dimensions, and the observation group had significantly higher scores than the control group ( P<0.05). Conclusion:In the nursing practice teaching in the operating room of the department of ophthalmology and otorhinolaryngology, "three-dimensional knowledge-objective" teaching combined with immersive clinical experience can improve the effectiveness of classroom teaching, enhance nursing quality, and strengthen the ability to handle nurse-patient dispute.
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Objective:To explore the application of analogical thinking combined with situational teaching method to create a happy learning situation in ophthalmic nursing practice teaching.Methods:A total of 90 nursing students who had practice in Department of Ophthalmology, Xijing Hospital, Air Force Medical University, from October 2020 to January 2022 were selected as the research objects. According to different teaching methods, they were divided into control group and observation group. The control group ( n=45) adopted conventional teaching, while the observation group ( n=45) adopted analogical thinking combined with situational teaching method. The two groups of nursing students were evaluated by comprehensive examination results, teaching effect questionnaire and students' overall satisfaction with their teachers. SPSS 22.0 was used for t-test and Chi-square test. Results:The test scores of theoretical knowledge [(85.39±1.57) vs. (84.41±1.34)] and nursing skills [(87.52±0.04) vs. (82.64±0.05)] of observation group were both higher than those of control group. In the observation group, the students' awareness of medication safety, professional interest and independent learning, cooperation and organization ability, independent thinking and independent learning ability, the purpose of multi-disciplinary knowledge integration, information and knowledge range improvement, clinical thinking communication ability enhancement, flexible application of theoretical knowledge, practical operation ability enhancement, and the cultivation of innovation consciousness were all improved. And all the scores were better than those of the control group. The satisfaction of teachers in the observation group on students' learning attitude, language expression, calling communication ability and independent problem-solving ability was higher than that in the control group ( P < 0.05). Conclusion:The combination of analogical thinking and the situational teaching method to create a happy learning situation can improve the average scores of nursing students and nursing skills, and significantly improve the satisfaction of students to the teachers.
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Objective:To evaluate the effect of ladder teaching of problem-based learning (PBL) after theoretical lecture in the standardized training of ophthalmology.Methods:This study collected the data of the resident trainees in the ophthalmology standardized training base of the PLA General Hospital from September 2015 to June 2020. According to the accepted teaching methods, they were divided into the ladder teaching method group (ladder group) and the pure PBL teaching method group (PBL group). The exam results of the first and second stages of the trainees, the pass rate of the first stage exam (ophthalmology theory), the pass rate of the second stage exam (clinical application), and the overall pass rate of the first and second stages were recorded for statistical analysis. Quantitative evaluation on the teaching effect of the "ladder teaching method of theory teaching followed by PBL" in the standardized training of ophthalmology in this training base was made. SPSS 24.0 was used to conduct t-test, rank-sum test and Chi-square test. Results:The results of the first stage examination (ophthalmology theory) in the ladder group were higher than those in the PBL group [(87.22±8.45) vs. (74.47±10.68)], with a statistically significant difference ( P < 0.01); the pass rate of the first stage examination (ophthalmology theory) in the ladder group was higher than that in the PBL group (95.83% vs. 85.00%), with no significant difference ( P = 0.213). The pass rate of the second stage examination (clinical application) in the ladder group was higher than that in the PBL group (95.65% vs. 76.47%), with no significant difference ( P = 0.070); the overall pass rate of routine training (first and second stages) in the ladder group was higher than that in the PBL group (91.67% vs. 65.00%), with a statistically significant difference ( P = 0.029). Conclusion:The ladder teaching of PBL after the theory teaching has a satisfactory effect in the standardized training of ophthalmology. This teaching method is easier to help the students to successfully complete the standardized training and pass the standardized training examination.
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@#AIM: To analyze the role of preoperative telephone interview in the cancellation rate for ophthalmic daytime surgery. <p>METHODS: A prospective, single center study was conducted to compare and analyze the cancellation of daytime surgery in two time periods. The control group was from June 2018 to June 2019, only routine nursing and health education were implemented. The patient in the intervention group were from October 2019 to October 2020, add the telephone interview of the day before operation was added by the nurses in the ophthalmic operating room. <p>RESULTS: The main reasons for canceling the operation included upper respiratory tract infection, abnormal blood glucose, abnormal blood pressure and physiological period, abnormal preoperative examination results, and patients didn't follow the doctor's advice to use preoperative eye drops. In the control group, there were 16 974 cases scheduled for daytime operation, 16 332 cases actually operated, and the cancellation rate of operation was 3.78%(642 cases cancelled). In the intervention group, 17 694 cases were scheduled for daytime operation, and 17 296 cases were actually operated, with the cancellation rate of 2.25%(398 cases cancelled). The disease distribution and cancellation reasons of the two groups were statistically significant(<i>P</i><0.05).<p>CONCLUSION: Telephone interview can effectively reduce the cancellation rate of ophthalmic daytime operation, provide targeted and personalized pre-hospital guidance for patients, improve the compliance of patients and their families to complete preoperative preparation, reduce the psychological anxiety of patients before operation, and improve the medical experience of patients.
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According to the clinical teaching for ophthalmology professional degree graduate students, we changed the mode of all pouring, echoing what the books say, to the point to point mode, giving effective teaching, and strengthening the cultivation of the new postgraduates. The point to point mode refers to the teaching content of point to point, the teaching mode of point to point, the teaching guidance of point to point, the teaching assessment of point to point. The content is to be refined, the teaching content is no longer entirely devoted, scripted, but choosing the classic, the key and difficult points. The mode is not limited to teaching, but to training, teaching modes include not only lecture, but also multimedia presentations, on-site teaching, guiding surgery teaching, laboratory, thesis writing training, papers report, clinical thinking and operation basic skill, medical record writing training. The guidance is not limited to time, but to having effect, the teaching guidance is not limited to the tutor, physicians at all levels having the teaching tasks, with different guarantee effect. The assessment is not just scoring, but to practice, the teaching assessment is not a piece of test paper, but the clinical skills practice, medical record writing practice, operation basic skill practice, the clinical process practice, experiment skills practice and thesis writing practice. For the professional degree graduate students, through the point to pointteaching mode, it will lay the foundation for the clinical practice better to develop a good habit of continuous learning, self learning, lifelong learning, for their future knowledge update, for their future career life.
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Objective: To explore the factors that can easily lead to infection in the outpatient department of ophthalmology, and take corresponding preventive measures. Methods: The consulting room environment, cross infection, inspection equipment disinfection and medical personnel and medical personnel to protect themselves from the lack of self-protection awareness and other aspects of the discussion, analysis of related factors causing infection. Results: In view of easily lead to infection of the link, takea doctor and a patient,for a patient of a hand washing,one with a sterilization, strengthen medical personnel ego to protect consciousness etc. prevention and control measures, effectively avoid the occurrence of infection. Conclusion:Through the effective prevention and control of the key links in the outpatient department of ophthalmology, it can strengthen the prevention and control, and the good social benefits.
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Objective To research the ophthalmic nosocomial infection ,and to explore ophthalmic nosocomial infection risk fac-tors .Methods Retrospective analysis medical record information of 122 ophthalmic patients ,who were residency and nosocomial in-fection ,from January 2003 to December 2012 in department of ophthalmology ,renhe hospital of three gorges university .multivariate logistic regression analysis was used to screen risk factors .Results ophthalmic nosocomial infection rate was 2 .47% (122/4 931) , the highest rate was of respiratory infections ,accounting for 56 .56% (69/122) .Multivariate Logistic regression analysis showed that ,ntact check ,invasive operation ,hospitalization days were the risk factors for nosocomial infections .Conclusion Ophthalmology inpatients often merge hospital infection ,hospital should strengthen the hospital infection management ,strict execution aseptic oper-ation ,reducing the occurrence of hospital infection .
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Objective To evaluate the role of evidence-based nursing in clinical ophthalmology teaching. Methods Fifty nursing interns in department of ophthalmology in Southwest Hospital were randomized into control group and observation group in accordance with the principle of equal number of junior college students and undergraduates. Traditional teaching was applied in control group while clinical ophthalmology teaching combined with traditional teaching was used in observation group. Teaching effect was evaluated at the end of internship by questionnaire and examination. Data were analyzed by SPSS 13.0 using χ2 test and independent sample t test(taking students with score ≥60 as effective indicator). P<0.05 indicated significant difference. Results Scores of questionnaire and examination were higher in observation group than in control group, with statistically significant differ-ence( χ2=6.818, P=0.018). Theoretical exam score was 67.12±11.53 in control group and 84.96± 9.27 in observation group; practical score was 65.68±8.0 in control group and 80.28±10.65 in observation group with significant differences between two groups (P=0.000). Conclusions Adoption of evidence-based nursing intervention in ophthalmic clinical teaching help students learn to think, consult literature and use critical thinking to raise questions during the internship. It also makes stu-dents regard the results of scientific research and personal experience as the basis for mastering pro-fessional and scientific expertise, thereby enhancing the ability of nursing practice.