La pasantía obligatoria curricular en psicología escolar/educacional crítica: una experiencia en Piauí / O estágio obrigatório curricular em psicologia escolar/educacional crítica: uma experiência no piauí / The mandatory curricular internship in critical school/educational psychology: an experience in piauí

Este artigo partilha reflexões acerca da construção do estágio obrigatório curricular no campo da Psicologia Escolar/Educacional em uma perspectiva crítica. O estágio é um momento privilegiado da formação, por aproximar teoria e prática, em direção à práxis crítica, aspecto central nessa abordagem psicológica. Visando conhecer como tem sido construída a experiência de estágio e supervisão na área, foram realizadas entrevistas com um supervisor de estágio que atua em uma Universidade Pública do Piauí, dada a relevância de sua atuação e militância, buscando compreender: as concepções e práticas desenvolvidas pelo supervisor; os atravessamentos ético-políticos que emergem da experiência de estágio e supervisão; e os elementos de criticidade que marcam tal experiência. O artigo põe em foco as estratégias de organização do estágio, o papel da supervisão e os desafios vivenciados na relação estagiários-escola-supervisor. Esperamos contribuir com a reflexão acerca dos desafios implicados na construção de estágios supervisionados na área de Psicologia Escolar e Educacional em uma perspectiva crítica, tanto no campo, quanto nos encontros de supervisão.

Este artículo intercambia reflexiones acerca de la construcción de la pasantía obligatoria curricular en el campo de la Psicología Escolar/Educacional en una perspectiva crítica. La pasantía es un momento privilegiado de la formación, por acercar teoría y práctica, en dirección a la praxis crítica, aspecto central en ese abordaje psicológico. Visando conocer de qué forma ha sido construida la experiencia de pasantía y supervisión en el área, se realizaron entrevistas con un supervisor de pasantía que actúa en una Universidad Pública da Piauí, dada la relevancia de su actuación y militancia, buscando comprender: las concepciones y prácticas desarrolladas por el supervisor; los atravesamientos ético-políticos que surgen de la experiencia de pasantía y supervisión; y los elementos de criticidad que marcan tal experiencia. El artículo pone de relieve las estrategias de organización de la pasantía, el papel de la supervisión y los desafíos vivenciados en la relación alumno en formación-escuela-supervisor. Esperamos contribuir con la reflexión acerca de los desafíos implicados en la construcción de pasantías tuteladas en el área de Psicología Escolar y Educacional en una perspectiva crítica, en el campo y en los encuentros de supervisión.

This article shares reflections about the construction of mandatory curricular internship in the field of School and Educational Psychology from a critical perspective. The internship is a privileged moment in training, as it brings theory and practice closer together, towards critical praxis, a central aspect of this psychological approach. In order to know how the experience of internship and supervision in the area has been constructed, interviews were conducted with an internship supervisor who works at a Public University of Piauí, given the relevance of his work and militancy, seeking to understand: the concepts and practices developed by the supervisor; the ethical-political crossings that emerge from the internship and supervision experience; and the elements of criticality that mark such an experience. The article focuses on internship organization strategies, the role of supervision and the challenges experienced in the relationship between interns-school-supervisor. We hope to contribute to reflection on the challenges involved in building supervised internships in the area of School and Educational Psychology from a critical perspective, both in the field and in supervisory meetings.

Simulação realítsica como estratégia de treinamento para equipe de saúde

Objetivo: Avaliar a simulação realística como estratégia de capacitação de técnicos de enfermagem e condutores de ambulância na avaliação primária dos traumas. Método: Estudo quase experimental, tipo antes e depois, abordagem quantitativa, desenvolvido entre dezembro de 2021 a março de 2022. A população constitui-se de 98 profissionais de 14 municípios que compõem o Complexo Regulador do Serviço de Atendimento Móvel de Urgência, da região norte do Estado do Paraná. Foi aplicado um teste de conhecimento, com 10 questões, antes e depois da simulação. Os dados foram avaliados em relação à medida central e dispersão. Os acertos, no pré e pós-teste, foram comparados por percentual. A média e desvio padrão dos acertos foram avaliados empregando o teste de Shapiro-Wilk para identificação da distribuição normal, ou não, dos dados. Também foi realizado o teste de Wilcoxon para identificação de diferença entre as médias de acertos entre os momentos de pesquisa. Empregou-se o índice de significância de 0,050. Resultados: Das perguntas propostas, aquelas sobre cinemática do trauma, estágios da avaliação primária da vítima, planejamento do atendimento e imobilização da vítima de trauma, atendimento na avaliação e presença de choque atingiram 90% das respostas corretas esperadas após o treinamento. As perguntas sobre avaliação primária do paciente e manejo das vias aéreas também produziram resultados significativos. Conclusão: A assimilação de conhecimento através da simulação realística promoveu um incremento importante de acertos das questões.

Objetivo: Evaluar la simulación realista como estrategia de formación de técnicos de enfermería y conductores de ambulancias en la valoración primaria del trauma. Método: Estudio cuasiexperimental, tipo antes y después, enfoque cuantitativo, desarrollado entre diciembre de 2021 y marzo de 2022. La población está compuesta por 98 profesionales de 14 municipios que componen el Complejo Regulador del Servicio de Atención Móvil de Emergencia de la región norte del Estado de Paraná. Se aplicó una prueba de conocimientos, con 10 preguntas, antes y después de la simulación. Los datos fueron evaluados en relación con la medida central y dispersión. Las respuestas correctas, en el pre y postest, fueron comparadas por porcentaje. La media y la desviación estándar de las respuestas correctas se evaluaron mediante la prueba de Shapiro-Wilk para identificar la distribución normal o no de los datos. También se realizó la prueba de Wilcoxon para identificar la diferencia entre las medias de aciertos entre los momentos de la investigación. Se utilizó un índice de significación de 0.050. Resultados: De las preguntas propuestas, aquellas sobre cinemática del trauma, etapas de la valoración primaria de la víctima, planificación del cuidado e inmovilización de la víctima del trauma, atención en la valoración y presencia de shock alcanzaron el 90 % de respuestas correctas esperadas después el entrenamiento. Las preguntas sobre evaluación primaria del paciente y control de la vía aérea también arrojaron resultados significativos. Conclusión: La asimilación de conocimientos a través de la simulación realista promovió un aumento importante en las respuestas correctas a las preguntas

Objective: To assess realistic simulation as a training strategy for nursing technicians and ambulance drivers in the primary assessment of trauma cases. Method: A quasi-experimental study, before-and-after design, with a quantitative approach, conducted between December 2021 and March 2022. The study population consisted of 98 professionals from 14 municipalities within the Northern region of the State of Paraná, who are part of the Regulatory Complex of the Mobile Emergency Care Service. A knowledge test consisting of 10 questions was administered before and after the simulation. Data were analyzed in terms of central tendency and dispersion. Pre-test and post-test correct answers were compared as percentages. The mean and standard deviation of correct answers were assessed using the Shapiro-Wilk test to determine whether the data followed a normal distribution. The Wilcoxon test was also employed to identify differences in mean correct answers between the research phases, with a significance level of 0.050. Results: Among the proposed questions, those related to trauma kinematics, stages of primary victim assessment, treatment planning, victim immobilization, assessment during care, and recognition of shock achieved a 90% correct response rate after the training. Questions about primary patient assessment and airway management also yielded significant results. Conclusion: The assimilation of knowledge through realistic simulation led to a significant improvement in correct answer rates for the questions

Diseño de la tarjeta de habilidades prácticas de electroencefalografía para el técnico en Neurofisiología Clínica

Introducción: El programa de formación del Técnico Superior de Ciclo Corto en Neurofisiología Clínica incorpora en la educación en el trabajo la rotación por electroencefalografía. En ella el estudiante adquiere habilidades esenciales, desarrolla su pensamiento creador e independiente. No obstante, las habilidades prácticas desarrolladas en la misma no están establecidas. Objetivo: Diseñar la tarjeta de habilidades prácticas de electroencefalografía para el técnico en Neurofisiología Clínica. Materiales y métodos: Se realizó un estudio descriptivo transversal entre enero y julio de 2022. Fueron entrevistados seis profesores que impartieron la asignatura Electroencefalografía en el Técnico Superior de Ciclo Corto en Neurofisiología Clínica, cuatro de la Facultad de Ciencias Médicas Juan Guiteras Gener, de Matanzas, y dos de la Facultad de Ciencias Médicas Victoria de Girón, de La Habana. Resultados: Los profesores entrevistados, de modo general, apuntaron habilidades prácticas muy similares para el diseño de la tarjeta. La misma fue validada por el criterio de especialistas. Conclusiones: El diseño de la tarjeta de habilidades prácticas contiene los elementos fundamentales para la rotación de electroencefalografía aplicada en la educación al trabajo. Esta organiza y orienta en el estudiante su aprendizaje.

Introduction: The training program of the Short Cycle High Education Technician in Clinical Neurophysiology includes electroencephalography rotation into on-the-job education. In it, the student acquires essential skills, develops his creative and independent thinking. However, the practical skills developed in it are not established. Objective: To design the practical skills card of electroencephalography for the Technician in Clinical Neurophysiology. Materials and methods: A cross sectional, descriptive study was carried out in the period from January to July 2022. Six professors who taught the subject Electroencephalography in the Short Cycle course High Education Technician in Clinical Neurophysiology were interviewed; four from the Faculty of Medical Sciences Juan Guiteras Gener, from Matanzas, and two from the Faculty of Medical Sciences Victoria de Giron, from Havana. Results: The teachers interviewed, in general, pointed out very similar practical skills for the design of the card. It was validated by the criteria of specialists. Conclusions: The design of the practical skills card contains the fundamental elements for the electroencephalography rotation applied in on-the-job education. It organizes and guides the student's learning.

Nursing technicians' professional training in patient safety: A mixed-methods study / Formação profissional do técnico de enfermagem em segurança do paciente: estudo misto / Formación profesional del técnico en enfermería en seguridad del paciente: estudio mixto

Abstract Objective: to analyze nursing technicians' training in patient safety. Method: a convergent parallel mixed-methods study, where qualitative and quantitative elements were concomitantly implemented and equally prioritized, carried out in three technical colleges linked to a federal public institution in the Brazilian Northeast region. In the qualitative phase, semi-structured interviews were conducted with 24 professors and thematic analysis was applied. In the quantitative study, of the survey type, an instrument was used to screen terms about patient safety with 84 students. The results were combined during the general data interpretation, which was based on the Patient Safety Curricular Guide. Results: two thematic categories emerged: The professors' understanding about the theme of patient safety in nursing technicians' training; and Application and projection of the teaching of patient safety in nursing technicians' training. In the quantitative study, among the 46 screening terms, their identification in the theoretical-practical context predominated in Courses A and C, totaling 36 (78.3%) and 25 (54.3%), respectively. Theoretical teaching stood out in Course B, with 26 terms (56.5%). Conclusion: professional training of Nursing Technician students has a technical focus and does not fully contemplate patient safety issues in the teaching-learning process and, thus, constitutes a challenge for training institutions and professors alike.

Resumo Objetivo: analisar a formação de técnicos de enfermagem em segurança do paciente. Método: estudo de método misto paralelo convergente, em que elementos qualitativos e quantitativos foram concomitantemente implementados e igualmente priorizados, realizado em três colégios técnicos vinculados a uma instituição pública federal do Nordeste brasileiro. No qualitativo, realizou-se entrevista semiestruturada com 24 docentes e aplicou-se a análise temática. No estudo quantitativo, survey, utilizou-se instrumento para rastrear termos sobre segurança do paciente com 84 discentes. A interpretação geral dos dados realizou a combinação dos resultados e balizou-se no Guia Curricular de Segurança do Paciente. Resultados: emergiram duas categorias temáticas: Compreensão dos docentes acerca do tema segurança do paciente na formação de técnicos de enfermagem e Aplicação e projeção do ensino da segurança do paciente na formação de técnicos de enfermagem. No estudo quantitativo, dos 46 termos rastreadores, predominou a identificação de termos no contexto teórico-prático, nos Cursos A e C, totalizando 36 (78,3%) e 25 (54,3%), respectivamente. No Curso B, destacou-se ensino teórico, com 26 termos (56,5%). Conclusão: a formação profissional do discente técnico de enfermagem apresenta foco tecnicista e não contempla, integralmente, no processo ensino-aprendizagem, questões de segurança do paciente e, assim, configura-se desafio para as instituições formadoras e docentes.

Resumen Objetivo: analizar la formación de los técnicos en enfermería en seguridad del paciente. Método: estudio de método mixto paralelo convergente, en el que los elementos cualitativos y cuantitativos fueron implementados simultáneamente y considerados con el mismo nivel de prioridad, realizado en tres escuelas técnicas vinculadas a una institución pública federal en el Nordeste brasileño. En el estudio cualitativo se realizó una entrevista semiestructurada a 24 profesores y se aplicó el análisis temático. En el estudio cuantitativo, survey, se utilizó un instrumento para detectar términos sobre seguridad del paciente con 84 estudiantes. Para la interpretación general de los datos se realizó la combinación de los resultados y se tomó como base la Guía Curricular de Seguridad del Paciente. Resultados: surgieron dos categorías temáticas: Comprensión de los docentes sobre la seguridad del paciente en la formación de técnicos en enfermería e Implementación y proyección de la enseñanza de la seguridad del paciente en la formación de técnicos en enfermería. En el estudio cuantitativo, en los 46 términos indicadores, predominó la identificación de términos en el contexto teórico-práctico, en las carreras A y C, con un total de 36 (78,3%) y 25 (54,3%), respectivamente. En la carrera B se destacó la enseñanza teórica, con 26 términos (56,5%). Conclusión: la formación profesional de los estudiantes de la carrera de técnico en enfermería tiene un enfoque técnico y no considera de forma integral los temas que tienen que ver con la seguridad del paciente en el proceso de enseñanza-aprendizaje, por lo que es un desafío para las instituciones formadoras y para los docentes.

Use of Research in the Nursing Practice: from Statistical Significance to Clinical Significance / Uso de la investigación en la práctica de enfermería: de la significancia estadística a la significancia clínica / Utilização da pesquisa na prática de enfermagem: da significância estatística à significância clínica

Objective. Within the context of evidence-based practice, this article exposes the reflection on the understanding and usefulness of the information provided by the research findings shared in reports and research publications, exposing differences based on the interpretation of statistical significance and clinical significance. Content synthesis. Basic aspects of the meaning and use of the information reported by research on p value (statistical significance) and the value and usefulness of these results are analyzed and exemplified, contrasting the value for the practice of an additional judgment on clinical significance. In addition to establishing conceptual differences, the need is highlighted for nurses to have the competencies to differentiate and apply each of them according to the clinical contexts of their potential implementation. Conclusion. The real usefulness of research about interventions within the context of nursing care is given by its real application and reach for the practice and benefit for patients. For this to occur, nurses must interpret adequately the information provided by scientific publications and other research reports.

Objetivo. En el contexto de una práctica basada en evidencia, este artículo expone la reflexión sobre la comprensión y utilidad de la información que proveen los hallazgos de investigación reportados en informes y publicaciones de investigación, exponiendo las diferencias a partir de la interpretación de la significancia estadística y significancia clínica. Síntesis del contenido. Se analizan y ejemplifican aspectos básicos sobre el significado y uso de la información que reportan las investigaciones sobre valor p (significancia estadística) y el valor y utilidad de estos resultados contrastando el valor para la práctica de un juicio adicional sobre significancia clínica. Además de establecer diferencias conceptuales, se resalta la necesidad de que las enfermeras tengan las competencias para diferenciar y aplicar cada uno de ellos según los contextos clínicos de su potencial implementación. Conclusión. La real utilidad de la investigación sobre intervenciones en el contexto del cuidado de enfermería está dada por su real aplicación y alcance para la práctica y el beneficio para los pacientes. Para que ello ocurra, las enfermeras deben interpretar adecuadamente la información que proveen las publicaciones científicas y otros reportes de investigación.

Objetivo. No contexto de uma prática baseada em evidências, este artigo apresenta a reflexão sobre a compreensão e utilidade da informação fornecida pelos resultados da investigação relatados em relatórios de investigação e publicações, expondo as diferenças com base na interpretação da significância estatística e da significância clínica. Síntese de conteúdo. Aspectos básicos sobre o significado e uso das informações relatadas pelas pesquisas sobre valor p (significância estatística) e o valor e utilidade desses resultados são analisados e exemplificados, contrastando o valor para a prática de um julgamento adicional sobre significância clínica. Além de estabelecer diferenças conceituais, destaca-se a necessidade de o enfermeiro ter competências para diferenciar e aplicar cada uma delas de acordo com os contextos clínicos de seu potencial implementação. Conclusão. A real utilidade da investigação sobre intervenções no contexto dos cuidados de enfermagem é dada pela sua real aplicação e âmbito de prática e benefício para os pacientes. Para que isso ocorra, os enfermeiros devem interpretar adequadamente as informações fornecidas pelas publicações científicas e outros relatórios de pesquisa.

Retinal laser – Protocols and practical tips

Background: Many a young doctors in training find retinal laser photocoagulation a daunting task. However, if correct protocols are followed and checklists are observed, then it is not difficult to have a successful laser sitting with a happy patient. Most of the complications can be avoided with correct settings and techniques. Purpose: To enumerate the basic protocols of retinal laser photocoagulation and provide practical tips including laser settings and checklists for hassle?free laser experience. Synopsis: Laser settings for a pan?retinal photocoagulation (PRP) for proliferative diabetic retinopathy differ from those for a focal laser for macular edema. A fill in PRP is indicated when an active Proliferative diabetic retinopathy (PDR) is seen after the initial PRP is completed. The settings and protocols for laser photocoagulation for lattice degeneration are different, and various techniques of barrage laser are discussed. Practical tips and checklists are given, which will not be found in any textbooks. Highlights: Animated illustrations and fundus photos are used to explain the correct techniques of performing laser photocoagulation in different indications and scenarios. Detailed instructions and checklists are provided, which can be very useful to avoid complications and medicolegal problems. The practical tips and guidelines in an easy?to?understand manner make this video highly educational for the novice retinal surgeons who want to perfect their technique of retinal laser photocoagulation.

Effectiveness of checklist in objective structured practical examination as teaching tool for learning practical physiology

Background: Objective structured practical examination (OSPE) is becoming popular as an assessment tool among pre and paraclinical departments. Checklist being the important component of OSPE, which can set out skills, attitudes, strategies, and offers ways to systematically organize information that student needs to learn. Traditional demonstration (TD) with its own drawback makes us to look for newer teaching method of objective learning, which checklist of OSPE can serve. Hence, we intend to know whether the checklist of OSPE can be used as a tool for teaching practical physiology. Aims and Objectives: The aim of the study was to compare effectiveness of using checklist of OSPE and TD in teaching practical physiology and to evaluate the perception of students and faculty regarding checklist of OSPE as teaching tool. Materials and Methods: Sixty First MBBS students were sensitized to both checklist of OSPE and TD for six physiology practical sessions in two groups. Crossover was done between the groups for checklist of OSPE and TD. Marks obtained in OSPE were compared. Feedback was given to students about their performance after their OSPE assessment. Student’s and faculty’s perception on use of checklist of OSPE as teaching tool were obtained using questionnaires. Results: The mean marks scored in OSPE were compared using unpaired t-test. The total mean scores following the sensitization with checklist of OSPE were 53.36 ± 4.78 and with TD were 47.01 ± 5.52 and P value < 0.001, which was highly significant. The students and faculty felt that checklist of OSPE pattern was more objective, helped to learn clinical skills and knowledge better. Conclusions: Checklist of OSPE is a better tool to teach practical and clinical skills in physiology as it is more reliable, objective, and also helps to self-assess different aspects of knowledge.

Application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges / 中华医学教育探索杂志

Objective:To explore the application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges.Methods:A total of 219 nursing students of Class 2020 were selected from a higher vocational college; they were randomly divided into control group (107 students) and experimental group (112 students), both of which were offered nursing training courses in the first semester. The control group was offered conventional teaching, while the experimental group was offered step-by-step mentorship combined with individualized assessment. The two groups were compared for post-training assessment scores of theoretical knowledge and practical skills and pre-training and post-training comprehensive nursing ability as well as their recognition of the teaching methods after training. The t-test and chi-square test were performed using SPSS 22.0. Results:The post-training assessment scores of theoretical knowledge and practical skills were significantly higher in both subitem score [(89.68±3.58) vs. (82.56±3.35)] and total score [(91.75±3.01) vs. (85.36±2.58)] in the experimental group than in the control group ( P<0.05). There were no significant differences in pre-training comprehensive nursing ability between the two groups, while the post-training comprehensive nursing ability scores were significantly higher in both subitem score and total score [(86.53±2.61) vs. (80.32±2.31)] in the experimental group than in the control group ( P<0.05). After the training, students in the experimental group showed increased recognition of the teaching methods in stimulating their learning interest and initiative, improving their self-learning ability, improving their comprehensive literacy, improving their ability to apply theoretical knowledge, and improving their clinical thinking ability compared with the control group ( P<0.05). Conclusion:The application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges can improve students' academic performance and comprehensive nursing ability and increase their recognition of the teaching methods, thus making it worthwhile to be widely adopted.

Application of the teaching model of massive open online course combined with small private online course in the teaching of Fundamentals of Surgery / 中华医学教育探索杂志

Objective:To investigate the application effect of the teaching model of massive open online course (MOOC)+small private online course (SPOC) in the undergraduate clinical teaching of Fundamentals of Surgery.Methods:A total of 30 undergraduate medical trainees in the five-year program were randomly divided into experimental group and control group, with 15 trainees in each group. With the chapter of basic surgical procedures as an example, the trainees in the control group received traditional teaching, and those in the experimental group received MOOC+SPOC teaching. Theoretical assessment and surgery simulation were performed at one week after the course to evaluate the teaching effect. SPSS 17.0 was used for the t-test and the chi-square test. Results:The experimental group had a theoretical assessment score of (92.5±6.4) points and a basic skill operation score of (91.7±2.2) points, while the control group had a theoretical assessment score of (85.3±7.3) points and a basic skill operation score of (83.6±6.4) points. The experimental group had an excellent rate of 60% (9/15) in theoretical assessment and 66.7% (10/15) in basic skill operation test, while the control group had an excellent rate of 40% (6/15) in theoretical assessment and 33.3% (5/15) in basic skill operation test. The experimental group had significantly higher scores and grades than the control group ( P<0.05). Conclusion:MOOC+SPOC teaching can significantly enhance the understanding of theoretical knowledge and the mastery of operational skills among trainees and improve teaching effect, and therefore, it has a good application prospect.

Evaluation on the effect of teacher simulate standardized patient consultation training in pediatric practical teaching / 中华医学教育探索杂志

Objective:To evaluate the effect of teacher simulate standardized patient (TSSP) consultation training in pediatric practical teaching.Methods:A total of 120 interns from the five-year clinical medicine major of Batch 2015 were randomly divided into experimental group and control group. In the experimental group, 60 interns were trained by TSSP for consultation after admission. After the training, the clinical parents of the children were consulted and the children were physically examined under the guidance of teachers. In the control group, 60 interns were trained according to the same requirements, but TSSP consultation training was not included. At the end of the practice, the performance, operation skills and medical record writing ability of the interns were compared, and the satisfaction of the experimental group was investigated. SPSS 25.0 software was used for t test and chi-square test. Results:The medical record writing results of the experimental group were (96.15±3.00) points, significantly higher than that of the control group [(81.02±3.29) points], and the differences were statistically significant ( t = 26.38; P < 0.001). In the mini-clinical evaluation exercise (Mini-CEX), the scores of medical history collection, communication skills, humanistic care and physical examination were significantly higher than those of the control group ( t= 15.41, 17.67, 15.39 respectively; all P < 0.001). The experimental group had high satisfaction with the teaching method of TSSP consultation training. Conclusion:TSSP consultation training improves the intern medical record writing ability, doctor-patient communication ability, clinical operation ability, stimulates the learning interest of interns, trains the trainee doctors humanistic consciousness, integrates into the ideological and political education, effectively ensures the quality of practical teaching of pediatrics, and obtains recognition from intern, which is worth promoting.

Effect of oral skill competition on the practice teaching quality of stomatology / 中华医学教育探索杂志

With reference to the experience of School of Stomatology, Inner Mongolia Medical University, in participating in oral skill competitions, this article analyzes and summarizes the teaching issues reflected in skill competitions and refines the teaching strategies of consolidating theoretical foundation and cultivating clinical thinking as the basis, implementing the sterile concept and maintaining standard body position and posture as the key, and standardizing operating standards and strengthening hand skills as the important points. Participating in skill competitions can help to improve the emphasis on practical skill teaching of stomatology among students and establish innovative teaching models. Meanwhile, humanistic quality education is taken seriously to improve the comprehensive qualities of students through multiple channels.

Application of simulation teaching in basic nursing practical teaching / 中华医学教育探索杂志

Objective:To investigate the application effect of simulation teaching in basic nursing practical teaching for undergraduates.Methods:A total of 271 nursing undergraduate intern students in the classes of 2018 and 2019 were selected as subjects, among whom 135 students in the class of 2018 were established as control group and 136 students in the class of 2019 were established as experimental group. The students in the control group received conventional practical training, and those in the experimental group received simulation teaching. The two groups were compared in terms of test scores and self-efficacy scores after practical teaching, and a questionnaire survey was conducted to investigate the degree of satisfaction with practical teaching among students. SPSS 20.0 was used for the t-test and the chi-square test. Results:Compared with the control group, the experimental group had significantly higher average scores of theoretical examination (88.78±5.17 vs. 82.04±4.36, P<0.05) and practical examination (96.90±5.05 vs. 90.48±5.34, P<0.05), as well as a significantly higher self-efficacy score (29.80±3.83 vs. 28.76±2.75, P<0.05). The experimental group had a significantly higher degree of satisfaction with clinical teaching than the control group ( P<0.05). Conclusion:Simulation teaching can effectively increase the practical score of nursing students, enhance their sense of self-efficacy, and improve their satisfaction with clinical teaching.

Construction and application of the public health practice teaching model of "internal-external interactions" / 中华医学教育探索杂志

Practice teaching is an important link in the training of public health talents in colleges and universities. At present, there are still some problems in the education of public health and preventive medicine in the colleges and universities in China, such as attaching greater importance to theory than to practice and weak training of practical skills among students. In view of this situation, a public health practice teaching model of "internal-external interactions" has been constructed in Dalian Medical University with focuses on the following aspects: ①experiments in the university are optimized based on social needs; ②the practice base outside the university is expanded based on the teaching in the university; ③"internal-external interactions" are adopted to enhance practice training and improve post competence. The teaching practice shows that the implementation of the teaching model of "internal-external interactions" can help to improve practice teaching ability, promote the improvement in the training quality of public health talents, and meet the social demand for application-oriented professionals.

Practical study on reconstruction of the regional anatomy course system based on clinical practice ability / 中华医学教育探索杂志

Regional anatomy teaching not only requires students to deal with the basic knowledge of human body including the level, location and adjacent relationship, but also to understand the clinical application of anatomical structure. Based on the four aspects of field anatomy, simulated surgery, clinical application lectures and CBL teaching, this study formulated a suitable assessment method to reconstruct the teaching system of regional anatomy relying on the improvement of the laboratory environment and the teacher team, aiming at cultivating students' clinical practice ability as the core and building a new regional anatomy course to meet the teaching needs of the new era.

Promoting learning gains and practical ability of nursing students: the construction and empirical research of inquiry learning community / 中华医学教育探索杂志

Objective:To develop an inquiry learning community centered on learning experience in the course of Nursing Clinical Comprehensive Experiment to verify the influence of this teaching mode on the learning gains and practical ability of nursing students. Methods:A total of 132 undergraduate nursing students form grade 3 in Chongqing Medical University were enrolled. The participants were randomly assigned to a learning community group ( n = 69) and a control group ( n = 63) using Minitab 14.0 software. The students in the learning community group adopted the inquiry learning community mode in accordance with the curriculum map for online self-learning, group discussion and skills practice, while the control group received the teacher-led teaching mode for offline theory teaching, operation teaching and skills practice. After the teaching intervention, both groups of students received the assessment questionnaire of learning gains and the comprehensive experimental ability evaluation. Chi-square test or paired t-test was performed using SPSS 23.0. Results:Compared with the control group, students in the learning community group reported that their sense of learning gain was enhanced ( P<0.001, Cohen d=0.97); sub-items showed that the effect size for the understanding of learning content ( P<0.001, Cohen d=1.22), the overall course situation ( P<0.001, Cohen d=0.90), the course activities ( P=0.000, Cohen d=0.83), and the information obtained ( P<0.001, Cohen d=1.16) was significantly different. The total score of practical ability of comprehensive experiment was significantly improved ( P = 0.005, Cohen d=0.51), in which the experimental situation displays ( P=0.002, Cohen d=0.55) and experimental effect ( P=0.006, Cohen d=0.49) were better than the control group. There was no significant difference in the performance of experimental preparation and case analysis between the two groups. Conclusion:Developing an inquiry learning community in nursing clinical comprehensive experiment can effectively enhance student' sense of learning gains and promote the improvement of clinical practical ability.

The practical path of constructing the "Curriculum Ideological and Political System" in nursing specialty / 中华医学教育探索杂志

With the comprehensive quality of nursing undergraduates cultivation as the core, the construction of "Curriculum Ideological and Political System" follows the law of ideological work, the rules of teaching and the rules of student growth, to change according to the events, to progress according to the period, and to update according to the situation. This paper attempts to instruct the ways of building the first class with multiple ways, building the second-class education by three platform and three integrations, and establishing a multi-time, multi-dimensional and multi-way evaluation system for the educational effect, so as to promote the quality of nursing professionals to higher level.

Evaluation of an integrated teaching model of oral preclinical practice based on endodontic-restorative sequential treatment / 口腔疾病防治

Objective@#Evaluate the effect of an integrated teaching model of oral preclinical practice based on endodontic-restorative sequential treatment to provide a reference for the exploration of the teaching mode of the stomatology specialty. @* Methods @#This retrospective study was reviewed and approved by the Ethics Committee. The study was divided into 2 groups. There were 450 2018-grade and 2019-grade students in the discipline integration teaching method (DIT) group, and a preclinical practice course (root canal therapy and fixed prosthetic treatments were integrated into an endodontic-restorative sequential treatment) using the DIT method was applied. There were 443 2016-grade and 2017-grade students in the traditional teaching method (TT) group, and a TT preclinical practice course (root canal therapy and fixed prosthetic treatments training courses were taught separately) was applied. Both groups were taught by the same two teachers. The scores of clinical skills examination and treatment planning were compared between the two groups. In addition, students in the two groups were asked to complete the questionnaires about the teaching methods, and students in Group DIT and their teachers were asked to complete the questionnaires on their degree of satisfaction with the DIT method in the preclinical course. @*Results @# Students in the DIT group had an average score of 90.2 ± 4.16 in the practical skill evaluation, which was higher than that of the TT group (86.3±3.57) (P = 0.001). In the case analysis, 91.8% (413/450) of the students in the DIT group successfully planned the treatment, compared to a significantly lower rate in the TT group of 74.7% (331/443) (P = 0.001). The questionnaire results showed that recognition degrees of cultivated clinical thinking, improved indication analysis ability, improved operational skills, stimulated enthusiasm for learning, and improved autonomous learning were higher in the DIT group than in the TT group, and both teachers (2/2) and 98.4% (443/450) of students recognized the DIT method. @*Conclusions@#The DIT method significantly improved students’ learning quality and ability, proved effective in the endodontic-restorative sequential treatment practice course and was more acceptable to teachers and students. The DIT method is more effective than the TT method in improving students’ clinical thinking and operation ability.

Development of Practical Proton Therapy System Based on Clinical Needs / 中国医疗器械杂志

In recent years, proton therapy technology has developed rapidly, and the number of patients treated with proton therapy has gradually increased. However, the application of proton therapy technology was far from practical needs. Because of the shortage of resources and the high cost, proton therapy systems are not accessible and affordable for most patients. In order to change this situation, it is necessary to develop a new truly practical proton therapy system based on clinical needs. Conceptual design of a practical proton therapy system was proposed. Compared with the existing system, one feature of the newly designed system is to reduce the maximum energy of the proton beam to 175~200 MeV; another feature is the configuration of deluxe and economical treatment rooms, the deluxe room is equipped with a rotating gantry and a six-dimensional treatment bed, and the economical room is equipped with a horizontal fixed beam and a patient vertical rotating setup device. This design can not only reduce the cost of proton therapy system and equipment room construction, but also facilitate the hospital to choose the appropriate configuration, which will ultimately benefit more patients.

Avaliação da viabilidade e aceitabilidade de uma intervenção educacional em enfermagem: protocolo de um estudo piloto / Evaluation of the feasibility and acceptability of an educational intervention in nursing: protocol of a pilot study

RESUMO: Objetivo: explanar o protocolo de um estudo piloto cujo finalidade é projetar a avaliação da viabilidade e aceitabilidade de uma intervenção educacional em enfermagem para promover os comportamentos de saúde nos sobreviventes de cancro. Método: o protocolo foi desenvolvido com base no Standard Protocol Items: Recommendations for Interventional Trials de 2013 - SPIRIT 2013 Statement, no Porto, Portugal em 2022. Resultados: o protocolo suportará a implementação do estudo piloto, de forma a avaliar a viabilidade e aceitabilidade dos procedimentos definidos para a intervenção, estimar o recrutamento e retenção dos participantes e definir o tamanho da amostra, de modo a que se possa considerar possíveis reformulações da intervenção educacional e se possa prosseguir para a fase de avaliação. Conclusão: este estudo definiu as bases estruturais e conteúdos para a realização de um estudo piloto e, posteriormente, poderá influenciar a decisão da concretização de um estudo randomizado controlado.

ABSTRACT Objective: to explain the protocol of a pilot study that aims to evaluate the feasibility and acceptability of a nursing educational intervention to promote health behaviors in cancer survivors. Method: the protocol was developed based on the Standard Protocol Items: Recommendations for Interventional Trials 2013 - SPIRIT 2013 Statement, in Porto, Portugal in 2022. Results: the protocol would support the implementation of the pilot study in order to assess the feasibility and acceptability of the procedures defined for the intervention, estimate the recruitment and retention of participants, and define the sample size so that possible reformulations of the educational intervention could be considered and proceed to the evaluation phase. Conclusion: this study has laid the structural foundations and content for conducting a pilot study and may later influence the decision to conduct a randomized controlled trial.