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Abstract Objective: to build and validate a clinical simulation scenario on hospital nurse managerial decision-making competence for undergraduate nursing students. Method: a descriptive and methodological study was carried out in a higher education institution, with the participation of 10 judges and five players. To do so, the conceptual simulation model proposed by Jeffries and standards of the International Nursing Association for Clinical Simulation and Learning were used to prepare the scenario and the checklist. Results: the scenario was called "Managerial decision-making of nurses in the face of adverse events in a hospital". The scenario script and checklist were built for validation. The checklist was face- and content-validated. Afterward, judges used the checklist to validate the scenario, which, in its final version, was composed of Prebriefing (seven items), Scenario in Action (18 items) and Debriefing (seven items). Conclusion: the scenario proved to be a teaching strategy that anticipates the reality of future nurses, bringing them the self-confidence to perform their activities and helping them to act critically and reflectively during decision-making processes.
Resumo Objetivo: construir e validar um cenário de simulação clínica sobre a competência tomada de decisão gerencial do enfermeiro hospitalar para estudantes de graduação em enfermagem. Método: estudo descritivo e metodológico realizado em uma instituição de ensino superior, com a participação de 10 juízes e cinco atores. Utilizou-se o modelo conceitual de simulação proposto por Jeffries e guias padronizadas da International Nursing Association for Clinical Simulation in Learning para a elaboração do cenário e do checklist. Resultados: o cenário ficou denominado como "Tomada de decisão gerencial do enfermeiro diante de eventos adversos no contexto hospitalar". Construiu-se o script do cenário e o checklist para a sua validação. Realizou-se validação de face e conteúdo do checklist. Posteriormente, juízes de posse do checklist, validaram o cenário que, em sua versão final, ficou composto por Prebriefing (sete itens), Cenário em Ação (18 itens) e Debriefing (sete itens). Conclusão: o cenário mostrou-se uma estratégia de ensino capaz de antecipar a realidade do futuro enfermeiro, trazendo autoconfiança na execução de suas atividades, contribuindo para agir de forma crítica e reflexiva durante o processo de tomada de decisão.
Resumen Objetivo: construir y validar un escenario de simulación clínica sobre la competencia en la toma de decisiones gerenciales del enfermero hospitalario para estudiantes del grado en enfermería. Método: estudio descriptivo y metodológico realizado en una institución de educación superior, con la participación de 10 jueces y cinco actores. Se utilizó el modelo conceptual de simulación propuesto por Jeffries y guías estandarizadas de la International Nursing Association for Clinical Simulation in Learning para la elaboración del escenario y del checklist. Resultados: el escenario se denominó "Toma de decisiones gerenciales del enfermero ante eventos adversos en el contexto hospitalario". Se construyó el script del escenario y el checklist para su validación. Se realizó la validez aparente y el contenido del checklist. Posteriormente, los jueces en posesión del checklist, validaron el escenario que, en su versión final, quedó compuesto por Prebriefing (siete ítems), Escenario en Acción (18 ítems) y Debriefing (siete ítems). Conclusión: el escenario demostró ser una estrategia de enseñanza capaz de anticipar la realidad del futuro enfermero, trayendo autoconfianza en la ejecución de sus actividades, contribuyendo para actuar de forma crítica y reflexiva durante el proceso de toma de decisiones.
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Humans , Professional Competence , Decision Making, Organizational , Simulation Exercise , Education, Nursing , Patient Safety , NursesABSTRACT
Objective:To explore the application effect of PBL teaching guided by anesthesia plan in clinical teaching of anesthesia undergraduate practice.Methods:A total of 34 anesthesiology undergraduates who practiced in Daqing Oilfield General Hospital/The Tenth Affiliated Hospital of Qiqihar Medical University from January 2020 to September 2020 were selected and randomly divided into experimental group ( n=17) and control group ( n=17). The experimental group adopted PBL teaching guided by anesthesia plan, while the control group adopted traditional teaching. The theoretical assessment results, case analysis assessment results, and clinical skills assessment results of the two groups of undergraduate interns were compared and analyzed. Additionally, a questionnaire survey was conducted to evaluate the students' comprehensive ability. SPSS 22.0 was used for t test. Results:The scores and total scores of theoretical knowledge and anesthesia skills in the experimental group were higher than those in the control group, and the difference was statistically significant ( P<0.05). Before learning, there was no significant difference in scores and total scores of comprehensive ability between the two groups ( P>0.05); after learning, the comprehensive ability of the two groups of students were improved, and those of the experimental group were higher than those of the control group ( P<0.05). Conclusion:PBL teaching guided by anesthesia plan can effectively improve the mastery of theoretical knowledge, clinical operation skills and case analysis ability of anesthesia undergraduate interns, and the teaching effect is good, which is worthy of further promotion.
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Objective:To analyze the application of thinking visual guidance teaching model in anesthesia clinical practice teaching.Methods:Taking the implementation time (March 2019) of thinking visual guidance teaching model in our hospital as the limit, 56 interns who came to our hospital for anesthesia practice before the implementation were included as control group, and 61 interns enrolled after the implementation (from March 2019 to March 2020) were included in study group. The mastery status of professional skills (duration of anesthesia operation, success rate of one-time anesthesia puncture and success rate of one - time tracheal intubation), professional knowledge assessment results and professional attitude changes were compared between the two groups at 2 months and 6 months of training. Self-evaluation after 6 months of training was compared between the two groups. SPSS 18.0 was used for t test and chi-square test. Results:After 6 months of training, the mastery status of professional skills (duration of anesthesia operation, success rate of one-time anesthesia puncture, and success rate of one-time tracheal intubation) of the two groups of interns were significantly improved compared with those after 2 months of training, and the above indicators of study group were significantly better than those of control group (all P<0.05). After 6 months of training, the scores of assessment results of professional knowledge (basic knowledge, understanding and memory, case analysis, emergency handling) and professional attitude (behavior, language, initiative and adaptability) in the two groups of interns were significantly higher than those after 2 months of training, and the above indicators scores of study group were significantly higher than those of control group (all P<0.05). The scores of self-evaluation (learning efficiency, learning atmosphere, learning ability, self-confidence and satisfaction) of study group at 6 months of training were significantly higher than those of control group at the same period (all P<0.05). Conclusion:Thinking visual guidance teaching model can effectively improve the professional knowledge and operation skills of anesthesia clinical interns, and it has a good application effect.
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ABSTRACT Objective: to identify the profile of transversal teaching/learning skills, which allows an adequate intervention of disaster nursing students. Methods: this is research framed in the qualitative, transversal paradigm methodology, supported by inductive and exploratory reasoning. Results: it was found that there is no consensus between Nursing Education Major Coordinators/Directors and disaster nursing experts regarding transversal skills considered decisive, due to the current absence of the theme in study plans and the limited personal and professional training of professors. Final considerations: the development and implementation of teaching/learning strategies that allow the development of transversal skills, favoring students' ability to meet this reality in a conscious, balanced and efficient way, is crucial.
RESUMEN Objetivo: identificar el perfil de competencias transversales de enseñanza/aprendizaje, que permita una adecuada intervención del estudiante de la Licenciatura en Enfermería en el dominio de la catástrofe. Resultados: se constató que no existe consenso entre los Coordinadores/Directores de la Licenciatura en Enfermería y los expertos en enfermería de catástrofes respecto a las competencias transversales consideradas cruciales. Métodos: investigación enmarcada en la metodología del paradigma cualitativo, transversal, sustentada en razonamientos inductivos y exploratorios. Consideraciones finales: es crucial el desarrollo e implementación de estrategias de enseñanza/aprendizaje que permitan el desarrollo de competencias transversales, favoreciendo la capacidad del estudiante para afrontar esta realidad de manera consciente, equilibrada y eficiente.
RESUMO Objetivo: identificar o perfil de competências transversais de ensino/aprendizagem, que permita uma intervenção adequada do estudante do Curso de Licenciatura em Enfermagem no domínio da catástrofe. Métodos: investigação enquadrada na metodologia do paradigma qualitativo, transversal, apoiada no raciocínio indutivo e exploratória. Resultados: verificou-se que não existe consenso entre os Coordenadores/Diretores dos Cursos de Licenciatura em Enfermagem e os peritos de enfermagem em catástrofe quanto às competências transversais consideradas determinantes, decorrente da atual ausência da temática nos planos de estudo e da diminuta formação pessoal e profissional dos docentes. Considerações finais: o desenvolvimento e implementação de estratégias de ensino/aprendizagem, que permitam o desenvolvimento de competências transversais, favorecendo a capacidade do estudante para se encontrar com esta realidade de maneira consciente, equilibrada e eficiente, assume-se crucial.
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Combined with the development of modem hospital pharmacy,in light of the present condition of the continuing education for the hospital pharmacists,based on the continuing education mode and method of the affiliated provincial hospital of Anhui medical university pharmacists,from the establishment of continuing education's goal and mode,the construction of hierarchical continuing education system,and education content integration aspects,this paper expounds the role and influence of the pharmacist professional skill contest.Through pharmacist professional skill contest,pharmacist can test and evaluate the hospital pharmacist professional ability,gradually improve pharmaceutical service level and quality of pharmacists.By introducing the pharmacist professional skill contest,pharmacist can not only timely adjust the continuing education's plan and ways,better coordinate with the development of hospital pharmacists,but also provide important technical support and talent reserves for the pharmacist professional skill contest.
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Objective To explore the tutorial system of biomedical engineering students in medical colleges and universities,and provide useful references for the implementation of undergraduate tutorial system in medical colleges and universities in China.Methods Based on the compulsory professional knowledge and skills of biomedical engineering students,the undergraduate tutorial system of biomedical engineering specialty was analyzed and summarized with thatof School of Biomedical Engineering of the Fourth Military Medical University taken as an example.Results The necessity,problems and new mode were pointed out for the undergraduate tutorial system of biomedical engineering specialty.Conclusion The implementation of undergraduate tutorial system is a new idea of deepening the reform of undergraduate education in biomedical engineering specialty,and is of important significance to improve the professional skills of students.
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This paper probed into the talent training mode of two circles training,alternation of learning and training of bio-pharmaceutical technology through the reform of professional cognitive practice,professional skill training and post practice,etc.The practice teaching reforms carried out above intensify students' professional competence and professional quality.
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Now there are many difficulties in pediatric clinical teaching. As one important part of medical education, how to improve the teaching quality is worth discussion. Based on the current situation of pediatric clinical teaching in our Soochow University, the suggestions of how to improve the quality of pediatric clinical teaching are given.
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There are three misunderstanding of medical students on health undertaking. Some take health undertaking as pure public institution, some believe that it's an economical entity, and others holds that there are contradiction between humanism and economic income. Such misunderstanding could lead to the lack of medical students'professional consciousness. Hence, we should guide them to deal with the relationship of professional skill and professional morals properly.
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The professional skill schools started an activity,which is the important measure to popularize the strategy of“the science and education making our country prosper”,that is,the definition of professional skill and implement of institution of professional certificates.It is the development direction of professional education that implementing of the institution of double-certificates',creating the new mode of cultivating the individuals,and strengthening the tuition of students'skill to make the students to acquire the education diplomas and the pro- fessional certificates.This issue points out the way and some opinions in this work,in the terns that imploring practice of the identification of the professional skill of microorganism inspecting worker' and the joint of microorganism education reform.