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Objective:To observe the application effect of standard management-flexible teaching-pay attention to comprehensive quality improvement-correct evaluation (SFPC) teaching on the internship teaching of nursing students in department of obstetrics and gynecology.Methods:Forty-five nursing students who interned in the department of obstetrics and gynecology from July to December 2019 were classified as the control group, and the traditional teaching was adopted. Another 47 nursing students who interned from January to June 2020 were taken as research group, and SFPC was applied. The rotation assessment scores, clinical communication ability and comprehensive ability before and after the internship, and satisfaction with teaching of these nursing students were compared between the two groups. SPSS 23.0 was used for t test, chi-square test and rank sum test. Results:The results of theoretical and operational assessment of obstetrics and gynecology in the research group were significantly higher than those in the control group[(94.28±5.77) vs. (83.91±5.19); (91.85±5.27) vs. (81.07±5.24)]. The scores of building harmonious relationship, identifying patients' problems, keen listening, passing effective information, joint participation and verification of feelings after the teaching were significantly higher than those before teaching ( P<0.05). The scores of ideological quality, teaching activities, ability evaluation and other activities in the comprehensive ability assessment were significantly higher than those before teaching ( P<0.05), and those of research group were significantly higher than those of the control group ( P<0.05). The were significant differences in the grade distribution of teaching satisfaction between the two groups ( P<0.05), and the total satisfaction rate of nursing students in the study group was higher than that in the control group (95.74% vs. 80.00%). Conclusion:The application of SFPC teaching in the clinical teaching of nursing students in department of obstetrics and gynecology can significantly improve the performances of nursing students, clinical communication ability, comprehensive ability and nursing students' satisfaction with teaching.
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Objective:To explore the effect of narrative medicine course on the empathy ability and comprehensive ability training of residents in the standardized residency training in municipal hospitals.Methods:A narrative medicine group was set up in a municipal hospital, and a anarrative medical course of 2 months of narrative theory teaching and 4 months of clinical practice education was carried out among 42 residents. The Chinese version of the Interpersonal Response Index Scale (IRI-C) was used to measure the empathy ability at 4 time points (before intervention, 2 months after theory education, 2 months after practice, and 4 months after practice). The effect of narrative medicine courses was evaluated through the satisfaction questionnaire survey, parallel medical record writing and the first-time pass rate of Medical Practitioner Qualification Examination. SPSS 25.0 was used to analyze the variance of one-way repeated measurement.Results:The empathy ability of 42 residents was significantly improved. The empathy score after 2 months after practice was higher than that before intervention and after the theoretical course ( P < 0.05), while the empathy score after 4 months of practice was higher than that before intervention and after the theoretical course ( P < 0.05). The most popular theoretical teaching forms among residents were interactive theoretical teaching (64.29%, 27/42), video viewing (59.52%, 25/42), and situational simulation (52.38%, 22/42). The comprehensive abilities of parallel medical record writing and podium performance among residents were improved. Passing the Medical Practitioner Qualification Examination is a necessary condition for passing the residency training program. The first-time pass rate of the Qualification Examination for the residents was 72.00% (18/25), which was higher than that of the residents who were not recruited during the same period (64.71%, 11/17). Conclusion:Carrying out narrative medicine education is helpful to improve the empathy ability and comprehensive ability of training residents in municipal hospitals.
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Objective:To explore the application of full-crew stratified teaching combined with PBL teaching in nursing practice teaching in emergency department.Methods:A total of 86 intern nursing students in the Emergency Department of The First Affiliated Hospital of Air Force Medical University from February 2019 to August 2020 were randomly divided into the control group ( n=43) and the observation group ( n=43). The control group used full-crew stratified teaching, and the observation group adopted full-crew stratified teaching combined with PBL teaching. The learning interest, subjective initiative, and recognition of teaching were compared between the two groups, and the theoretical scores, operational skills, and comprehensive ability were assessed among them. Meanwhile, the nursing quality of the intern nursing students was evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The incidence of total learning interest and total subjective initiative of nursing students in the observation group were better than those in the control group ( P<0.05). The scores of the four dimensions of case analysis, theoretical total score, quality, and operation score in the observation group were higher than those in the control group ( P<0.05). There was no significant difference between the two groups in the scores of the three dimensions of short answer, choice, and skills ( P>0.05). The scores of the four dimensions of reasoning ability, information management ability, goal completion ability, and communication ability in the observation were higher than those in the control group ( P<0.05). The total recognition of teaching in the observation group was 95.35% (41/43), which was higher than that in the control group (79.07%, 34/43). Conclusion:Full-crew stratified teaching combined with PBL teaching in emergency department in nursing teaching can fully stimulate the learning interest of the intern nursing students, improve their subjective initiative, enhance their recognition degree of the nursing teaching, and finally improve the nursing quality.
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Objective:To explore the effects of self-made bilingual anatomy micro-lecture on the comprehensive ability training of nursing students, such as autonomous learning, medical English and knowledge expression.Methods:The study group was set up, and the micro-lectures were independently completed by the students under the guidance of teachers. The nursing medical students of Batch 2017 and Batch 2018 were recruited as control group and experimental group, respectively. Micro-lectures were applied in experimental group teaching and students' autonomous learning. The effect of self-made micro-lectures on cultivating students' comprehensive ability was verified by comparing examination results and analyzing questionnaire. SPSS 20.0 was used to conduct t-test. Results:A total of 53 micro-lectures were produced. Compared with the control group, the final theoretical and experimental examination scores of the experimental group were significantly improved ( P < 0.05), and the excellence rate of study group members was 31.25% (10/32); the questionnaire results showed that the satisfaction rate in classroom teaching of using micro-lectures in the experimental group was 90.24%(74/82), and 85.37% (70/82) of the students wanted to participate in the production of micro-lectures; 100.00% (40/40) of the study group members thought that the production of micro-lectures promoted them to perform autonomous learning, more than 82.50%(33/40) of the students indicated that the knowledge expression was effectively trained, and 67.50%(27/40) of the members improved their medical English. Conclusion:The self-made bilingual micro-lectures of anatomy is an effective means to achieve the goal of comprehensive ability training for medical students majoring in nursing.
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Objective:To explore the application effect of "secret room escape" game teaching combined with situational cases on the teaching of standardized training of neurological nursing.Methods:A total of 102 nurses who underwent the standardized training in the Department of Neurology of Xinjiang Uygur Autonomous Region People's Hospital from January 2019 to September 2020 were divided into control group ( n=51) and observation group ( n=51). The control group used situational case teaching, and the observation group used "secret room escape" game teaching combined with situational case teaching. The scores of critical thinking and learning engagement of the two groups were evaluated, and the theoretical assessment scores, clinical comprehensive ability scores and teaching satisfaction of the two groups were compared. SPSS 22.0 was performed for chi-square test and t test. Results:Before teaching, there was no significant difference in the scores and total scores of truth seeking, mind opening, analytical ability, systematic ability, self-confidence of critical thinking, thirst for knowledge and cognitive maturity between the two groups. After teaching, the scores and total scores of the observation group in above aspects were higher than those of the control group ( P<0.05). There was no significant difference in the scores and total scores of behavioral engagement, cognitive engagement and emotional engagement between the two groups before teaching; after teaching, the scores and total scores of these aspects in the observation group were higher than those in the control group ( P<0.05). The scores of theoretical examination [(82.02±3.27) vs. (79.66±3.45)] and clinical comprehensive ability [(83.30±3.54) vs. (80.82±3.73)] in the observation group were higher than those in the control group. The teaching satisfaction of the observation group was 98.04% (50/51), higher than 82.35% (42/51) of the control group. Conclusion:The "secret room escape" game teaching combined with situational cases can improve the critical thinking ability of standardized training nurses, stimulate them to participate in learning, improve their theoretical examination results and clinical comprehensive ability, and improve their satisfaction with teaching and the recognition rate of teaching effect.
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Objective:To explore the effects of competency-based diversified training on the bedside nursing comprehensive ability aand transition shock of newly recruited nurses.Methods:A total of 62 newly recruited nurses from the Second Affiliated Hospital of Zhengzhou University in June 2018 were selected as the control group, and 70 newly recruited nurses from June 2019 were selected as the experimental group by cluster sampling. The control group received routine pre-job training, and the experimental group received diversified training based on the control group. After one year of training, the differences in the scores of bedside nursing comprehensive ability, post competency and transition shock between the two groups of nurses were analyzed.Results:After 1 year of training, the total scores and the scores of nursing problems, nursing evaluation, nursing plan, nursing theory, nursing operation and bedside nursing comprehensive ability in the experimental group were 12.20±1.76, 24.29±2.38, 13.54±1.88, 9.77±1.35, 15.14±2.30 and 79.24±6.59, which were all higher than those of the control group (10.26±1.55,22.31±1.84,10.45±1.58, 8.56±1.80, 13.27±2.38 and 69.82±4.09), the differences were statistically significant ( t value was 4.582-13.679, P<0.05). The total scores and the scores of each dimension of the Post-competency the experimental group were 31.46 ±4.32, 51.03± 4.64, 20.27± 3.78, 17.86±3.99, 58.43± 4.44, 179.37±9.97, which were all higher than those of the control group 24.76±4.12, 40.56±5.55, 16.61±2.88, 15.15± 2.96, 49.74±3.07, 146.66±17.98, the differences were statistically significant ( t value was 4.466-13.197, P<0.05). The scores of psychological knowledge, skills, social culture and development and the total scores of Transition shock in the experimental group were 30.90±3.15, 19.69±2.74, 32.17±3.06, 103.81±12.24, which were all higher than those in the control group (25.69±2.76, 15.92±3.24, 27.50±4.15, 88.32±11.54), the differences were statistically significant ( t value was 7.237-10.040, P<0.05). Conclusions:competency-based diversified training can effectively improve the bedside nursing comprehensive ability and post competency, reduce their transition shock, and has strong clinical reference significance.
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Objective@#To study the effect of special case nursing teaching method on improving the clinical practice ability and comprehensive ability of nursing interns.@*Methods@#In January 2017, the teaching method of specialized case nursing was implemented in Heze Municipal Hospital, Shandong Province. Before and after the implementation of the teaching method (January 2016 to December 2017), 65 nursing interns were selected to be included in the reference group and the research group respectively. The scores of medical examination, other evaluation and self-evaluation of the two groups were counted and compared.@*Results@#In terms of academic, practical and case analysis scores, the research group had (87.50±0.52), (88.45±0.63) and (84.48±0.36) scores respectively, while the control group had (76.82±0.62) , (80.56±0.45) and (73.35±0.43) scores respectively. The research group had higher scores than the control group, with a difference between the two groups, there was statistical significance (t=95.174, 73.489, 143.115, all P<0.01). In terms of his evaluation results, the scores of other evaluation satisfaction, holistic nursing ability, communication ability, discovery and problem solving ability of nursing students in the study group were (9.62±0.34), (9.45±0.63), (9.38±0.36) and (9.20±0.16) respectively, while those in the control group were (8.28±0.32) , (8.56±0.45) , (8.05±0.43) and (8.12±0.23) , there were significant differences between the two groups (t = 8.290-27.797, all P<0.01). In terms of self-assessment scores, the study group scored (8.45±0.26) , (8.78±0.32) , (8.55±0.43) , (8.74±0.34) , (9.32±0.27) , (8.46±0.33) , (8.72±0.31) respectively on the satisfaction of teachers, the recognition of teaching methods, professional identity, internship harvest, the improvement of holistic nursing ability, the improvement of discovery and problem solving ability and the improvement of communication ability. The scores of the control group were (9.35±0.40) , (7.56±0.45) , (7.15±0.63) , (7.26±0.61) , (8.26±0.32) , (7.06±0.30) , (7.37±0.69) ,the differences between the two groups were significant (t=14.389-25.309, all P<0.01).@*Conclusion@#Specialized case nursing teaching method can not only improve the theoretical knowledge, operation and case analysis ability of nursing interns, but also improve their comprehensive abilities of holistic nursing, communication, problem finding and problem solving. It can also improve the professional identity of nursing students, the satisfaction of medical staff and patients, which is beneficial to the professional development of nursing students in clinical work.
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Objective To investigate the effect of early involvement in clinical practice in improving comprehensive abilities of medical students and strengthening their occupational cognition. Methods The students in the 5-year class of 2014 of pediatrics in our university were enrolled as subjects, among whom 78 students who received early involvement in clinical practice and teaching were enrolled as experimental group and 81 students who did not receive such teaching were enrolled as control group. A questionnaire survey was performed for the students participating in the teaching, including basic information, pre-training quality evaluation, development of personal knowledge and abilities, and comments or suggestions. The two groups were compared in terms of the score of the theoretical course of pediatric surgery, so as to explore whether"early involvement in clinical practice"could improve the theoretical study of students. Finally, the performance of students in clinical practice was evaluated and compared between the two groups to assess the role of "early involvement in clinical practice" in improving comprehensive abilities and occupational cognition. Results More than 90％of the students were satisfied with early involvement in clinical practice and they thought this activity helped them to improve clinical thinking, strengthen occupational cognition, enhance learning interests, improve communication skills, and promote the combination of basic and clinical knowledge. In addition, the follow-up analysis found that compared with the control group, the experimental group had a significantly higher average score [(74.59 ±0.50) vs. (68.89 ±0.67)] and a significantly higher proportion of students with a score of >70, and no students failed. As for the score of clinical practice, the experimental group had significantly better clinical work proficiency, clinical thinking, operational ability,and doctor-patient communication ability than the control group. Conclusion Early involvement in clinical practice among medical students can improve their comprehensive abilities and help to cultivate clinical thinking and doctor-patient communication skills and strengthen their occupational cognition, which lays a good foundation for cultivating high-quality talents through medical education.
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Chinese medicine talents are the foundation and guarantee for the development of TCM, and the first resource for the inheritance and innovation of traditional Chinese medicine. Reforming the curriculum system and training mode of Chinese medicine, training Chinese medicine professional who are suitable for research and development of Chinese medicine, such as cultivation of Chinese medicine materials, quality detection, species identification and resource census, is the direction of further expansion and reformation of Chinese medicine education. In this article, on account of the characteristic of Chinese medicine professional courses, we will combine practice education mode with professional knowledge competition, to probe innovative mode of comprehensive ability training for Chinese medicine based on the combination of"Multi-mode and Multi-Ways". The new mode of Chinese medicine education is to provide reference for trainers of Chinese medicine.
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Objective To explore the effects of problem-based bedside nursing teaching in clinical teaching. Methods Totally 247 college nursing students were recruited in the study from July 2016 to June 2017. The 118 students were in the experimental group which implemented problem-based bedside nursing teaching,while 129 students were in the control group which implemented traditional teaching.The teaching effects of two groups at the end of practice was compared with mini-CEX. Results The clinical nursing comprehensive ability of the experimental group was 6.42±1.45,the control group was 5.25±1.35,the difference was statistically significant(t=15.73,P=0.000).The clinical teaching effect of the experimental group was better than that of control group,41.53%(49/118)and 51.69%(61/118)met the requirements and reached excellence, and 62.79%(81/129)and 19.38%(25/129)in the control group.The difference was statistically significant (Z=-5.35, P=0.000). Conclusions The model of bedside teaching based on problem can significantly improve nursing students'clinical nursing comprehensive ability and improve clinical teaching effect.
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Objective To investigate the application of the OSCE training on the intensive training of nursing skills for college students majoring in nursing in the fourth semester.Methods Students from 2013 undergraduate session were investigated.They were randomly divided into two groups. The experimental group (n = 134) was trained of the OSCE training, while the control group (n = 135) received of traditional training. After the training, analysis of test scores and questionnaires were used to survey the comments of the two groups of students on intensive training of nursing skills. After two months of practice, the clinical comprehensive ability of the students was evaluated by clinical teachers.Results The experimental group's theory and nursing skills were higher than those of the con－trol group (P＜0.01) . The experimental group had a positive attitude towards nursing OSCE training. Their famil－iarity with the operation skills, team cooperation spirits, presentation and communication ability, observation ability, clinical adaptation ability and health education ability were enhanced (P＜0.01).Conclusion The comprehen－sive simulation training cannot only improve the effectiveness of OSCE training, but also strengthen the students'clin－ical comprehensive ability and promote the practice quality.
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Objective To observe the clinical efficacy of electroacupuncture plus moxibustion in treating infantile cerebral palsy. Method Eighty eligible patients with infantile cerebral palsy were randomized into a treatment group of 42 cases and a control group of 38 cases. The control group was intervened by physiotherapy (PT), while the treatment group was given electroacupuncture at scalp acupoints, body acupuncture, and moxibustion along the Governor Vessel in addition to the treatment given to the control group. The two groups were treated once a day, 6 months in total. The comprehensive ability and the Gross Motor Function Measure (GMFM) were evaluated before and after the interventions in the two groups, and the clinical efficacies were compared.Result After 6-month treatment, the total effective rate was 92.9% in the treatment group versus 78.9% in the control group, and the total effective rate of the treatment group was superior to that of the control group (P<0.05). The motor function and activities of daily living were significantly improved in both groups after the interventions (P<0.05,P<0.01); after the treatment, there were significant differences in comparing the motor function and activities of daily living between the two groups (P<0.05). The GMFM scores of each domain were significantly changed after the treatment in both groups (P<0.05); after the treatment, there were significant differences in comparing the GMFM scores of each domain between the two groups (P<0.05).Conclusion Compared with being used alone, conventional PT can more significantly benefit the improvement of motor function of cerebral palsy patients when electroacupuncture and moxibustion were added.
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In the teaching of pharmacology theory,there are some problems such as single teaching content,rigid teaching form and students' lack of initiative,interest and participation,as well as the deficiency of students' attitude towards experiment,the concept of animal protection and the ability to solve problems independently.Based on the training of students' comprehensive ability,this study attempts to enrich theoretical teaching contents and forms,contents and methods of innovative experimental teaching,and improve the assessment system.The results show that through the adjustment of the teaching methods of pharmacology theory and the improvement of experimental teaching content and assessment methods,students are further strengthened in mastering the basic knowledge of curriculum and improving the experimental operation ability.
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Objective To investigate the effect of bedside comprehensive ability training and critical thinking on the improvement of the personality maturity of pediatric nurses. Methods A total of 102 nurses with pediatric working years within one year were selected,and then they were arranged to receive critical thinking in combination with bedside comprehensive ability training for 6 months. After the training, pediatric nurses′ critical thinking ability, bedside comprehensive ability and personality maturity were evaluated. Results Before training, the total score of Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) , total score of bedside comprehensive ability, personality maturity score were 288.21±25.44, 75.24±2.51, 84.01±32.26, after training, they were respectively 324.18±25.93, 92.65±3.17, 125.57±35.47. Comparison of the scores before training and after training showed statistically significant difference(t=7.071, 30.750, 6.190,P < 0.05 or 0.01). Setting personality maturity as the dependent variable, and and CTDI-CV and bedside comprehensive ability as the independent variables, regression analysis showed that CTDI-CV and bedside comprehensive ability had a positive impact on the personality maturity. Conclusions The ability of pediatric nurses' critical thinking ability and bedside comprehensive ability training can promote the improvement of personality maturity of pediatric nurses.
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Objective:To explore the effect of management mode of correspondence of potencyscale on impro-ving the nurses′job satisfaction and patient satisfaction in the department of neurology and analyze the medical eth-ics. Methods:We selected 37 nurses in the department of neurology. From July 2013 to March 2014, they were provided with the traditional management mode, whereas from March 2014 to June 2015 with management mode of correspondence of potencyscale. The questionnaire survey was conducted to measure the job satisfaction of nurses and the satisfaction degree of patients. Results:After the implementation of management mode of correspondence of potencyscale, the research indexes were significantly higher than before. Conclusion:The management mode of correspondence of potencyscale can improve the nursing staff′s work enthusiasm, patient satisfaction, and the quali-ty of care. Meanwhile, it is the specific practice of nursing ethics.
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The clinical comprehensive ability is the core of the cultivation of professional degree graduate tralning. It includes the ability of clinical analysis, the ability of clinical operation and the ability of clinical communication, which is compatible with the core of the evaluation of post compe-tency in knowledge, technology and attitude. Teaching Section of Internal Medicine of the First Clinical College of Harbin Medical University combined the professional Degree Graduate tralning with the resident tralning with the post competency as the direction. We adopted a series of effective methods such as strict management of clinical rotation and multiple dimensioned evaluation system. We organized clinical discussion and set up clinical skill tralning course and standardize teaching ward inspection et al. to improve the comprehensive clinical ability of the postgraduates. The formative evaluation and summative assessment were combined in department rotation examination and the feedback system was set up. By the above tralning, the comprehensive clinical ability of the postgraduates has improved effectively, which can match the level of the first phrase resident physician. Combined with the tralning of other department, the postgraduates can be qualified for the general physician.
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Objective To reform practice in the pharmacy administration courses for cultivating student′s comprehensive qual-ity.Method Reform practice was tried in the aspects of teaching methods , teaching contents , teaching means and evaluations based on theoretical teaching in the pharmacy administration courses .Results A teaching system was formed to enhance pharmacy under-graduate′s comprehensive abilities , including self-learning ability , language skills , communication and social skills , information pro-cessing skills , solving problem skills and ability to cooperate with others .Conclusion It is a workable and valuable teaching system which should be improved and innovated and kept up with the times in future .
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In order to adapt to the requirements of modem medical knowledge and skills for higher medical workers,and to cultivate medical students' molecular medicine quality and comprehensive ability,Weifang Medical University broke the boundaries of disciplines and constructed experimental course group in molecular medicine based on the ideas of curriculum group construction.Molecular medical knowledge was integrated into the teaching process of experimental course group,experimental teaching content system was reasonably integrated and optimized,high quality teaching team was set up,multi-level experimental teaching platform was built and student-centered teaching mode was implemented to explore the experimental teaching approach which helped medical students to form systematic molecular medicine knowledge structure and ability structure.
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Clinical interns in the clinical microbiology laboratory not only need to accomplish the practice required in the syllabus but also need to be trained in the following aspects: laboratory biosafety, basic and important technical skills, potential guiding function of the original specimen smear, overall quality management, quick provide of microbiological sample information, communi-cation between microbiological laboratory and clinical departments, detection and significance of com-mon drug-resistant bacteria, etc. Based on these training, they might have a comprehensive and sys-tematic understanding of clinical microbiological testing and get improved in their professional quality and employment competitiveness thus to build a solid foundation for clinical work in the future.
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Objective To establish an appraisal system of clinical comprehensive competence for nursing undergraduates.Methods The level construction tree model was established by questionnaire survey based on Delphi method,and the weights of each indicator in three grades were calculated.Results The appraisal system of clinical comprehensive competence for nursing undergraduates was ultimately established which contained 6 first-level indicators,21 second-level indicators and 69 third-level indicators.In third-level indicators,the indicators with the highest weight value was The students can use the communication skills when assessing,carrying out,evaluating and giving health education,the indicators with the lowest weight value was The research point had some value. and The research novelty met needs.Conclusions The appraisal system is scientific and reliable,and can provide basis for appraising the clinical comprehensive competence for nursing undergraduates.