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Objective:To explore the application effect of the teaching ward-round workshop on the teaching ability training for clinical teachers.Methods:From July to October 2019, 83 clinical teachers from The Affiliated Huai'an No.1 People's Hospital of Nanjing Medical University included in the study were divided into 8 groups for the training of teaching ward-round workshop. After the training, the evaluation results of clinical teaching ward-round, the satisfaction of clinical teaching ward-round, and the satisfaction of the workshop teaching model were compared. Chi-square test and t test were performed by SPSS 22.0. Results:The trainees were highly satisfied with the training mode of the teaching ward-round workshop. After the training, the clinical teaching ward-round assessment scores [(96.83±1.77) points] were higher than the average scores of the same period from April to June in 2019 [(91.25±2.86) points], with statistical significance ( P<0.05). In terms of satisfaction with clinical teaching ward rounds, the scores of 7 dimensions including preparation before ward rounds, highlighting the key and difficulties, and standard physical examination after the training were all higher than those before the training, with significant differences ( P<0.05). Conclusion:The training model of the teaching ward-round workshop helps to enhance the training effect, promote the teaching ability of clinical teachers, and improve the clinical teaching ward-round assessment results and satisfaction, which provides new ideas and references for the training of clinical medical professionals.
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Objective:To explore the application and effect of peri-operative recovery-quality-directed teaching reform for clinical internship training of anesthesiology.Methods:A total of 60 interns of five-year program anesthesiology from the Department of Anesthesiology of Chongqing Medical University were recruited for this teaching reform and randomly allocated to teaching reform group ( n=30) and control group ( n=30). Students in control group received conventional training for internship of clinical anesthesiology and follow-up, while students in teaching reform group received additional recovery-quality-directed clinical rounds per teaching week and patients discussed in those rounds were followed up until 30 days after operation. At the end of internship, teaching satisfaction, graduation test scores and patients' satisfaction were compared. SPSS 21.0 was used for t test. Results:Compared with those students in control group, interns in teaching reform group had significantly higher scores on teaching satisfaction [(9.1±1.3) vs. (6.7±1.9), P<0.05], graduation test scores [(80.0±5.0) vs. (67.0±6.0), P<0.05] and patients' satisfaction [(92.0±6.0) vs. (83.0±11.0), P<0.05]. Conclusion:Recovery-quality-directed peri-operative teaching reform can enhance the professional identity and sense of responsibility of anesthesiology students, improve their teaching satisfaction and theoretical knowledge level, and improve the satisfaction of related patients with anesthesia services.
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OBJECTIVE：To est ablish the working mode of the first pharmaceutical ward rounds of clinical pharmacists in our hospital，in order to provide a useful reference for establishing a national standardized pharmaceutical ward rounds model. METHODS：By sharing the clinical cases of the first pharmaceutical ward rounds ，the work content and process of the first pharmaceutical ward rounds in our hospital were introduced. RESULTS & CONCLUSIONS ：The clinical pharmacist ’s first pharmaceutical ward round in our hospital mainly includes self introduction of clinical pharmacists ，diagnosis of patients ’condition under the guidance of doctors ，collection and evaluation of patients ’previous medication information （including previous medication varieties ，usage methods ，efficacy and safety evaluation ），assistance for doctors in formulating initial treatment plan ， carrying out initial medication and diet education ，and intensive communication and cooperation with nurses. The development of first pharmaceutical ward rounds promotes the rational use of drugs in clinic ，elevates the hospitalization satisfaction of patients and improves the professional quality of clinical pharmacists.
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Teaching ward round is an important guarantee to improve the training quality. The purpose and content of anesthesiology teaching ward round are different from clinical surgical teaching ward round, and it has its own characteristics. According to the rule of perioperative medicine, we can complete the teaching ward round with small plate and multi-segment teaching mode on the clinical anesthesia management related issues of various surgical patients involved in anesthesia major or sub specialty. In this paper, the methods of anesthesiology teaching ward round, including the formulation of teaching plan, teacher arrangement, preparation before ward round, ward round process and teaching methods, quality control, and teaching experiences were briefly introduced.
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Objective:To explore the application effect of standardized neurology teaching ward-round combined with problem-based learning (PBL) teaching method and standardized patients (SP) in the production practice of international students.Methods:A total of 60 foreign students who participated in the neurology department of The 2nd Affiliated Hospital of Harbin Medical University from June 20, 2019 to December 20, 2019 were selected as the study subjects, and were divided into experimental group and control group, with 30 ones in each group. The control group used traditional teaching ward-round methods, the experimental group used the standardized teaching ward-round combined with PBL teaching method and standardized patients for learning. And at the end of the training, the assessment of the first course of disease record writing and questionnaire survey were conducted. SPSS 20.0 was used for t test and chi-square test. Results:The results of writing medical records in the experimental group were significantly outstanding, with statistical difference ( P<0.05). More than 80% of foreign students in the experimental group agreed that standardized teaching ward-round and standardized patient teaching model had significant effectiveness. Conclusion:In the production practice education of international students in department of neurology, the standardized teaching ward-round combined with PBL teaching method and standardized patient have achieved remarkable results.
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Due to the problems of language barriers and cultural differences existing in the current clinical practice teaching activities of overseas students, this study proposes to divide the oversea students and Chinese students into bilingual mixed groups in the ward rounds teaching. Through the selection of typical cases and the application of flipped classroom, the Chinese and English versions of learning materials related to disease are provided to the interns for learning in advance, and the oversea students and Chinese students are requested to complete the history and auxiliary examination data collection in Chinese and English in cooperation, and then the teacher leads the group to carry out ward rounds teaching, including bedside English history report, physical examination, case analysis, discussion and summary, so as to improve the participation enthusiasm of overseas students and also improve the teaching effects.
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Objective@#To explore the application effect of Mini-Clinical Evaluation Exercise(Mini-CEX) in clinical teaching rounds of nursing students, and to provide reference for improving the quality of clinical teaching.@*Methods@#A total of 120 nursing students from June 2017 to June 2018 were divided into control group and intervention group by the time of practice with 60 cases each. The control group adopted traditional nursing teaching rounds, while the intervention group adopted Mini-CEX-based nursing teaching rounds. The comprehensive results of nursing students′practice, Mini-CEX and autonomous learning ability of the two groups were compared and analyzed.@*Results@#The overall evaluation of Mini-CEX of nursing students was (7.23 ± 0.51) in the intervention group and (5.27 ± 1.12) in the control group, and the difference was statistically significant (t=12.337, P <0.01). The excellent rate of nursing students was 58.3%(35/60) in the intervention group and 30.0%(18/60) in the control group, and the difference was statistically significant (χ2=10.914, P <0.01). The total score of autonomous learning ability was (114.85 ± 6.27) in the intervention group and (90.78 ± 8.22) in the control group, and the difference was statistically significant (t=18.034, P < 0.01). The comprehensive results of nursing students′ practice was (87.04 ± 6.46) in the intervention group and (74.35 ± 6.04) in the control group, and the difference was statistically significant (t=11.115, P< 0.01).@*Conclusions@#Clinical teaching rounds based on mini-clinical exercise assessment scale can improve the clinical comprehensive service ability, self-learning ability and humanistic care ability of intern nurses.
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The study is to establish the administrative ward round system and its effect evaluation system under the modern hospital management conditions, and explore the formation of a standardized, scientific and replicable standard mode of Administrative Ward round. According to the annual ward rounds plan, clinical departments and administrative departments were organized to decide the major issues of a department according to the procedures of " hearing-evaluation-discussion-decision " , and to ensure the implementation of management. Since 2016, administrative ward round has been carried out in 9 departments, and the medical quality and operational efficiency have been improved significantly. The closed-loop administrative ward rounds mode can effectively promote the modernization of hospital management system through the joint decision-making of clinical departments and functional departments.
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Objective To explore the application effect of Mini-Clinical Evaluation Exercise(Mini-CEX) in clinical teaching rounds of nursing students, and to provide reference for improving the quality of clinical teaching. Methods A total of 120 nursing students from June 2017 to June 2018 were divided into control group and intervention group by the time of practice with 60 cases each. The control group adopted traditional nursing teaching rounds, while the intervention group adopted Mini-CEX-based nursing teaching rounds. The comprehensive results of nursing students′ practice, Mini- CEX and autonomous learning ability of the two groups were compared and analyzed. Results The overall evaluation of Mini-CEX of nursing students was (7.23 ± 0.51) in the intervention group and (5.27 ± 1.12) in the control group, and the difference was statistically significant (t=12.337, P<0.01). The excellent rate of nursing students was 58.3% (35/60) in the intervention group and 30.0% (18/60) in the control group, and the difference was statistically significant (χ2=10.914, P <0.01). The total score of autonomous learning ability was (114.85 ± 6.27) in the intervention group and (90.78 ± 8.22) in the control group, and the difference was statistically significant (t =18.034, P < 0.01). The comprehensive results of nursing students′practice was (87.04 ± 6.46) in the intervention group and (74.35 ± 6.04) in the control group, and the difference was statistically significant (t=11.115, P<0.01). Conclusions Clinical teaching rounds based on mini-clinical exercise assessment scale can improve the clinical comprehensive service ability, self-learning ability and humanistic care ability of intern nurses.
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La atención primaria de salud forma parte integrante del Sistema Nacional de Salud. La enfermería comunitaria es la parte de la Enfermería que desarrolla y aplica, de forma integral, los cuidados al individuo, la familia y la comunidad, en el continuo proceso salud-enfermedad. El profesional de enfermería comunitaria contribuye de forma específica para que los individuos, familia y la comunidad adquieran habilidades, hábitos normas de conductas que fomenten su autocuidado; en el marco de la salud, la que comprende los siguientes elementos: promoción, protección, recuperación y rehabilitación de la salud, además de la prevención de enfermedades. La visita docente-asistencial es la actividad continua y exclusiva de la práctica y enseñanza de la profesión médica. Dicha actividad según el escenario en que se realice, puede ser hospitalaria o en la comunidad. En la atención primaria de salud existe una metodología para el desarrollo del pase de visita de enfermería en la educación en el trabajo, lo que adquiere un carácter peculiar dentro de la práctica laboral. Con el objetivo de describir dicha metodología y valorar teóricamente el papel de la enfermería comunitaria en la atención primaria de salud, se realizó una exhaustiva revisión bibliográfica sobre las formas de organización de la enseñanza y los métodos de educación en el trabajo aplicados a la carrera de Enfermería (AU).
Primary health care is a part of the National Health System. Community nursery is the part of nursing comprehensively developing and applying care to individuals, families and the community in the continuous health-disease process. The community nursery professionals contribute, in a specific way, to the acquisition of skills, habits, behavior norms promoting self-care by individuals, families and the community in the context of the primary health care which includes the following elements: health promotion, protection, recovering and rehabilitation, and also disease prevention. The teaching-care round is the continuous and exclusive activity of the medical profession teaching and practice. That activity, according to the scenery in which it is carried out, may be in the hospital or in the community. There is a methodology in the primary health care for the development of the nursery ward round in the education at work. With the objective of describing that methodology and theoretically assessing the role of community nursing in the primary health care, an exhaustive bibliographic review was carried out on the forms of teaching organization and the methods of education at work used in nursing studies (AU).
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Humans , Male , Female , Primary Health Care/methods , Methodology as a Subject , Nursing Care/methods , Physicians/standards , Teaching/standards , Work/standards , Education, Continuing , Practice Patterns, Nurses'/standardsABSTRACT
Objective@#Toexplore work process-oriented theory nursing ward round, research work process-oriented theory nursing ward round on critical thinking capacity of nursing undergraduates.@*Methods@#Totally 80 Elective nursing ward round courses of nursing undergraduates were divided into the experimental A group and the experimental b group with 40 cases in each group. The experimental A group select the beginning of 9 weeks on Until, the experimental B group select the after of 9 weeks on Until. The nursing undergraduates were assessed by CTDI-CV on first, ninth, eighteenth weeks to evaluate the effect of the two groups.@*Results@#Main effect of group factor and time factor of CTDI-CV had statistical significance (P<0.05) . There were significant interaction in the scores of CTDI-CV. Simple effect analysis demonstrated the scores of CTDI-CV in the experimental A group were higher than those of the experimental b group after the intervention (P<0.05) . Two groups of on first, ninth, eighteenth weeks measured values compared the effect of amount of FB<FA, the experimental group A intervention effect was better than in the experimental group B intervention.@*Conclusions@#For nursing undergraduates guided based on the working process of the curriculum of nursing ward round the critical thinking ability had good practice guidance, and on the start time to choose university grade three semester two on 9 weeks before commencement of nursing undergraduates promotes higher critical thinking ability.
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Objective To explore the effect of doctor-nurse integrated ward round performed in the training of professional nurses′ core competence.Methods 18 nurses trained for core competencies in ICU and hemodialysis room were selected as research objects.All nurses were trained with doctor-nurse integrated ward round for one year.The professional knowledge, skills and clinical comprehensive ability of all nurses were tested before and after training.Results After doctor-nurse integrated ward round, the scores of professional knowledge, skills and clinical comprehensive ability of professional nurses were significantly higher than that of before training (P<0.05).Conclusion Doctor-nurse integrated ward round can improve the core competencies of professional nurses.
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Based on the general ward round and subsequent analysis of various problems during the process, experience-based optimization scheme and measures should be put forward to improve the efficiency of the hospital management, raise the logistic service awareness, appropriately dispose and manage human resources, strengthen skill training and quality education of logistic group and transform the logistic service to a professional, specialized, scientific and socialized one so as to establish a new management system of hospital logistics.
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Objective To explore the effect of case checking and head nurses′ comment on clinical nurisng rounds. Methods Three hundred hospitalized patients from January to December of 2012 were set as the control group , which received the traditional nursing ward round model. Another three hundred and thirty patients hospitalized from January to December of 2013 were set as the observation group, which received case tracking method integrated with head nurses ward round model. The ward nursing management quality of both groups including the ward management, grading nursing, basic nursing, nursing safety, health and education and the qualified rate of nursing documents were compared between the two groups. Result The quality of nursing management and nursing documents qualification rate of the observation group were obviously higher than those of the control group. Conclusion The case tracking method and the head nurses′comments can improve the quality of clinical nursing rounds , enhance nurses comprehensive quality and increase management level of the head nurses.
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The paper introduces the implementation of wireless mobile ward -round from network deployment and equipment deploy-ment, explains critical techniques during the implementation process , analyzes the application effect of wireless mobile ward -round from the perspective of doctors , patients and data security , and points out that the wireless mobile ward -round has broad application prospect in clinical practice .
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Objective To observe the effect of case-based learning (CBL) applied in ward-round on residents training. Methods A total of 33 residents trained with routine ward-round and CBL ward-round in the neurological department were investigated with questionnaire. Results 30 effective answers were recalled. More of them reported that CBL ward-round was very significant in improving clinical thinking, mastering the specialized knowledge, developing autonomous learning and improving the communication with patients and their family members (P<0.05). Conclusion CBL ward-round is effective on improving the comprehensive professional abilities of residents.
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Objective To compare the advantages and disadvantages between the discussion teaching round model and the traditional round model in the tralning of medical graduate students. Methods 38 and 41 medical graduate students were practicing under the discussion teaching round model and the traditional round model in our hospital from Jan 2012 to Dec 2012. The questionnalre and the Clinical Skill Test were used to evaluate the teaching effect. The t test group design was used to make comparison between group mean. Results Compared with the traditional round model group, the discussion teaching round model group had higher evaluation to the teaching methods, consciousness of participation, the rounds impressions and clinical thinking cultivation, with statistically significant difference (P<0.05). The total score of the Clinical Skill Test was higher in the discussion teaching round model group than the traditional round model group[(86.4±4.8) vs (78.2±6.4), P=0.02]. Conclusion The discussion teaching round model can improve the quality of clinical practice and is an effective method for the education in medical graduate students.
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Objective To develop a mobile medical information system based on informatized monitoring to enhance staff efficiency and patient safety.Methods The acquired information on vital signs was integrated into mobile terminal, which could be called, analyzed and processed along with the clinical data of the patient.Results The doctor might write and edit the prescription based on the clinical data. The nurse could read the prescription at real time, and could treat the patient timely in case of alarming.Conclusion The system lays a foundation for patient-centered medical service.
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@#Objective To observe the effect of case-based learning (CBL) applied in ward-round on residents training. Methods A total of 33 residents trained with routine ward-round and CBL ward-round in the neurological department were investigated with questionnaire. Results 30 effective answers were recalled. More of them reported that CBL ward-round was very significant in improving clinical thinking, mastering the specialized knowledge, developing autonomous learning and improving the communication with patients and their family members (P<0.05). Conclusion CBL ward-round is effective on improving the comprehensive professional abilities of residents.
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INTRODUCCIÓN: el pase de visita docente-asistencial de pregrado se desarrolla en la actualidad en la atención primaria de salud como pase de vista comunitario, y en la atención secundaria con el hospitalario. La enseñanza de la mayoría de las asignaturas de las especialidades quirúrgicas, se ha realizado con pacientes hospitalizados. Diversos cambios en el diseño curricular y en la organización de los servicios quirúrgicos han incidido en el pase de visita docente-asistencial de pregrado en las asignaturas de especialidades quirúrgicas. OBJETIVO: caracterizar el pase de visita de pregrado en las asignaturas de especialidades quirúrgicas. MÉTODOS: estudio transversal en el campo de la educación médica de pregrado sobre el pase de visita hospitalario de las asignaturas de especialidades quirúrgicas en el Hospital Militar Central "Dr. Carlos J. Finlay" durante el primer semestre del curso 2010-2011. La muestra quedó constituida por 31 profesores y 35 internos. La encuesta dirigida a los educadores incluyó aspectos como: categoría docente, años de experiencia, grado académico y aspectos sobre el pase de visita, y una segunda encuesta dirigida a estudiantes al término de la rotación por Cirugía General del internado, exploró la frecuencia y la calidad de este. RESULTADOS: el 48,4 % de los profesores refirió que en su asignatura el pase de visita docente se realizaba diariamente, el 45,2 % coincidió en que la cantidad de educandos que participaba era adecuada. Los alumnos en general catalogaron como buena la calidad de los pases de visita y la asignatura de Cirugía General fue la más favorecida en sus opiniones (82,8 %). CONCLUSIONES: los profesores, en su mayoría, consideraron el pase de visita de pregrado en las asignaturas de las especialidades quirúrgicas como la actividad principal de educación en el trabajo y la mayoría de los alumnos expresó su satisfacción con la calidad de este.
INTRODUCTION: in primary health care, teaching rounds take the form of community rounds. In secondary health care, they take the form of ward rounds. Most contents in surgical specialties have always been taught through interviews with hospitalized patients. Various changes in curricular design and in the organization of surgical services have had an impact on undergraduate surgical teaching rounds. OBJECTIVE: characterize undergraduate teaching rounds for surgical specialties. METHODS: a cross-sectional study was conducted of undergraduate ward rounds for surgical specialties at Dr. Carlos J. Finlay Central Military Hospital during the first semester of academic year 2010-2011. The sample was composed of 31 teachers and 35 interns. The survey designed for teachers included items such as teaching category, years of experience, academic degree and data on ward rounds. The survey for students, which was applied at the end of the general surgery rotation of their internship, inquired about the frequency and quality of ward rounds. RESULTS: 48.4 % of the teachers stated that ward rounds for their subjects were performed daily, and 45.2 % agreed that the number of participant students was adequate. Most students evaluated the quality of ward rounds as good. Their opinions were specially favorable when they referred to the subject general surgery (82.8 %). CONCLUSIONS: most teachers viewed undergraduate ward rounds for contents from surgical specialties as the main in-service training activity, and most students expressed their satisfaction with their quality.