Résumé
Objective To study the optimal management of the closed-loop management in safe practice of nursing teaching in private hospitals.Method Through analyzing the causes and problems during the teaching of nursing adverse events,the closed-loop management in safe practice of nursing teaching was investigated,including the closed-loop management team,implementation cycle and range,etc.Totally 100 teachers and 220 students were chosen in 27 clinical teaching departments of our hospital during January 2013 and March 2014.The teachers were divided into experimental group (n=50) and the control group (n=50).The closed-loop management model was applied in experimental group while routing management was applied in control group.At the same time,220 students' behavior in experimental group was compared before and after the closed-loop management.Through the evaluation of nursing teaching' safe hidden trouble and questionnaire survey,the nursing teaching of both groups were safe.SAS 9.2 was applied to do statistical analysis and non-parametric Wilcoxon Fisher exact test and x2 test were used.Results The number of teachers' operating key points in experimental group was significantly higher than the control group,with statistically significant differences (46 vs.15) (P=0.000).The safety hazard times of nursing teaching were 38 and 8 respectively before and after the closed loop management,and the difference was statistically significant (P=0.000).In addition,the comparison before the students' implementing the check system,hospital safety index patients and regulation for technical operations and hospital infection was significant after the closedloop management (P＜0.01 for all).Conclusion The full implementation of the closed-loop management,effective tracking and prevention in place,can optimize the safety management of nursing teaching.
Résumé
Objective To explore the effect of four-color personality analysis (FPA) in teaching of neurology nursing. Methods Fifty-five student nurses of 3-year courses were assigned into the control group from June 2011 to May 2012 , and another 55 students from June 2012 to May 2013 into the experiment group. For the teaching of neurology nursing, the traditional teaching methodology was used in the control group and FPA teaching methodology in the experiment group. The two groups were compared in terms of their internship coping capacity and critical thinking ability before and after the nursing internship. The evaluation from them over teaching effectiveness was analyzed. Results The experiment group gained significantly higher scores on ability in solving problems, asking for help and rationalization than the control group did (P<0.05), and significantly lower scores on self-reproach (P<0.05) at the end of the internship. The experiment group gained significantly higher scores on critical thinking ability, confidence and knowledge learning than the controls did (P<0.05). The student nurses in the experiment group all believed that the four-color personality analysis helped them understand themselves, better their personality, make them a adapt to the clinical settings better, and enhance their ability in communication. Conclusion FPA applied in the teaching of neurology nursing can effectively improve coping capacity and critical thinking ability of student nurses, help them better their personality and be more adaptive to different clinical environment and tasks, and ultimately improve the teaching quality.