Résumé
Objective:Under the guidance of evidence-based theory, the discharge preparation intervention plan for stroke patients was constructed, in order to provide a reference for improving the discharge preparation of stroke patients.Methods:To retrieve the relevant guidelines, consensus, literature and quality evaluation, summarize relevant evidence and evaluate the first draft of the intervention plan, implement two rounds of expert enquiry, according to the expert score and opinions, and improve the entries after the group discussion to form the final intervention plan.Results:In the two rounds of correspondence, the expert positive coefficient was 100%, the expert authority coefficient was 0.81 and 0.84 respectively, and the Kendall harmony coefficient of each entry was 0.165 and 0.453 respectively. The difference was statistical significant ( P<0.05). The ultimate in intervention plan included 6 primary entry, 23 secondary entries. Conclusions:The discharge preparation intervention plan for stroke patients constructed in this study is scientific, reliable and feasible, and is of great significance to improving the discharge preparation of stroke patients.
Résumé
Objective To evaluate the application effect of"2+2"medicine-education cooperation talents training mode. Methods The nursing undergraduates of 2013 grade were divided into the experimental and control group. The"2+2"medicine-education cooperation talents training mode was adopted in the former and traditional training model was used in the latter. The final examination scores of the fifth and sixth semester, scores of graduation examination, scores of the Nurse Competence Scale were compared between the two groups. Results There was no difference of scores of theory examination between the two group except the Nursing Professional English whose scores were higher in the control group. The practical skills exam scores of Medical Nursing, Surgical Nursing, Paediatric Nursing, Nursing of Gynecology and Obstetrics, Emergency Nursing, Rehabilitation Nursing, Community Nursing in the experimental group were 89.32 ± 6.02, 89.46 ± 5.29, 88.06 ± 6.34, 89.32 ± 5.58, 83.99 ± 6.44, 82.58 ± 5.78, 83.56±6.12, the control group were 87.72±5.90, 87.85±6.32, 85.59±5.79, 87.45±5.65, 81.82±6.06, 80.34± 5.89, 81.28±5.42, and the differences were statistically significant (t=2.052-3.261, P<0.05). The total and practical skills scores of graduation examination in the experimental group were 82.86±4.92, 85.60±4.54, which were 81.07 ± 5.52, 84.07 ± 4.59 in the control group. There were significant differences between the two groups (t=2.060, 2.011, P<0.05). The total score of Nurse Competence Scale and scores of the four dimensions of Teaching-coaching, Managing situations, Ensuring quality, Work role were 74.95 ± 3.40, 76.38 ± 3.98, 75.49 ± 3.23, 75.42 ± 2.72, 77.49 ± 2.76 in the experimental group, the control group were 73.63 ± 4.39, 72.90 ± 4.23, 74.12 ± 4.19, 74.32 ± 3.36, 76.46 ± 3.24, respectively. The differences were statistically significant (t=2.021- 2.492, P<0.05). Conclusions The"2 + 2"medicine- education cooperation talents training mode is proved to be an effective way to train nursing applied talents to meet regional demands. It could improve the hospital′s synthetic strength including health care quality and teaching ability, promote the development and construction of the nursing specialty and train the double-certificate teachers.