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Occupational stress is a noticeable and widespread aspect of contemporary businesses. The right amount of stress may motivate someone and boost performance, while too much stress results in poor performance. One of the jobs with the highest stress is teaching. Psychiatric disorders can result from excessive stress. The study's goal is to identify the main factors contributing to junior college lecturers' stress. The present study involves 79 lecturers from private junior colleges (43 male and 36 female). Two sections (Part A & B) make up the questionnaire. Part-A contains demographic data on junior college lecturers, and Part-B has nine stress-related factors against which lecturers have to give ranking from most stress factor 1 to least stress factor 9. Statistical analysis employs the Garrett ranking approach. The ?ndings show that lecturers experience the highest stress from students' misbehavior, followed by work pressure and no job security.
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Adolescents constitute around 16 % of the total global population, with an absolute number of 1.2 billion. The rapid psychosocial and sexual changes that occur during the puberty period influence every aspect of teenage life. Such changes make adolescence a unique phase in every life-course and to lay the groundwork for good adult health. Health problems and behaviour problems that arise during adolescence lead to chronic illness and alcohol abuse. Mainly the risk factors are behaviourally acquired and are due to change in lifestyle during adolescent age group. The aetiology of NCDs is multifarious and both genetic and environmental factors play a role. METHODSA cross-sectional college-based study was conducted by using a pre-structured and pre-designed questionnaire in junior colleges in Wardha district among students of 17 - 19 years age group by using the WHO STEPS questionnaires. RESULTSMales were 51 i.e. 28.5 % and females were 149 i.e. 74.5 %. In the present study, 7 males i.e. 13.72 % and 22 females 14.76 % were having work related physical activity. 13 males i.e. 25.49 % and 35 females i.e. 23.48 % were exposed to second hand smoke at home at home; 4 males and 31 females were exposed to second smoke at work place. About 44 males are underweight (BMI less than 18.5) and 78 females are the same. Only 7 males have normal weight while 62 females have average weight (BMI = 18.5 - 24.9). There were zero pre obese and obese participants among males while 7 females are pre obese and 2 females are obese. CONCLUSIONSThere was a substantial gap between groups of males and females who believe that excess salt intake is detrimental to the body. There was significant difference in waist / hip ratio of males and females. It means males have lower waist / hip ratio than females. There was significant difference in BMI categories of male and female. More males are underweight compared to females. However, more females are pre-obese and obese.
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Objective To explore the effect of application of task-based learning with experiential teaching on nursing clinical decision making ability. Methods A total of 96 nursing students were divided into experimental group and observation group with each of 48 nursing students. The experimental group used the application of task-based learning with experimental teaching, the control group used the traditional scenario simulation. At the end of the course, the final scores, skill operation scores and nursing students'evaluation of the course and clinical decision-making ability of nursing were observed in the two groups. Results The final scores, chapters related to task-based learning with experiential teaching, skill operation scores was (82.06±0.98), (12.01±0.88), (94.99±0.34) points in the experimental group, and (78.34±0.98), (9.32±0.76), (91.87±0.98) points in the control group, and the difference was significant(t=12.958, 9.872, 10.834, all P<0.01). The evaluation of teaching methods, teaching process and teaching effect was (20.06±0.98), (23.01±0.88), (35.99±0.34) points in the experimental group, and (17.34±0.98), (20.32±0.76), (30.87±0.98) points in the control group, and the difference was significant (t=5.96, 6.87, 6.99, all P<0.01).The score of clinical decision-making ability of nursing was (137.50 ± 12.61) points in the experimental group, and (123.88±9.89) points in the control group,and the difference was significant (t=5.891, P<0.01). Conclusions The effect of task-based learning with experiential teaching in teaching of nursing in vocational nursing students, enable students to transfer knowledge and experience in experience, it can improve the students' clinical decision making ability.
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Objective We aimed to assess the influence of space teaching on junior-college nursing students' autonomous learning ability.Methods Using random number table,two classes of junior-college nursing students of Grade 2012 were selected and divided into the experimental group (46 students) and the control group (47 students) according to their classes.Students in the control group received routine multimedia teaching.Students in the experimental group received space teaching based on the platform of World University City.The effect of space teaching on developing nursing students' autonomous learning ability was assessed with the help of their test results and the nursing students' autonomous learning ability evaluation form.Results After carrying out space teaching,the average grade,theoretical performance,total points,the total score of autonomous learning ability and the score of each dimension in the experimental group and the differences were remarkably higher than those of the control group (t value was 2.80,2.45,2.29 and 11.58).Conclusions Space teaching can assist in arousing nursing students' learning motivation and improving nursing students' independent learning ability.It can be used for reference and promoted.
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Objective: Strengthen the school education of full-time medical junior college students,and to explore the teaching method of them. Methods:The teachers should adjust the teaching method in view of the teaching difficult points of full-time medical junior college students, to teach students in accordance with their aptitude:1)To go into the inner world of students, in-depth understand the characteristics of students;2)Enrich the teaching method and stimulate students' interest in learning; 3)To use the PBL teaching method properly; 4)To change the traditional examination methods;5)To strengthen the training of Teachers. Results:Self-confidence of the medical college students is strengthened, learning interest is improved, and learning effect is improved obviously through the teaching methods above. Conclusion:It can provide a good reference for teaching of medical junior college students through the methods of strengthen the school education of medical junior college students, and cultivate more qualified excellent medical talents for basic medical and health institutions.
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Chongqing Three Gorges Medical College comprehensively reformed ‘2 + 1 ’ training mode and established the new training model based on the concepts of ‘ general practice,diagnosis and treatment ability in all subjects,progressive teaching,integration between college of clinical medicine and affiliated hospital’.Meanwhile,Chongqing Three Gorges Medical College redefined objectives of talent training; reconstructed curriculum,launched progressive teaching,reformed teaching contents and methods thus promoted the teaching quality of clinical medicine in junior college and improved quality of clinical medicine talents who are willing to go and stay in hospitals at primary level and who are practical in clinical medicine.
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Objective To investigate the effect of applying scenario simulation practice in the professional ICU nursing students' emergency and intensive care intensified skill training before internship.Methods Totally 120 professional ICU nursing students from grade 2010 and 2011 were enrolled.Control group included 60 students from grade 2010 and experimental group included 60 students from grade 2011.Studnets in control group accepted standardized routine training while those in experimental group accepted scenario simulation practice.All students participated in skill examination after training.Two questionnaires were designed to survey nursing students and clinical teachers respectively at one month after internship.One questionnaire was to evaluate students' attitude to the training and the other one was to survey clinical teachers' evaluation of students' abilities.T test was used to statistically analyze skill examination performance and questionnaire scores between two groups.Results Skill examination performance of experimental group was better than that of control group (P＜0.01).Effects of intensified training were better in experimental group than in control group (P＜0.05,P＜0.01) including the aspects of combining theory and practice,shortening internship role transition time,enhancing selfconfidence of clinical practice and relieving tension anxiety before practice,etc.Clinical teachers thought that the experimental group's analysis ability,strain capacity,operation ability,communication ability,team cooperation ability and actively acquiring knowledge ability were stronger than those of control group (P ＜ 0.01).Conclusions Scenario simulation practice is helpful to improve operation ability and comprehensive ability.Nursing students can adapt to the clinical work better.Findings may be beneficial to the improve-ment of teachers' professional level.
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This paper analyzed the necessity of teaching materials construction for on-the-job rural health workers,established the objectives,guidelines and compiling principles of teaching materials construction and expounded on the process of teaching materials construction based on the survey of on-the-job rural health workers' requirements for knowledge and skills.
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Objective To evaluate the training quality of junior college graduates of clinical medicine based on the feedback from the graduates and their employers.Methods Totally 112 junior college graduates tailored to rural areas among all the three years' graduates were selected.These graduates and their employers were asked to do the questionnaire and discussion.Results The overall evaluation from the graduates on the school curriculum and teachers was good,with satisfactory rate being above 95％.The employers had nice impression on the graduates and spoke highly of them,with satisfactory rate reaching 97.4％.Of all the three years' graduates,one-time passing rate in the qualification examination for assistant practitioners came to 41.0％,much higher than the average passing rate of 20.12％ in the same area and at the same time.Conclusion The teaching effect for junior college graduates of clinical medicine tailored to rural areas is satisfactory and the reform on teaching is worka ble and effective,however,it needs further practice.
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We set up the characteristic medical psychology teaching mode based on the talent training objectives for three-year clinical medical majors and the requirements of the course qualification exam.The mode includes the basic psychological and clinical psychological teaching content system based on cases and tasks.Case-based teaching and Problem-based learning were used and research report and net exam were employed as main assessment methods.Online teaching resources were explored through establishing excellent course website,medlical psychology website and psychological test web
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This study was conducted to investigate the effect of two-year course of food and nutrition on improving nutrition knowledge, dietary attitudes and food habits of junior college female students by questionnaires. The subjects were 108 college female students enrolled in the department of food and nutrition in Gyeonggi area. The results were as follows: There were no significant changes in the weights and BMI (Body Mass Index) after 2-yr course of food and nutrition. Nutrition knowledge (14.7 vs 16.3, p < 0.001) and dietary attitude (34.3 vs 35.8, p < 0.01) increased significantly after 2-yr course. However, no significant changes in food habit were observed. Among nutrition knowledge, the scores of functions (4.5 vs 5.2, p < 0.001) and understanding (6.7 vs 7.4, p < 0.01) of nutrients were significantly increased. The recognition of nutrition knowledge increased significantly (83.1 vs 95.7, p < 0.001). Among food habit, dietary habit (13.2 vs 12.5, p < 0.01) and health related habit (15.6 vs 14.6, p < 0.001) were significantly lowered after 2-yr course. The change in dietary attitudes showed significantly positive correlation with food habit changes (p < 0.05). These results showed that 2-yr course of Food and Nutrition had improved the nutrition knowledge and dietary attitudes. Therefore, providing the more systematic and appropriate nutrition education to students during their study period will be improved dietary attitudes and food habits.
Sujets)
Femelle , Humains , Comportement alimentaire , Enquêtes et questionnaires , Poids et mesuresRésumé
Objective:To explore a new way of nursing teaching round-making compatible with the nursing students at junior college,and to establish and improve the standards for its assessment.Methods:We performed a new mode of nursing teaching ward round jointly organized by nursing teachers of the school and clinical supervisors of the hospital among student nurses of Grade 2006 on four different subjects respectively,by going through the following four steps: establishing the subject,working out the plan,making the ward round and assessing the quality.Results:The average score on the quality assessment of the four subjects by teachers and students was 93.78.Conclusion:The new mode of nursing teaching ward round jointly organized by the school and hospital can make the best of nursing faculty resources,give full play to nursing students'potential and optimize this activity and facilitate the teaching of clinical nursing.
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Tutorial system for undergraduate students is an education administer pattern which can afford the individuation guidance to their study,life and ideal and cultivate their innovative ability,construct individual course system and information composition so as to decrease the blindness in their course selection and study.Actualizing tutorial system for undergraduate students in medical junior college not only has the advantage of general senior education and but also accords with the feature and development advantage of medical junior college.
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The relationship between daily physical activity and physical fitness in female college students was investigated. Sixteen female college students who regularly took exercise two or three days per week were selected for the active group. Seventeen female college students who seldom took exercise and had not taken part in any kinds of sports activities while at high school were selected for the inactive group. Physical fitness tests and incremental loading maximal cycling exercise tests were undertaken by all subjects. Gas expired during the cycling exercise was collected in a Douglas bag, and ventilation, oxygen uptake and respiratory quotient were measured for each exercise load and in the last few minutes of the exercise test. Electrocardiographic data were also obtained during the test. Heart rate during daily activities in each subject was recorded continuously throughout the day using a heart rate recorder. Daily energy expenditure was estimated from the continuous recordings of heart rate using the linear relationship between heart rate and oxygen consumption obtained in the maximum incremental exercise test. Mean number of strides taken by each subject during da ily activities was also obtained using a pedometer for one week.<BR>The results can be summarized as follows.<BR>1) Maximal oxygen uptake and total score in the physical fitness test averaged 37.8 m<I>l</I>/ kg/min and 27.8 points, and 30.1 m<I>l</I>/kg/min and 22.5 points for the active and inactive group, respectively. The inter-group differences in these parameters were significant.<BR>2) The mean values of daily energy expenditure and strides taken during daily activity were about 2400 kcal/day and 14000 strides/day, and 1800 kcal/day and 7000 strides/day for the active and inactive group, respectively. The differences between the groups for these two values were also significant.<BR>3) The difference in daily energy expenditure between the two groups was 580 kcal and the difference in total strides per day was 7000 strides.<BR>4) These results indicate that both daily physical activity and physical fitness in the inactive group were lower than those in the active group. Furthermore, it was proved that the level of physical fitness in female college students is closely related to their daily physical activity.