RESUMO
Objective To design the risk and difficulty degree of common clinical nursing operation items with the purpose of offering much fair and scientific theoretical basis for the performance evaluation. Methods Self-designed questionnaires of risk and difficulties of nursing operation items were applied on 270 clinical nurses from 5 Third-level Grade A hospitals and 15 nursing training experts from different domains. Using the methods of clustering methodology to evaluate the risk and difficulty degree of nursing operation items. Results The risk and difficulties of 45 items of common nursing technical operations were ranked into 3 levels of rank and difficulties, in which the high level included 15 risk indexes (4.0 to 10.0 points) and 14 difficulty indexes (4.0 to 10.0 points), the middle level includes 18 risk indexes (0.9 to 3.0 points) and 17 difficulty indexes (0.5 to 3.0 points), low level includes 12 risk indexes (-10.0 to-0.8 points) and 14 difficulty indexes (-10.0 to-0.4 points). Conclusions The risk and difficulty of nursing operation are ranked in this study. What′s more, it is applied on the basis of nursing performance evaluation. Thus, it is offered much fair and scientific basis for the performance evaluation and human resources arrangement of nursing. And it also benefits for clinical nursing quality and the satisfaction of nurses.
RESUMO
Objective To understand the attitude,compliance and obtainment of nursing students from high vocational school in the application process ofTBL teaching method in The Basic Technology of Nurse Occupation.Methods 115 students from 2 classes of nursing specialty in Higher Vocational Education were chosen and were randomly divided into the experimental group and the control group from October 2011 to January 2013.The control group adopted the traditional teaching method,the experimental group adopted TBL teaching method.The teaching effect was compared by stage test of the same chapter aswell as through the way of questionnaire.The approbation of students in the experimental group to the TBL teaching was also recorded.Results The results of stage testing in the experimental group were obviously better than those of the control group.The questionnaire results showed that the approbation of students in the experimental group to the TBL teaching reached 93.3％ to 100.0％ in the aspects of developing team cooperation spirit,activate classroom atmosphere,no absence and preparation before lessons,mobilizing the enthusiasm of learning,promoting bilateral communication of teachers and students,increasing the application ability of knowledge and critical thinking ability.Conclusions TBL teaching method can mobilize the learning initative of students,deepen the understanding and memory of knowledge,consolidate the textbook knowledge,widen knowledge and increase the application ability of knowledge,cultivate the team cooperation spirit,and reach the aim of both benefiting teaching and learning.