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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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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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I) In most medical schools, the diseases of organ systems are divided within an integrated curriculum and are not taught in order, however, this situation will improve if several conditions are fulfilled.<BR>2) The conditions that should be fulfilled are maintaining sufficient time for teaching general pathology and for bedside learning in the hospital's department of pathology.<BR>3) Examples of training methods in the pathology of organ systems devised at various medical schools include the use of a virtual slide system, the presentation of surgically resected material, and practical training at a hospital's department of pathology.
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Clinical exercise is an important stage to combine theory and practice,and an essential process for medical student to become a doctor.The quality of clinical exercise directly influences the practicing ability of graduated medical students and the achievement of medical education.This article analyzes factors that influence the quality of clinical exercise by collecting and sorting relative data,and presents some countermeasures thereby.