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Objective:To explore the teaching effect of magnetic on-demand teaching mode in nursing interns of neurology department.Methods:Forty-two nursing students who practiced in Neurology Department of Haikou People's Hospital from July 2019 to December 2019 were selected as the control group, and 44 nursing students who practiced from January 2020 to June 2020 were selected as the study group. The traditional teaching mode was adopted in the control group, while the magnetic on-demand teaching mode was adopted in the study group. The scores of theory and skill examination after teaching, nurses' core competence (evaluated by nurse core competence scale) before and after teaching, active learning rate and incidence of nursing errors during teaching and satisfaction with teaching were compared between the two groups. SPSS 25.0 was used for t test and chi-square test. Results:After teaching, the scores of theory and skills in the study group were significantly higher than those in the control group ( P<0.05). After teaching, the scores of core competence of nurses in the two groups were higher than before, and the scores of core competence of nurses in the study group were higher ( P<0.05). During the teaching period, the active learning rate of the study group was higher than that of the control group ( P<0.05), and the incidence rate of nursing errors was lower than that of the control group ( P<0.05). The satisfaction of all kinds of teaching in the study group was higher than that in the control group, with statistically significant differences. Conclusion:In the clinical teaching of nursing interns in neurology department, the magnetic on-demand teaching mode can significantly enhance the mastery of nursing theory and skills, improve the core competence of nurses, improve the active learning rate and teaching satisfaction, and reduce the occurrence of nursing errors.
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Objective:To explore the influences of WeChat platform combined with problem-based learning (PBL) teaching method on the theoretical examination results, practical skills scores and satisfaction of nursing students in operating room.Methods:A total of 124 undergraduate nursing students from June 2018 to December 2019 from the operating room of The Affiliated Women's and Children's Hospital, School of Medicine, UESTC were selected as the control group, among which, 62 nursing students from June 2018 to March 2019 were selected as the control group, and 62 nursing students from April to December 2019 were selected as the research group. The control group adopted the traditional teaching method, and the research adopted WeChat platform combined with PBL teaching method. The results of theoretical examination, skill practice, preparation for autonomous learning, critical thinking ability and teaching satisfaction were compared between the two groups. SPSS 23.0 was used for t test. Results:The scores of theory examination and skill practice in the study group were higher than those in the control group ( P<0.05); after practice, the scores of self-management, love of learning and self-control in the study group were higher than those in the control group ( P<0.05); after practice, the scores of the three dimensions of curiosity, truth seeking, systematization ability and total score in the study group were all higher than those in the control group ( P<0.05); the satisfactions of the research group on teaching content, teaching problem design and teaching effect were higher than those of the control group ( P<0.05). Conclusion:The combination of WeChat platform and PBL teaching method can improve the knowledge mastery level of nursing students in operating room, cultivate their self-learning ability and critical thinking ability, and nursing students are more satisfied with the teaching mode.
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Objective:To explore the application of Sojump in clinical teaching assessment of nursing students in operating room and to evaluate its effect.Methods:The graduation examination results of nursing students in clinical practice in the operating room of Second Affiliated Hospital of Medical College of Shantou University from 2017 to 2019 were collected, the results of 2017-2018 as the control group, and those of 2018-2019 as the observation group. The control group took the paper handwriting test, and the observation group took the electronic Sojump test, and the two-year graduation examination results were compared. A questionnaire survey was conducted to investigate the nursing students' satisfaction with the teaching work of the teachers in 2018-2019, and the teachers' feelings of the teachers' training was investigated with the questionnaire. SPSS 22.0 was used for t test. Results:The graduation examination scores of all educational levels in the observation group were higher than those in the control group, with statistical differences between the two groups ( P<0.05). The satisfaction rate of nursing students who did not understand the contents of the questionnaire and studied again was 98.19%, and the teachers' satisfaction rate of automatic marking of Sojump test was 100%. Conclusion:Sojump is easily and efficiently operational, paperless, targeted teaching, which can promote teaching by evaluation, and reach high satisfaction of nursing students and teachers, worthy of promotion in clinical teaching.
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Objective:To explore the application of experiential teaching combined with case-based learning (CBL) in the teaching of nursing students in intensive care unit (ICU).Methods:A total of 63 nurses who had internship in the ICU of our hospital from April 2016 to March 2017 were selected as group A, 63 nurses from April 2017 to March 2018 were selected as group B, 63 nurses from April 2018 to March 2019 were selected as group C, and 63 nurses from April 2019 to March 2020 were selected as group D. Group A adopted conventional teaching method, group B adopted conventional teaching method + CBL, group C adopted conventional teaching method + experiential teaching method, and group D adopted conventional teaching method + CBL + experiential teaching method. All of them had been taught for 3 months. The scores of theory and skills examination, humanistic care, supportive communication and critical thinking ability before and after teaching, and satisfaction with teaching mode were compared among the four groups. SPSS 26.0 was used for one-way variance analysis, SNK -q test and χ2 test. Results:The scores of theory and skill examination in group D were higher than those in the other three groups, and those in group B and C were higher than those in group A ( P<0.05). After teaching, the scores of humanistic care, supportive communication and critical thinking ability of the four groups were higher than those before teaching ( P<0.05). After teaching, the scores of humanistic care, supportive communication and critical thinking ability of group D were higher than those of the other three groups ( P<0.05), and those of group B and group C were higher than those of group A ( P<0.05). The satisfaction scores of teaching skills, teaching content and teaching effect in group D were higher than those in the other three groups ( P<0.05), and those in group B and C were higher than those in group A ( P<0.05). Conclusion:On the basis of conventional teaching method, experiential teaching and CBL can improve the performance of nursing students, improve the ability of humanistic care, supportive communication and critical thinking, and improve the satisfaction of nursing students. The combination of the two has a better effect.
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Objective@#To explore the humanistic caring ability, and to analyze the relationship between the positive psychological qualities, emotional intelligence and humanistic caring ability among the nursing interns, and provide theoretical basis to improve nursing students’ humanistic caring ability.@*Methods@#A total of 132 nursing interns from a three Level of first-class hospital in Liaoning province, were investigated by using the general questionnaire, caring ability inventory, emotional intelligence scale and Positive Mental Characters Scale for China normal university.@*Results@#The score of humanistic caring ability was (180.74±18.75). Among them, the average score of cognitive was the highest (73.71±10.93) and the average score of courage was the lowest (48.43±11.91). Emotional intelligence and positive psychological qualities were positively correlated with the humanistic caring ability, and positive psychological qualities was a intermediate variable between emotional intelligence and humanistic caring ability, and the mediating effect size is 18.71%.@*Conclusion@#The level of humanistic caring ability in nursing interns is lower, which needs to be further improved. The emotional intelligence and positive psychological qualities have a significant positive effect on the humanistic caring ability. Schools and internship hospitals can improve their sense of humanistic caring ability by developing the emotional intelligence and positive psychological qualities to stabilize the development of nursing career.
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Objective To explore the humanistic caring ability ,and to analyze the relationship between the positive psychological qualities , emotional intelligence and humanistic caring ability among the nursing interns, and provide theoretical basis to improve nursing students’humanistic caring ability. Methods A total of 132 nursing interns from a three Level of first-class hospital in Liaoning province, were investigated by using the general questionnaire, caring ability inventory, emotional intelligence scale and Positive Mental Characters Scale for China normal university. Results The score of humanistic caring ability was (180.74±18.75) . Among them, the average score of cognitive was the highest (73.71± 10.93) and the average score of courage was the lowest (48.43±11.91 ). Emotional intelligence and positive psychological qualities were positively correlated with the humanistic caring ability, and positive psychological qualities was a intermediate variable between emotional intelligence and humanistic caring ability, and the mediating effect size is 18.71%. Conclusion The level of humanistic caring ability in nursing interns is lower, which needs to be further improved. The emotional intelligence and positive psychological qualities have a significant positive effect on the humanistic caring ability. Schools and internship hospitals can improve their sense of humanistic caring ability by developing the emotional intelligence and positive psychological qualities to stabilize the development of nursing career.
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Objective To analyze the current situation of the professional spirit of nursing students in a medical college in Xinjiang,and to explore its influencing factors.Methods In March 2017,a questionnaire was self-designed to analyze the influencing factors of professional nursing students' professional spirit,including 31 items in three parts,including basic information,professional interns' occupational mental influence factors and the status quo of professional spirit and attitude of nursing interns.328 nursing students in a medical college in Xinjiang were investigated.325 valid questionnaires were withdrawn and verified,and 3 questionnaires were lost,with an effective rate of 99.09％.EpiData 3 was used to build the database and SPSS 17.0 line multiple regression analysis was applied.Results Occupation status statistics showed that the mental attitude,"I hope to excellent nursing teacher learning" "I have been through my nursing can help patients relieve pain" and "good occupation spirit is excellent nurses necessary conditions I think the nursing staff is the medical profession indispensable professional personnel",in line with the percentage was 95.08％,94.15％,94.15％,93.85％ respectively.Multiple regression analysis showed that there were three statistical significance (P＜0.05) for "whether to be a class cadre in school","the reason for choosing nursing specialty" and "post graduate employment plan".Conclusion "Whether to be a class cadre in a school" "to choose the cause of nursing specialty" "post graduate employment plan" may be the main factor affecting the professional spirit of the nursing professional students.This shows that in the future education of nursing students,we should focus on training students' devotion to work and dedication.We should take into account to training their organizational capabilities and encourage them to become student leaders.
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Introducción: Estudiar la identidad profesional en los pasantes de enfermería, es un proceso complejo por su diversidad conceptual y de compresión, que actualmente ha tomado auge en todas las disciplinas, con diferentes abordajes y de profundidad, para lograr un acercamiento a lo que "es" y conocer su proceso de construcción, consolidación y como se proyecta. Pregunta:¿Cómo se construye la identidad profesional en los pasante de enfermería?. Objetivo general: Analizar la construcción de la identidad profesional en los pasantes de enfermería durante el servicio social. Objetivo específico: Identificar los elementos que contribuyen a la construcción de la identidad profesional en los pasantes de enfermería durante el servicio social. Mostrar el proceso de construcción de la identidad profesional en los pasantes de enfermería durante el servicio social. Metodología: Estudio Cualitativo Descriptivo. Técnica, entrevista en profundidad: 10 pasantes de enfermería en servicio social en las diferentes instancias. 6 mujeres 4 hombres. Análisis: Una vez realizada las entrevistas, se trabajaron bajo la propuesta de Rodríguez y Gil. Resultados: Emergieron seis categorías y dos subcategorías. 1) Elección de carrera 2) Contacto con la praxis de enfermería 3) Formación ⢠Proceso de socialización profesional ⢠Siguiendo un modelo 4) Afrontamiento, 5) Adaptación 6) Sentirme enfermero. Conclusiones: La identidad profesional de los pasantes de enfermería de la Escuela Nacional de Enfermería y Obstetricia, inicia cuando los estudiantes experimentan su primer contacto con el "quehacer" de enfermería y se va construyendo durante toda su trayectoria estudiantil, pero es el servicio social en donde se consolida, porque le permite estar día a día con su objeto de estudio "el cuidado", además de tener una interacción social, dándole sentido de pertenencia al grupo. Los pasantes en este contexto de "servicio social" van interiorización valores personales y profesionales, normas, símbolos y asumiendo un nuevo rol hasta la transformación de "sentirse enfermero".
Introduction: The study of professional identity in nursing interns is a complex process due to its conceptual diversity. It has lately gained importance in many fields and has been studied from different perspectives and approaches with theaim of defining what it is, as well as focusing on its development process, consolidation and how it will be enacted. Question: How is the professional identity in nursing interns constructed during their social service? Main Aim: To identify the elements that influence the development of professional identity in nursing students during their social service; as well as to examine the process of identity development. Methodology: Qualitative and descriptive research. In-depth interview: 10 nursing interns currently in different instances of social service. 6 women and 4 men. Analysis: After the interviews were carried out, they were examined using the proposal of Rodriguez y Gil Results: Six categories and two subcategories were obtained. 1) Degree choice 2) Contact with the practice of nursing 3) Training, and two subcategories ⢠Professional socialization ⢠Role model 4) Coping 5) Adaptation 6) Being a nurse Conclusions: Nursing professional identity in interns from Escuela Nacional de Enfermería y Obstetricia starts when students are first exposed to the professional endeavor and it continues developing throughout their years of study, but it is not but in the social service that the identity is consolidated because in a daily basis, they are allowed to be in contact with their subject matter: caring. Moreover, having social interaction create a sense of belonging. In the social service context, interns acquire professional and individual values, behaviours, attitudes and symbols, thus assuming a new role which will lead them to assert themselves as a nurse.
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Humanos , Ego , Estudantes de Enfermagem , Papel do Profissional de Enfermagem , México , Enfermagem PráticaRESUMO
Objective To study the nurse-patient communication procedures among nursing interns. Method Totally 334 nursing interns were involved in the survey using the basic questionnaire and the nurse-patient communication procedure scale. Result The average score of the communication skills was 22 . 91 ± 2 . 13 , with the dimensions of communication preparation (0.97 ± 0.07), information collection (0.88 ± 0.13), information sending (0.90 ± 0.12), respecting patients (0.91 ± 0.18), ending communication (0.98 ± 0.08). Conclusions The nurse-patient communication skills of the nursing interns were at a relatively high level. They could conduct the effective communication according to the communication procedures in the sequence of communication preparation, information collection, information sending, respect patients and ending communication. But they are weak in the procedures of information collection and information sending. Therefore, some special trains, such as case analysis, can be done to improve the ability in these procedures.
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Objective To systematically assess the incidence of needlestick injury in Chinese nursing interns.Methods Research articles published on China Academic Journal Electronic Retrieval Database (CNKI),Chinese Scientific Journals Full-text Database (VIP),Wanfang DATA,ISI Web of Knowledge,PUBMED,OVID,Springer and other databases before 2013 were searched,which were relevant to needlestick injury in Chinese nursing interns.Using STATA 12.0 software,pooled estimates were summarized by Meta-analysis.Results 61 articles were included in this study,which covered a total of 15 451 nursing interns.Meta-analysis showed that the pooled incidence of needlestick injury in nursing interns was 65％,95％CI=60％～71％.Although the incidence declined year by year in recent decade,it was still higher than 55％.However,the injury reporting rate was 22％,95％ CI=16％～29％.Conclusions Needlestick injury showed a high incidence in Chinese nursing interns,but declined slightly year by year.However,the injury reporting rate was still very low.