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Objective:To investigate the geriatric nursing competency of undergraduate nursing interns in four schools of nursing in Beijing as well as the influencing factors, and to provide a reference for perfecting the geriatric nursing education system in colleges and universities.Methods:From October to November 2022, a cross-sectional survey was performed on 223 undergraduate nursing interns selected by convenience sampling from four schools of nursing in Beijing, with the use of a general information questionnaire and the Gerontological Nursing Competence instrument. A general linear regression model was established to explore the factors influencing the geriatric nursing competency of nursing interns.Results:The mean total score for gerontological nursing competency was (3.19±0.40). In all dimensions, the mean score was highest for "Providing a safe living environment for older persons" (3.40±0.47) and lowest for "Understanding the sexual needs of older persons" (2.78±0.73). The thought about whether gerontological nursing contents were enough and the level of motivation to study gerontological nursing courses were the factors affecting nursing interns' gerontological nursing competency ( P<0.05). Conclusions:The overall gerontological nursing competency of the nursing interns was at a medium level, with uneven competencies in different dimensions. Nursing schools should strengthen gerontological nursing course building and stimulate students' learning motivation to improve their gerontological nursing competency.
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Objective:To explore the application effect of online and offline blended learning combined with Jigsaw teaching in arterial blood specimen collection of undergraduate nursing interns.Methods:A total of 135 undergraduate nursing interns were randomly divided into the experimental group ( n=66) and the control group ( n=69). The experimental group used the blended learning combined with Jigsaw teaching, while the control group adopted the blended learning combined with PBL teaching. The theoretical examination before and after class, the skill assessment after training, the nursing clinical decision-making consciousness scale, and the teaching satisfaction survey were conducted in the two groups. SPSS 28.0 was used for t-test and Chi-square test. Results:After teaching, the total score of courses and the score of theoretical examination and skill assessment of the experimental group were higher than those of the control group, and the differences were statistically significant ( P<0.05). The total score and the multi-dimension scores of the nursing clinical decision-making consciousness scale in the experimental group were higher than those in the control group, and the differences were statistically significant ( P<0.05). The teaching satisfaction of the experimental group was 92.42% (61/66), which was significantly higher than that of the control group [69.57% (48/69)], and the differences were statistically significant ( P<0.05). Conclusion:Blended learning combined with Jigsaw teaching is applied to collect arterial blood specimens for undergraduate nursing interns, which is beneficial to improve the academic performance and clinical decision-making ability of nursing students.
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Objective:To investigate the effect of flipped classroom teaching based on effective teaching theory in the clinical teaching of otolaryngology and head and neck surgery.Methods:A total of 35 nursing students who received clinical teaching in Department of Otolaryngology and Head and Neck Surgery, Xinhua Hospital Affiliated to Shanghai Jiao Tong University Medical College, from June 2019 to June 2020 were selected as control group, and 35 nursing students who received clinical teaching from July 2020 to July 2021 were selected as study group. The students in the control group received traditional teaching, and those in the observation group received flipped classroom teaching based on effective teaching theory. The two groups were compared in terms of the scores of theoretical knowledge and practical operation after teaching, abilities of self-learning, analysis and problem-solving, innovative thinking, teamwork, and nurse-patient communication before and after treatment, and the degree of satisfaction with teaching among nursing students. SPSS 24.0 was used to perform the t-test and the chi-square test. Results:After teaching, the study group had significantly higher scores of theoretical knowledge and practical operation than the control group (94.24±3.25/94.65±3.41 vs. 89.54±3.36/88.76±3.37, P < 0.05). After teaching, both groups had significant increases in the scores of self-study ability, analysis and problem-solving ability, innovative thinking ability, teamwork ability, and nurse-patient communication ability, and the study group had significantly higher scores of these abilities than the control group ( P < 0.05). The study group had a significantly higher satisfaction rate of teaching than the control group [94.29% (33/35) vs. 71.43% (25/35)]. Conclusion:In the clinical teaching of nursing students in otolaryngology and head and neck surgery, the application of flipped classroom teaching based on effective teaching theory can improve the understanding of theoretical knowledge and practical operation ability, with significant increases in comprehensive ability and degree of satisfaction with teaching, and therefore, it has a good application value.
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Objective To observe the application effects of scenario simulation combined with guided feedback teaching method in the teaching of endocrinology nursing interns.Methods A total of 180 nursing students who interned in the endocri-nology department of Southern Medical University Shenzhen Hospital from January 2020 to January 2023 were selected as the re-search subjects.Using a digital randomization method,the students were divided into a control group(90 cases)and an observa-tion group(90 cases).The control group received conventional teaching,while the observation group received scenario-based teaching combined with guided feedback teaching method.The intern performance,satisfaction of teaching instructors toward students,and students'satisfaction with teaching instructors were compared between the two groups.Results The intern per-formance of the observation group was higher and showed a greater improvement after training,with statistically significant differ-ences(P＜0.05).Both the students'satisfaction with teaching instructors and the teaching instructors'satisfaction with students in the observation group were higher than those in the control group,with statistically significant differences(P＜0.05).Conclusion The application of scenario simulation combined with guided feedback teaching method in the teaching of endocri-nology nursing interns can significantly improve students'intern performance,providing a more scientific basis for nursing intern-ship teaching.
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Objective:To explore the role of the cognitive conflict theory combined with knowledge internalization teaching strategy in improving the core competence of nursing interns in the department of internal medicine.Methods:A total of 100 nursing interns in our department were randomly selected and divided into control group (provided with traditional teaching) and study group (provided with the cognitive conflict theory combined with knowledge internalization teaching strategy) according to the teaching methods. After one month of teaching, two groups were compared for the comprehensive competence, learning engagement, and assessment results. The t-test, chi-square test, or rank sum test was performed using SPSS 26.0. Results:The teaching quality score and degree of satisfaction with teaching in the study group were significantly higher than those in the control group [(18.38±0.71) vs. (17.95±0.84), P<0.05]; the comprehensive competence, core competence score, and learning engagement subitem scores in the study group were significantly higher than those in the control group ( P<0.05); the theory score and skill score in the study group were significantly higher than those in the control group ( P<0.05). Conclusion:The cognitive conflict theory combined with knowledge internalization teaching strategy can effectively improve the quality of nursing teaching, effectively enhance the learning engagement of nursing interns, help improve the comprehensive competence and core competence of nursing interns, enable them to better acquire clinical nursing knowledge, and improve their satisfaction with clinical teaching.
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Objective:To investigate the application effect of the humble tutor mode in the teaching of nursing interns in operating room.Methods:A total of 40 nursing interns in the Operating Room of Affiliated Hospital of Jining Medical University from August 2020 to June 2021 were selected as control group, and 46 nursing interns from August 2021 to September 2022 were selected as experimental group. The interns in the control group received teaching with the conventional tutor mode, and those in the experimental group received teaching with the humble tutor mode. The two groups were compared in terms of the scores of theoretical knowledge and operation skills, voice behavior, self-efficacy, and humble tutor perception. SPSS 19.0 was used to perform the t-test, the chi-square test, and the correlation analysis. Results:At the time of department rotation, the experimental group had significantly higher scores of theoretical knowledge (93.86±3.53) and operation skills (90.90±5.68) than the control group ( P<0.001). Compared with the control group, the experimental group had significantly higher scores of voice behavior [(35.22±7.60) vs. (30.43±5.96), P=0.002], self-efficacy [(28.17±5.03) vs. (24.38±3.39), P<0.001], and humble tutor perception [(37.04±4.34) vs. (26.33±6.63), P<0.001]. Humble tutor perception was positively correlated with voice behavior ( r=0.89, P<0.001), self-efficacy ( r=0.72, P<0.001), operation skills ( r=0.66, P<0.001), and score of theoretical knowledge ( r=0.39, P=0.007). Conclusion:The humble tutor mode has a significant effect in operating room teaching and can improve the assessment scores of theoretical knowledge and operation skills, promote the formation of humble tutors, and strengthen the teaching effect of voice behavior and self-efficacy in nursing interns.
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Objective:To investigate the application effect of scenario infiltration combined with interactive teaching in the teaching of nursing interns in the department of infectious diseases.Methods:A total of 120 nursing students who received training in Department of Infectious Diseases, Beijing Luhe Hospital Affiliated to Capital Medical University, were selected as subjects; 58 nursing students who received routine teaching were enrolled as conventional teaching group, and 62 nursing students who received scenario infiltration combined with interactive teaching were enrolled as combined teaching group. The two groups were compared in terms of self-evaluation teaching effect, nurse-patient communication ability, assessment scores, awareness of protection, and teaching satisfaction. SPSS 22.0 was used for the t-test and the chi-square test. Results:After the end of internship, compared with the conventional teaching group, the combined teaching group had significantly higher self-evaluation scores of learning interest, thinking ability, operational skills, teamwork awareness, and problem-solving ability ( P<0.05), significantly higher scores of planning and preparing, initiating communication, collecting and providing information, obtaining and understanding patient perspectives, and ending communication ( P<0.05), and significantly higher assessment scores of theoretical knowledge, nursing operational skills, and emergency and rescue abilities ( P<0.05). Compared with the conventional teaching group, the combined teaching group had a significantly higher proportion of nursing students who correctly disposed medical waste (96.77% vs. 79.31%) and a significantly lower proportion of nursing students with insufficient self-protection ability (4.84% vs. 22.41%). Compared with the conventional teaching group, the combined teaching group had significantly higher satisfaction scores of teaching content, course design, and teaching effect ( P<0.05). Conclusion:The application of scenario infiltration combined with interactive teaching can better meet the teaching needs of nursing interns in the department of infectious diseases and effectively improve their communication skills, comprehensive abilities, and awareness of protection, and therefore, it holds promise for further application.
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Background: The issue of compassion fatigue among clinical nurses has received considerable attention, particularly during the COVID-19 pandemic. Yet, the current status of compassion fatigue among junior college nursing interns remains unclear. Additionally, professional identity can modulate the impact of compassion fatigue or burnout on psychological well-being; however, whether professional identity still works in this group is also unclear. This study aimed to reveal the current status of compassion fatigue among nursing interns in junior colleges and also investigate the association between compassion fatigue and professional identity. Methods: This cross-sectional survey evaluated the levels of participants' compassion fatigue (The Compassion Fatigue Short Scale) and professional identity (Professional Identity Scale) in 2256 nursing interns. Results: The mean score of compassion fatigue was 44.99, and 19.5% of the participants scored above The Compassion Fatigue Short Scale median scores for compassion fatigue. A moderate negative correlation was detected between compassion fatigue and professional identity. Conclusions: The level of compassion fatigue among nursing interns is low but nearly one in five nursing students is at risk of compassion fatigue. More attention should be paid to nursing interns with a high risk of compassion fatigue. Future studies are warranted to explore which pathways could mediate the relationship between professional identify and comparison fatigue.
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COVID-19 , Compassion Fatigue , Humans , Cross-Sectional Studies , Compassion Fatigue/epidemiology , Prevalence , PandemicsABSTRACT
Objective:To analyze the relationship between transition shock of nursing interns and occupational cognition and coping styles, and explore the factors affecting the status quo of nursing interns transformation, so as to provide guidance for the development of nursing students to respond to clinical transition shock.Methods:A cross-sectional survey of nursing students in Hunan Province was conducted among nursing interns from 18 colleges and universities in Hunan Province by using the General Demographic Data Questionnaire and the Transition Shock of Newly Graduated Nurses Scale, the Nurses' Professional Cognitive Survey Scale, and the Simplified Coping Style Questionnaire. The collected data were processed by SPSS 18.0 software, and multivariate linear regression analysis was performed to analyze the influencing factors of the shock.Results:The overall scores of nursing students transition shock were (64.49±16.33) points, while the transition shock was negatively correlated with occupational cognition ( r=-0.433, P<0.01) and positive response ( r=-0.263, P<0.01). And the occupational cognition, proposed academic qualification, reason for choosing nursing profession and positive response were the main factors affecting the transition shock of nursing students ( P=0.00, R2=0.21). Conclusion:The transition shock of nursing students is at the middle level, and has a strong negative correlation with the nursing students' occupational cognition and positive response. School teachers and clinical instructors should pay attention to the confusion, suspicion and unclear feelings and experiences caused by the transition shock of nursing students, helping nursing students to improve their occupational cognition, and learning how to positively respond to the transition shock problem, thereby improving the quality of clinical internship teaching and training of nursing students.
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Objective:To explore the value of structured guided feedback in improving the clinical skills and teaching effect of the cardiology practice nursing students.Methods:A total of 60 nursing students of Batch 2018 in the Department of Cardiology were selected as the control group, and guided feedback methods were used. Another 60 nursing students of Batch 2019 were collected as the research group, using structured guided feedback methods. After the clinical teaching of the intern nurses, the clinical skills (nursing operation skills, communication skills, condition observation and handling, emergency response ability, team collaboration and clinical decision-making) and the teaching effect were evaluated by theoretical assessment and case scenario simulation exercise assessment scores and self-assessment scales. SPSS 22.0 was performed for t test. Results:The theoretical assessment and scenario simulation exercise assessment scores of the research group were significantly higher than those of the control group [(91.30±2.42) vs. (94.62±2.28); (89.06±3.35) vs. (93.11±3.40)] ( P<0.05). The clinical skills (nursing operation skills, communication skills, condition observation and handling, emergency response ability, team collaboration and clinical decision-making) and teaching effect scores of the nursing students in the study group were significantly better than those of the control group ( P<0.05). Conclusion:The application of problem-based learning combined with scenario simulation teaching under the structured guided feedback in the nursing teaching of cardiology practice nurses can further promote the clinical skills of the practice nurses and improve the teaching effect.
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Objective:To analyze the effect of behavior-oriented teaching in the teaching of pediatric nursing interns.Methods:A total of 63 pediatric nursing interns from March 2018 to December 2019 were selected as research objects. According to their admission, they were divided into control group ( n=31) and observation group ( n=32). The control group was taught by routine nursing teaching, and the observation group was taught by behavior-oriented teaching. After one month of intervention, the mastery of professional knowledge and the core competence of nursing interns were compared. Fatigue scale (FS-14) and mental health symptom checklist 90 (SCL-90) were used to evaluate their clinical nursing stress. SPSS 22 0 for t test and chi-square test. Results:The scores of nursing interns in the observation group were higher than those in the control group [(88.29±10.42) vs. (82.56±9.03)], with statistically significant differences ( P<0.05). After learning, the score of core competency inventory for registered nurse (CIRN) of nursing students in the observation group was higher than that in the control group ( P<0.05). After learning, the scores of FS-14 and SCL-90 in the observation group were lower than those in the control group, and the difference was statistically significant ( P<0.05). Conclusion:The application of behavior-oriented teaching can improve the professional knowledge and nursing skills of pediatric nursing interns, improve their core competence, alleviate their work pressure, and improve the quality of nursing teaching.
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Objective:To explore the value of problem-originated clinical medical curriculum (PCMC) and problem-based learning (PBL) in obstetric nursing teaching.Methods:A total of 80 rotary nursing interns from the Department of Obstetrics, Affiliated Hospital of Jining Medical University between July 2018 and June 2019 were selected as the research subjects, and were divided into observation group (40 cases, taking PCMC and PBL teaching method) and control group (40 cases, taking traditional teaching). The periodic assessment results of interns, theoretical results and operational results of the out-department examination, nursing-mini-clinical evaluation exercise (Nursing-Mini-CEX) and students' evaluation of teaching work were compared after departure from the department. SPSS 21.0 was used for t test and chi-square test. Results:①After intervention, the theoretical results of term interpretation, judgment question, fill-in-blank question and case analysis question were higher in observation group than those in control group ( P<0.05). ② After intervention, the scores of operational assessment results such as clothing, operational purpose, supplies preparation, evaluation, operational process, precautions and health education in observation group were higher compared with those in control group ( P<0.05). ③After intervention, the scores of eight dimensions such as nurse-patient communication, nursing skills, humanitarian spirit, counseling and patient teaching skill, nursing observation, organizational effectiveness, record reporting and overall competence were higher in observation group than those in control group ( P<0.05). ④The teaching evaluation (in addition to theoretical practical learning ability and comprehensive quality) of interns in observation group after intervention was higher than that of interns in control group ( P<0.05). Conclusion:The implementation of PCMC and PBL teaching method can significantly improve the clinical comprehensive abilities and teaching evaluation of nursing interns, and it is helpful to guide the clinical improvement of teaching model.
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Objective:To explore the role of hierarchical teaching based on the "competency-based" concept in the standardized training of respiratory nursing interns.Methods:A total of 70 nursing interns who came to the Department of Respiratory Medicine in Beijing Jishuitan Hospital for standardized training from September 2019 to August 2020 were selected as the study subjects. They were randomly divided into the study group and the control group by coin tossing method, 35 in each group. The study group used hierarchical teaching based on the "competency-based" concept, while the control group adopted conventional hierarchical teaching. The nursing ability and teaching quality of the two groups of nurses were compared. SPSS 23.0 was used for t-test and Chi-square test. Results:The theoretical knowledge scores of the nurses in the two groups after the standardized training [(95.29±3.13), (86.29±5.13)] were higher than those before the training [(78.22±4.48), (77.29±5.13)]. The scores of theoretical knowledges, operation skills, medical record reporting, and the comprehensive quality scores of the study group after the standardized training were higher than those of the control group, and the differences were statistically significant ( P<0.05). The satisfaction of teaching quality in study group was higher than that in control group, and the difference was statistically significant ( P<0.05). Conclusion:The hierarchical teaching based on the "competency-based" concept can significantly improve the teaching quality in the standardized training and the comprehensive quality of respiratory nursing interns, which is worthy of application.
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Objective:To explore the effects of concept map combined with team-based learning (TBL) teaching method on the examination results, critical thinking ability and teaching satisfaction of nursing interns.Methods:A total of 67 nursing interns in Guangyuan Central Hospital from March to October 2019 were selected and randomly divided into study group and control group. TBL teaching method was used in the control group, and concept map combined with TBL teaching method was used in the study group. The assessment results, critical thinking ability and teaching satisfaction of the two groups were compared. SPSS 22.0 was used for chi-square test and t test. Results:The theoretical knowledge and final examination scores of the study group were higher than those of the control group ( P<0.05); after teaching, the scores of curiosity, truth seeking, systematic ability and self-confidence and total scores of the study group were higher than those before teaching and those of the control group ( P<0.05); the satisfaction scores on having great value to clinical practice, improving learning initiative, helping to understand teaching content, cultivating cooperative learning ability and stimulating learning competitiveness in the study group were higher than those in the control group ( P<0.05). Conclusion:Concept map combined with TBL teaching method is beneficial for nursing interns to master learning knowledge, improve critical thinking ability and increase teaching satisfaction.
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@#Objective To explore the effect of resilience in the relationship between workplace bullying （WPB） and professional identity among nursing interns. Methods A total of 292 nursing interns from six grade A hospitals were selected as the research subjects using convenience sampling method. The WPB，professional identity，resilience，perceived stress and coping styles were investigated by the Negative Acts Questionnaire Revised， the Professional Identity Questionnaire for nurse students，the Chinese version of 10-item Connor-Davidson Resilience Scale，the Chinese Perceived Stress Scale and the Simplified Coping Style Questionnaire. Results The scores of WPB and perceived stress were negatively correlated with those of professional identity，resilience，and positive coping styles（PCS）［Spearman correlation coefficients（rS ）were −0.354，−0.316，−0.388，−0.488，−0.636 and −0.478，all P<0.01］. There was a negative correlation between negative coping styles（NCS）and professional identity（rS =−0.117，P=0.046）. The scores of resilience and professional identity were positively correlated with that of PCS（rS were 0.539 and 0.482，both P<0.01）. There was a positive correlation between resilience and professional identity （rS =0.567，P<0.01）. The scores of WPB and perceived stress were positively correlated with that of NCS（rS were 0.350 and 0.281，both P<0.01）. There was a positive correlation between WPB and perceived stress（rS =0.419，P<0.01）. The scores of resilience and PCS were not correlated with that of NCS（both P>0.05）. Resilience played a mediating role between WPB and professional identity. The interaction between WPB and NCS could predict the professional identity and resilience of nursing interns（standardized regression coefficient were 0.31 and 0.17，both P<0.01）. Conclusion WPB can directly or indirectly affect nursing interns’professional identity through resilience，and NCS plays a moderating role on the direct effect of WPB and professional identity，and the relationship between WPB and resilience.
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OBJECTIVE: To explore the mediating effect of the general self-efficacy(GSE), stress coping personality(SCP) and perceived professional benefits(PPB) among nursing practice students. METHODS: A total of 836 nursing interns from six grade A hospitals in six cities were selected as the research subjects using convenience sampling method. The GSE, SCP and PPB were investigated by the General Self-Efficacy Scale, Scale of Stress Coping Personality for College Students and Questionnaire of Nurses Perceived Professional Benefit. RESULTS: The average scores of GSE, SCP, and PPB were(24.6±5.8),(183.1±28.7) and(139.5±18.0), respectively. The scores of GSE and SCP were positively correlated with that of PPB [correlation coefficients(r) were 0.31 and 0.38 respectively, both P<0.01], and a positive correlation was found between GSE and SCP(r=0.41, P<0.01). The hierarchical regression results showed that the sense of control, tenacity and tolerance of SCP of the interns had a predictive effect on their PPB(all P<0.05); but the effect of SCP on PPB was weakened after inclusion of GSE(P<0.01). The structural equation model analysis results showed that both SCP and GSE of interns had a direct positive predictive effect on PPB(all P<0.01), GSE played a partial mediating role between SCP and PPB, accounting for 20.3% of the total effect. CONCLUSION: The SCP of nursing interns can directly or indirectly affect their PPB, and GSE plays a partial mediating effect between SCP and PPB.
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Objective:To explore the application effect of SBAR (situation, background, assessment and recommendation) standard communication mode in the training of morning shift handover ability of nursing interns in gynecology and obstetrics, so as to provide reference for improving the ability of morning shift handover of nursing interns.Methods:This study included in 30 nursing interns in Xuanwu Hospital in 2018 who were selected as the observation group, and 31 nursing interns in 2017 who were selected as the control group. The control group was trained in the traditional way of teaching, while the observation group was trained with SBAR standard communication mode on the basis of traditional teaching. After one month's teaching, the evaluation standard of nursing morning shift handover formulated by our hospital was used as the evaluation index to observe the effectiveness of SBAR mode in improving the morning shift handover ability of nursing interns in obstetrics and gynecology. The scores of morning shift handover of the nursing interns in two groups were compared by independent sample t test. Results:The total average score of nursing interns in the observation group was higher than that of the control group, with statistical significance ( P<0.05). Among them, the scores of shift handover environment, complete content, reasonable process and reasonable time control were higher and the difference was statistically significant ( P<0.05), but there was no significant difference in the scores of emphasis, specialty characteristics and language fluency ( P>0.05). The total average score of bedside handover ability in the observation group was significantly higher than that in the control group, with significant difference ( P<0.05). The scores of shift handover environment, complete content, outlining key points, reflecting specialty characteristics, reasonable process, material preparation and humanistic care were higher than those of the control group, with statistical significance ( P<0.05). Conclusion:SBAR mode can improve the bedside and collective shift handover ability of obstetrics and gynecology nursing interns, and nursing managers can use SBAR mode to cultivate nursing interns' ability of morning shift handover.
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Background: Smoking is among the most preventable causes of death globally. Tobacco cessation can lessen the number of potential deaths. The China Tobacco Cessation Guidelines encourage medical staff to perform the 5As (Ask, Advise, Assess, Assist, Arrange) when delivering tobacco dependence treatments to patients. Nursing students will develop to be nurses in the future and they have to finish 9 months of clinical practicum study in the last year at hospitals or care centers. However, the frequency of behaviors used to help smokers quit among Chinese nursing internship students is unclear. This study analyzed the rate of nurse interns' performance of the 5As and which demographic characteristics, perceptions of smoking and knowledge predicted higher performance of the 5As. Methods: The cluster sampling method was used to select 13 teaching hospitals among 29. All nursing intern students were expected to finish the questionnaire about their 5As behaviors to help patients quit smoking. Their 5As performances were scored from one to five with 5 being the best and scores were summed. A multivariate linear mixed-effect model was employed to test the differences between their 5As. Results: Participating in the survey were 1358 interns (62.4% response rate). The average scores were as follows-Ask-3.15, Advise-2.75, Assess-2.67, Assist-2.58 and Arrange-2.42. A total of 56.3% students perceived that medical staff should perform the 5As routinely to help patients quit smoking. On the other hand, 52.1% viewed clinical preceptors as role models of the 5As. School education regarding tobacco control, smoking dependence treatment, self-efficacy and positive intentions were predictors of higher performance of the 5As (p < 0.001). Conclusions: Nursing internship students seldom administered tobacco dependence treatments to patients. It is essential to improve the corresponding education, skills and self-efficacy of the 5As. Meanwhile, clinical preceptors should procure more training in the responsibilities and skills related to tobacco cessation. In this way, clinical preceptors can be role models of the 5As and impart positive influences on interns.
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Internship and Residency , Smokers/psychology , Smoking Cessation/methods , Students, Nursing , Tobacco Use Disorder/therapy , Adult , China , Cross-Sectional Studies , Female , Humans , Inservice Training , Male , Self Efficacy , Smoking , Surveys and Questionnaires , Tobacco SmokingABSTRACT
Objective To investigate the effect of the clinical teaching model based on the miniclinical evaluation exercise (Mini-CEX) scale in Department of General Surgery,and to provide a reference for improving the quality of clinical teaching in Department of General Surgery.Methods A total of 82 nursing interns in Department of General Surgery from June 2016 to June 2018 were enrolled,among whom 41 undergraduates in 2016 were enrolled as control group and 41 undergraduates in 2017 were enrolled as intervention group.The undergraduates in the control group were taught with the traditional clinical teaching method,and those in the intervention group were taught with the clinical teaching model based on the Mini-CEX scale.The two groups were compared in terms of department examination results,score of the Mini-CEX scale,and quality assessment score of clinical nursing teaching,in order to evaluate the teaching quality in Department of General Surgery.Results Compared with the control group,the intervention group had significantly higher department examination score [(96.56 ± 4.23) vs.(90.42 ± 5.12)] and total score of Mini-CEX scale [(5.22 ± 0.45) vs.(4.01 ± 1.03)].The intervention group had a significantly higher excellent rate than the control group (P＜0.05).The intervention group also had a significantly higher quality assessment score of clinical nursing teaching than the control group [(98.34 ± 6.12) vs.(92.45 ± 5.16)].Conclusion The clinical teaching model based on the Mini-CEX scale can improve the quality of teaching and clinical teaching skills in department of general surgery and thus improve the clinical skills and comprehensive quality of nursing interns.
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Objective To investigate the effect of situational simulation combined with problembased learning (PBL) in nursing interns in Department of Emergency.Methods A total of 122 nursing interns in the Department of Emergency in our hospital from June 2016 to December 2017 were selected and divided into control group (n=60) and experimental group (n=62) according to the order of internship.The interns in the control group were taught with the conventional clinical teaching mode,i.e.,the traditional teaching method,and clinical teaching was consistent with the practice time,teaching plan,teaching goal,and teaching progress of nursing interns.The interns in the experimental group were taught with situational simulation combined with PBL,and this clinical teaching mode was used for the teaching and management of nursing interns according to the contents of the syllabus and the requirements for internship.The two groups were compared in terms of comprehensive ability (theoretical assessment + skill operation assessment) and critical thinking ability based on Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV).All the data were analyzed by SPSS 17.0,t test and chi-square test were used for statistical analysis.Results Compared with the control group,the experimental group had significantly better scores of comprehensive ability (89.69 ± 7.82) vs.(76.86 ± 6.12) and critical thinking ability (290.69 ± 17.83) vs.(276.67 ± 18.82).The comparison of the scores on each dimension showed that compared with the control group,the experimental groups had significantly better scores of truth-seeking [(40.23 ± 5.92) vs.(38.88 ± 6.78),P＜0.05],open-mindedness [(41.92 ± 4.28) vs.(39.42 ± 6.78),P＜0.05],analytical tendencies [(43.12 ± 5.12) vs.(41.22 ± 4.86),P＜0.05],and inquisitiveness [(43.42 ± 4.69) vs.(40.45 ± 6.21),P＜0.05].Conclusion Situational simulation combined with PBL can improve the comprehensive ability of clinical nursing interns,enhance their critical thinking ability,and improve their autonomy and enthusiasm to participate in study.
