Perspectives of clinical nurse educators on competency-based nursing teaching in blended learning environments during nursing internship: A descriptive qualitative study.

AIM: To investigate the perspectives of clinical nurse educators regarding the challenges and essential elements of teaching competence in blended learning environments during nursing internships to inform the development of a competency-based teaching model. BACKGROUND: Competency-based teaching and blended learning play important roles in enhancing the learning experience of nursing internship trainees. Internship trainees refer to nursing students undergoing supervised practical training in clinical settings. However, clinical nurse educators frequently encounter challenges in acquiring the necessary competence for successful implementation of blended learning strategies. DESIGN: A descriptive qualitative study. METHODS: This study used semi-structured interviews with 11 certified nurse educators (CNEs) from diverse clinical disciplines in a tertiary hospital in China. Purposive sampling ensured diversity across key characteristics. Ethical approval was obtained and interviews were digitally recorded, transcribed and analyzed thematically. Theoretical saturation guided data collection, with precise measures taken to ensure confidentiality and anonymity. Thematic analysis, employing a constant comparison technique, systematically identified various themes related to blended teaching competence. This approach provided valuable insights into CNEs' perspectives and practices. The analysis involved theoretical sampling, line-by-line coding and comparative evaluation with supporting text materials. RESULTS: The in-depth analysis of teaching competence among clinical nurse educators in blended learning settings during nurse internships revealed five key themes: professionalism, teaching literacy, subject expertise, information literacy and interpersonal communication. CONCLUSION: These themes recognized clinical nurse educators' perspectives towards establishing a competency-based nursing teaching model for a blended learning environment for nurse internships. Moreover, these perspectives are also crucial in enhancing teaching literacy through effective instructional methods, engagement strategies and the promotion of critical thinking skills. Identifying these themes contributes to efforts to improve teaching effectiveness and enhance learning outcomes for internship trainees in a blended learning context.

Effect evaluation of competency-based education (CBE) combined with multi-disciplinary team (MDT) teaching mode in respiratory rehabilitation nursing teaching：A randomized controlled trial.

AIM: To explore the application effect of competency-based education (CBE) combined with multi-disciplinary team (MDT) teaching mode in respiratory rehabilitation nursing teaching. BACKGROUND: Respiratory rehabilitation, as an important non drug treatment for chronic respiratory disease, started late in China, with low implementation rate in hospitals and insufficient knowledge of nursing staff. Therefore, it is urgent to cultivate high professional level nurses with strong professional ability. DESIGN: A randomized controlled trial. METHODS: We selected nurses from the respiratory and critical care department at a Grade III, Level A hospital in Beijing, who participated in the respiratory rehabilitation training program between March 2020 and August 2022, as our study participants. Participants were grouped using a random number method. Nurses who participated in the study from March 2020 to May 2021 were set as the control group, and the nurses who participated in the study from June 2021 to August 2022 were set as the test group. The control group used traditional teaching methods, and the test group used the CBE combined MDT teaching model. At the end of the test, the theory, operating skills, satisfaction and core competence were assessed. RESULTS: After training, the theoretical examination score of the test group (93.71 ± 1.94) was higher than that of the control group (92.37 ± 1.92), the operational examination score of the test group (93.11 ± 2.12) was higher than that of the control group (91.61 ± 1.93), the overall teaching satisfaction of the test group (4.45 ± 0.50) was higher than that of the control group (4.13 ± 0.57), and the total score of the core competence of the test group (148.73 ± 7.08) was higher than that of the control group (141.02 ± 6.41). The difference between the two groups was statistically significant (P<0.05). CONCLUSION: CBE combined with MDT teaching mode has a good effect in Pulmonary and Critical Care Medicine (PCCM) respiratory rehabilitation nursing teaching.

Practical effect of different teaching modes in teaching gastrointestinal surgery nursing.

BACKGROUND: With the continuous development and progress of medical technology, the position of surgical nursing in the field of clinical medicine is becoming increasingly prominent. As an important branch of the surgical field, the nursing requirements and difficulty of gastrointestinal surgery are also increasing. In order to improve the teaching quality of nursing care in gastrointestinal surgery, many educators and researchers are actively exploring new teaching methods. Among them, the teaching method case-based learning (CBL), scene-simulated learning (SSL), task-based learning (TBL), combining self-evaluation and training mode is considered as an effective method. This method aims to help students to better master knowledge and skills and improve their comprehensive quality by cultivating their self-evaluation ability. AIM: To explore the practical effect of CBL-SSL-TBL combined with training mode and student self-assessment in nursing teaching of gastrointestinal surgery. METHODS: Seventy-one nursing interns in our hospital from December 2020 to December 2021 were selected. According to different teaching modes, they were divided into observation group CBL-SSL-TBL combined with training mode combined with student self-assessment and control group (conventional teaching mode), of which 36 were in observation group and 35 were in control group. The results of operational skills, theoretical knowledge, nursing students' satisfaction, learning effectiveness questionnaire and teaching effect were compared between the two groups. RESULTS: Compared between the two groups, the operational skills and theoretical knowledge scores of the observation group were higher than those of the control group, and the difference was statistically significant (P < 0.05). Compared between the two groups, the total satisfaction ratio of the observation group was higher than that of the control group, the difference was statistically significant (P < 0.05). Compared between the two groups, the observation group was lower than the control group in the questionnaire results of learning efficacy, and the difference was statistically significant (P < 0.05). Compared between the two groups, the proportion of thinking ability, subjective initiative and understanding of theoretical knowledge in the observation group was higher than that in the control group, the difference was statistically significant (P < 0.05). CONCLUSION: The use of CBL-SSL-TBL combined with training mode and student self-assessment in gastrointestinal surgery nursing teaching can improve the operational skills of nursing interns, theoretical knowledge and satisfaction scores of nursing students, improve the results of learning efficiency questionnaire and teaching effect, which can be popularized in clinical teaching.

Application of mind mapping in combination with scenario simulation teaching based on symptom management theory in geriatric symptom nursing education / 中华医学教育探索杂志

Objective:To evaluate the application of mind mapping in combination with scenario simulation teaching based on symptom management theory (SMT) in geriatric symptom nursing education, and to provide a basis for improving the quality of geriatric symptom nursing education.Methods:A total of 80 nursing students who interned in the Department of Geriatric Medicine of Peking Union Medical College Hospital from August 2022 to April 2023 were included in the study. They were divided into control group and experimental group according to the order of enrollment, with 40 students in each group. The control group employed traditional teaching methods, while the experimental group implemented a method of mind mapping in combination with scenario simulation teaching based on SMT. The general data, training assessment results, and teaching quality satisfaction were compared and analyzed between the two groups. SPSS 22.0 statistical software was used for t-test and chi-square test. Results:There were no significant differences between the two groups in general data such as age, gender, educational background, academic performance, and school of study. The experimental group showed higher scores in geriatric symptom nursing theory assessment [(86.57±8.41) vs. (80.83±9.16), P=0.018] and comprehensive skill assessment [(91.26±7.29) vs. (81.92±8.64), P<0.001], as compared with the control group. The experimental group also showed higher scores in teaching process [(24.52±1.56) vs. (20.18±0.98), P<0.001], teaching methods [(24.49±1.72) vs. (20.65±1.02), P<0.001], teaching effectiveness [(24.35±1.19) vs. (20.01±0.86), P<0.001], teaching content [(24.31±1.83) vs. (20.27±1.21), P<0.001], and overall satisfaction [(97.67±2.80) vs. (81.11±2.53), P<0.001]. Conclusions:The method of mind mapping in combination with scenario simulation teaching based on SMT has a significant positive effect on geriatric symptom nursing education. This method can improve the theoretical and comprehensive skill levels as well as the teaching quality satisfaction of nursing interns.

Application of teach-back-based role transition shock model in knee arthroplasty nursing internship teaching / 中华医学教育探索杂志

Objective:To explore the application of a role transition shock model based on the teach-back technique in knee arthroplasty nursing teaching.Methods:We assigned 50 nursing student interns practicing in the knee arthroplasty team of Orthopedics Department of Nanjing First Hospital between August 2020 and August 2022 into control group ( n=25, traditional teaching) and observation group ( n=25, teach-back-based role transition shock model teaching) according to the order of admission. At the end of internship, the examination scores, the impact of transition shock on comprehensive abilities, and teaching satisfaction of the students were assessed and analyzed using the t test and Fisher's exact test with the use of SPSS 22.0. Results:Compared with the control group, the observation group scored significantly lower in the physical, psychological, knowledge and skills, and sociocultural and developmental dimensions of the transition shock assessment scale ( P<0.05). The observation group showed significantly higher scores of nurse-patient communication, nursing practice, disease observation, health education, humanistic care, team cooperation, clinical thinking, and emergency response than the control group ( P<0.05). The examination results of the observation group were significantly better than those of the control group ( t=12.31, 11.52, P<0.001). The teaching satisfaction rate of the observation group was significantly higher than that of the control group [100.00% (25/25) vs. 68.00% (17/25), χ2=9.52, P=0.002]. Conclusions:The teach-back-based role transition shock model can help alleviate the transition impact faced by nursing student interns when entering clinical practice, and also improve their comprehensive abilities as well as satisfaction with teaching.

Application of 4R problem analysis method combined with reverse teaching in nursing teaching in the pediatric operating room / 中华医学教育探索杂志

Objective:To explore the application of the 4R problem analysis method combined with reverse teaching in nursing teaching in the pediatric operating room.Methods:In this study, 480 nursing students who were assigned to the operating room of Hunan Children's Hospital for internship from August 2020 to August 2022 were selected as research subjects. They were divided into control group and observation group in order of admission, with 240 students in each group. The control group received traditional teaching, while the observation group received the 4R problem analysis method combined with reverse teaching. At the end of the internship, the two groups were compared for comprehensive ability assessment scores, recognition of nursing teaching, and degree of satisfaction with the teaching. The t-test and χ2 test were performed using SPSS 22.0. Results:The scores of theoretical knowledge, basic nursing skills, specialized nursing skills in the operating room, and comprehensive nursing skill assessment of the observation group were significantly higher than those of the control group ( P<0.05). The recognition of nursing teaching among the nursing interns in the observation group was significantly higher than that in the control group ( P<0.001). There was a significant difference in the degree of satisfaction with the teaching between the two groups of nursing interns ( χ2=118.35, P<0.001). Conclusions:The 4R problem analysis method combined with reverse teaching can effectively improve the nursing teaching quality and the degree of satisfaction with the teaching among nursing interns in the pediatric operating room, enabling them to better grasp theoretical and practical skills.

Profissão e vocação: a enfermagem em questão / Profession and vocation: nursing in question / Profesión y vocación: la enfermería en cuestión

Objetivo: Identificar os motivos pelos quais levaram os estudantes a escolherem a formação universitário em Enfermagem. Metodologia: Estudo exploratório- descritivo, sob abordagem qualitativa, desenvolvido com 276 acadêmicos de Enfermagem de uma universidade pública do Noroeste do estado do Ceará, Brasil. As informações foram coletadas por meio de um questionário eletrônico, aplicado por meio da plataforma Google Forms®. Essas por sua vez, foram analisadas a partir de análise de conteúdo proposto por Minayo, com o suporte do software N VIVO 11®. Resultados: As palavras mais referidas pelos estudantes ao serem questionados acerca dos motivos na escolha do curso de Enfermagem, foram: "Área", "Saúde", "Curso" e "Profissão", as quais suscitam que em algumas situações a escolha do curso aconteceu pela área da Saúde e não pelo curso em específico. Entretanto, outras palavras com maior quantitativo de repetição foram identificadas: "Sempre", "Gosto" e "Enfermagem", que por sua vez, demonstram a identificação com o curso de Enfermagem em específico e com o fazer da profissão. A partir de então, foram definidas seis categorias de análise, a saber "Identificar-se com a profissão", "Determinação Social e Mercado de Trabalho", "Enfermagem como segunda ou única opção", "Influências externas", "Permanência na área da Saúde" e "Vocação e visão solidária-romântica". Considerações finais: A partir dos discursos dos participantes em estudo, evidenciou-se que os motivos pelos quais levaram esses a ingressarem no curso universitário em Enfermagem estão associados ao imaginário da vocação, da concepção da Enfermagem enquanto profissão voltada para o cuidar/cuidado, bem como pelo o interesse de atuação na área da saúde.

Objective: To identify the reasons why students chose a university degree in Nursing. Methodology: Exploratory-descriptive study, under a qualitative approach, developed with 276 Nursing students from a public university in the Northwest of the state of Ceará, Brazil. Information was collected through an electronic questionnaire, applied through the Google Forms® platform. These, in turn, were analyzed based on the content analysis proposed by Minayo, with the support of the N VIVO 11® software. Results: The words most mentioned by students when asked about the reasons for choosing the Nursing course were: "Area", "Health", "Course" and "Profession", which suggest that in some situations the choice of course happened by the Health area and not by the specific course. However, other words with a higher number of repetitions were identified: "Always", "I like" and "Nursing", which, in turn, demonstrate identification with the Nursing course in particular and with the profession. From then on, six categories of analysis were defined, namely "Identifying with the profession", "Social Determination and the Labor Market", "Nursing as a second or only option", "External influences", "Permanence in the area of Health" and "Vocation and solidarity-romantic vision". Final considerations: From the speeches of the participants in the study, it was evident that the reasons why they entered the university course in Nursing are associated with the imaginary of the vocation, of the conception of Nursing as a profession focused on care/care, as well as as well as the interest in acting in the health area.

Objetivo: Identificar las razones por las cuales los estudiantes eligieron la carrera universitaria de Enfermería. Metodología: Estudio exploratorio-descriptivo, con abordaje cualitativo, desarrollado con 276 estudiantes de Enfermería de una universidad pública del Noroeste del estado de Ceará, Brasil. La información se recolectó a través de un cuestionario electrónico, aplicado a través de la plataforma Google Forms®. Estos, a su vez, fueron analizados con base en el análisis de contenido propuesto por Minayo, con el apoyo del software N VIVO 11®. Resultados: Las palabras más mencionadas por los estudiantes cuando se les preguntó acerca de los motivos de la elección de la carrera de Enfermería fueron: "Área", "Salud", "Curso" y "Profesión", lo que sugiere que en algunas situaciones la elección de la carrera pasó por la carrera de Enfermería. área y no por el curso específico. Sin embargo, fueron identificadas otras palabras con mayor número de repeticiones: "Siempre", "Me gusta" y "Enfermería", que, a su vez, demuestran identificación con la carrera de Enfermería en particular y con la profesión. A partir de ahí, se definieron seis categorías de análisis, a saber, "Identificación con la profesión", "Determinación social y mercado de trabajo", "Enfermería como segunda o única opción", "Influencias externas", "Permanencia en el área de la Salud". " y "Vocación y visión solidaria-romántica". Consideraciones finales: A partir de los discursos de los participantes en el estudio, se evidenció que las razones por las cuales ingresaron a la carrera universitaria en Enfermería están asociadas al imaginario de la vocación, de la concepción de la Enfermería como profesión enfocada en el cuidado, así como el interés por actuar en el área de la salud.

A meta-analysis of the impact of the problem-based method of learning combined with mind mapping on nursing instruction.

BACKGROUND: Nowadays, there are a variety of viewpoints on problem-based learning (PBL) and mind mapping teaching outcomes in nursing education, but there are not many thorough assessments that are pertinent. OBJECTIVES: We performed a meta-analysis to evaluate the effect of the PBL method combined with mind mapping on nursing instruction. MATERIAL AND METHODS: A systematic literature search up to July 2022 was performed, and 1765 related studies were evaluated. The chosen studies comprised 1473 nursing teaching participants as the trial's baseline, with 770 of them using the PBL model with mind mapping and 703 enrolled as controls. Odds ratio (OR) and mean difference (MD) with 95% confidence intervals (95% CIs) were calculated to assess the effect of the PBL method combined with mind mapping on nursing instructions using dichotomous and continuous methods with a random or fixed effect model. The study protocol was registered in PROSPERO (registration No. CRD 42022432130). RESULTS: The PBL model with mind mapping reached a significantly higher results of nursing knowledge test (MD: 7.29, 95% CI: 6.88-7.71, p < 0.001) and pediatric practice test (MD: 9.89, 95% CI: 9.04-10.74, p < 0.001), as well as higher students' ability of independent learning (OR: 3.49, 95% CI: 2.11-5.76, p < 0.001) compared to the controls in nursing teaching. CONCLUSION: The PBL model with mind mapping resulted in a significantly higher results of nursing knowledge test, pediatric practice test and students' ability of independent learning compared to controls in nursing teaching.

Papel de la Enfermería en la prevención del suicidio en Burgos. Creando vínculos: APRESUIC / Role of Nursing in suicide prevention in Burgos. Creating links: APRESUIC

Una persona se suicida cada 40 segundos en el mundo. En España los suicidios han batido un récord en 2021 rebasando las 4.000 muertes, es decir cada día mueren por esta causa 11 personas, multiplicando por 14 el número de homicidios y por 2,7 el número de accidentes de tráfico. Desde el año 2020 es la primera causa de muerte no natural en nuestro país y la primera causa de muerte en jóvenes de 15 a 29 años en 2021. El suicidio es un reflejo de la sociedad en la que vivimos y de sus múltiples problemas: soledad, precariedad, falta de expectativas, acoso, pobreza, estrés, escasos recursos en el sistema público de salud, falta de educación emocional… Hablar con naturalidad y seriedad, es esencial para visibilizarlo, ser conscientes de la magnitud del problema y poner medidas que ayuden a combatirlo. Como enfermeras de la unidad de Hospitalización de psiquiatría del HUBU observamos y corroboramos a diario esta realidad. Por ello consideramos importante visibilizar este tema colaborando desde 2019 con distintas entidades tanto sanitarias como educativas, deportivas y sociales de la ciudad de Burgos llegando a formar el grupo APRESUIC. (AU)

Every 40 seconds someone in the world commits suicide. In fact, in Spain the number of suicides (committed) in 2021 beat the record with more than 4000 in the year. This means that every day eleven people died in 2021 due to this cause, more than fourteen times the number of homicides and 2,7 times the number of traffic accidents. Since 2020, suicide has been the first non-natural cause of death among all ages in the country and in 2021 it was the first cause of death among teenagers between 15 and 29 years old. Suicide reflects the society that we live in and its numerous problems: loneliness, scarcity, lack of expectations, bullying, poverty, stress, scarce resources in the national health system, lack of emotional education and mental health support. Talking about suicide naturally and seriously is essential to make the issue more visible, to become aware of the magnitude of this problem and to create measures that help those in need. As nurses trying to fulfill a research and educational role, we have considered it imperative to bring awareness to the rise in suicide rates and to partner with different organizations, not only related to health but also related to education, sports and community welfare in the city of Burgos. (AU)

Evaluation of career planning group counseling and its effectiveness for intern male nursing students.

OBJECTIVE: To investigate the influence of group counselling on the career planning and career maturity of male nursing students. METHOD: Sixty male nursing students were randomly selected from a specific-level first-class hospital in Hunan Province from July to August 2020 by using the convenience sampling method and were subsequently divided into the control group and the experimental group using the random number table method. The control group received routine pre-job training, including aspects concerning the hospital profile, nurse etiquette, nursing core systems, professional ethics, nursing emergency treatment and career prospects and planning. In the experimental group, career planning group counselling was added after the regular pre-service training (once a week) with each session lasting 2 h for a total of six training sessions. At six weeks and three months after the intervention, the career status evaluation scale and the college students' career maturity scale were used to compare the career planning and career maturity status of the two groups of male nursing students. RESULTS: After six weeks and three months of intervention, all the dimensions and total scores of both the career status evaluation scale and the career maturity scale in the experimental group were superior to those in the control group with statistically significant differences (all P < 0.05). The repeated measures of variance analysis indicated that the differences in the total score for career planning and the four dimensions in terms of intergroup effect, time effect and interaction effect between the two groups were statistically significant (P < 0.05). The intergroup effect, time effect and interaction effect of the total score for vocational maturity, career goal, career confidence, career value, career freedom and career reference of the two groups were statistically significant (P < 0.05), while the time effect of the relative dependency dimension was also statistically significant (P < 0.05). CONCLUSION: Group counselling can significantly improve the career planning and career maturity status of male nursing students and has a certain long-term effect.

Application of the 7E teaching model combined with standardized patients in nursing practice teaching for general surgery / 中华医学教育探索杂志

Objective:To investigate the application of the 7E teaching model (i.e., Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend) combined with standardized patients (SP) in nursing practice teaching for general surgery.Methods:A total of 80 nursing students who were assigned to Department of General Surgery in our hospital were selected and divided into control group and observation group according to the order of admission, with 40 students in each group. The students in the control group received traditional teaching, while those in the observation group received the 7E teaching model combined with SP. Theoretical and practical operation scores were assessed for both groups, and the scores of non-technical skills were compared between the two groups. SPSS 22.0 was used to perform the t-test. Results:Compared with the control group, the observation group had significantly better scores of theoretical assessment (89.36±2.13 vs. 87.64±2.07, P<0.05) and practical operation (92.07±4.33 vs. 85.19±3.46, P<0.05). The observation group had significantly higher scores of non-technical skills (humanistic care ability, ability to stimulate learning interest, communication ability with patients, depth of the understanding of diseases and nursing ability, knowledge extension ability, team collaboration ability, clinical thinking ability, and clinical decision-making ability) than the control group ( P<0.05). Conclusion:The 7E teaching model combined with SP in nursing practice teaching for general surgery can better enhance the theoretical and practical abilities of nursing interns and help to improve the level of non-technical skills.

Study on the application of sound thinking combined with Sandwich teaching method in oncology nursing teaching / 中华医学教育探索杂志

Objective:To explore the application of sound thinking combined with Sandwich teaching in oncology nursing practice teaching.Methods:A total of 68 nursing students who were interns in the Department of Oncology, The First Affiliated Hospital of Air Force Medical University from 2020 to 2021 were included in the study, and they were divided into a control group ( n=34) and an observation group ( n=34). The control group took routine teaching for interns, while the observation group took sound thinking combined with Sandwich teaching. The examination results, critical thinking abilities, and the evaluation of nursing teaching effectiveness of the two groups of nursing interns were evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The examination scores of nursing students in the observation group were higher than those in the control group ( t=3.44, 2.87, 3.45, P<0.05). Compared with those before training, the scores of critical thinking ability of nursing interns in both groups increased after the training, and the observation group was better than the control group ( t=0.180, 3.64, 0.61, 2.92, 0.31, 2.74, 0.45, 2.65, 0.25, 3.58, 1.16, 2.85, 0.36, 3.20, 0.33, 2.38, P<0.05). The scores of autonomous learning ability, communication and collaboration ability, independent thinking ability, clinical reasoning ability, and problem-analyzing and -solving ability in the observation group were higher than those in the control group ( t=2.82, 3.46, 2.68, 3.29, 2.44, P<0.05). Conclusion:Combining sound thinking with Sandwich teaching in nursing clinical practice teaching in department of oncology can improve the examination scores of nursing students, improve their critical thinking abilities, and enable them to give a high evaluation of nursing teaching effectiveness.

Application of "4C" teaching method combined with two-way evaluation method in nursing teaching of gastrointestinal surgery / 中华医学教育探索杂志

Objective:To explore the application effect of "connections, concepts, concrete practice and conclusions (4C)" teaching method combined with two-way evaluation method in nursing teaching of gastrointestinal surgery, so as to provide reference for personnel training and quality control of practice.Methods:A historical controlled study was conducted to prospectively include the nursing interns received by the Department of Gastrointestinal Surgery of the hospital from May 2020 to May 2022 as the subjects of this study. The interns were divided into the control group (64 interns from May 2020 to May 2021) and the research group (93 interns from June 2021 to May 2022) according to the order of admission of nursing interns. The control group was taught by traditional nursing teaching method, while the research group was taught by "4C" teaching method combined with two-way evaluation method. The scores of theoretical knowledge and operation of nursing students in the two groups were compared after 6 weeks of practice. The self-directed learning ability of nursing students in the two groups was compared before and after 6 weeks of practice [Chinese version of self-rating scale of self-directed learning (SRSSDL)]. The evaluation of teaching quality between two groups of nursing students were compared. SPSS 25.0 was used for t-test and Chi-square test. Results:One person in the control group voluntarily quit the internship, and two in the observation group voluntarily quit the internship. Finally, 63 people in the control group and 91 people in the research group entered the study. There was no statistical significant difference between the two groups in baseline data ( P>0.05). At 6 weeks of practice, the scores of theoretical knowledge (87.96±4.62) and operation (92.60±4.25) in the study group were higher than those in the control group [(86.02±4.53) and (88.27±4.31)] ( P<0.05). At 6 weeks of practice, the total scores of learning awareness, learning behavior, learning strategies, learning evaluation, interpersonal skills and self-directed learning ability of the two groups were higher than those before practice, and the study group was higher than the control group ( P<0.05). After 2 weeks, 4 weeks and 6 weeks of practice, the scores of the two groups of nursing students in evaluating the teaching quality of the teachers increased gradually compared with that of the first week of practice ( P<0.05). Conclusion:The "4C" teaching method combined with the two-way evaluation method in the nursing teaching of gastrointestinal surgery can improve the nursing students' theoretical knowledge, practical operation ability and self-directed learning ability, and is conducive to the improvement of teaching quality.

The application research of analogical thinking combined with situational teaching method to create a happy learning situation in ophthalmic nursing teaching / 中华医学教育探索杂志

Objective:To explore the application of analogical thinking combined with situational teaching method to create a happy learning situation in ophthalmic nursing practice teaching.Methods:A total of 90 nursing students who had practice in Department of Ophthalmology, Xijing Hospital, Air Force Medical University, from October 2020 to January 2022 were selected as the research objects. According to different teaching methods, they were divided into control group and observation group. The control group ( n=45) adopted conventional teaching, while the observation group ( n=45) adopted analogical thinking combined with situational teaching method. The two groups of nursing students were evaluated by comprehensive examination results, teaching effect questionnaire and students' overall satisfaction with their teachers. SPSS 22.0 was used for t-test and Chi-square test. Results:The test scores of theoretical knowledge [(85.39±1.57) vs. (84.41±1.34)] and nursing skills [(87.52±0.04) vs. (82.64±0.05)] of observation group were both higher than those of control group. In the observation group, the students' awareness of medication safety, professional interest and independent learning, cooperation and organization ability, independent thinking and independent learning ability, the purpose of multi-disciplinary knowledge integration, information and knowledge range improvement, clinical thinking communication ability enhancement, flexible application of theoretical knowledge, practical operation ability enhancement, and the cultivation of innovation consciousness were all improved. And all the scores were better than those of the control group. The satisfaction of teachers in the observation group on students' learning attitude, language expression, calling communication ability and independent problem-solving ability was higher than that in the control group ( P < 0.05). Conclusion:The combination of analogical thinking and the situational teaching method to create a happy learning situation can improve the average scores of nursing students and nursing skills, and significantly improve the satisfaction of students to the teachers.

Application of simulation teaching in basic nursing practical teaching / 中华医学教育探索杂志

Objective:To investigate the application effect of simulation teaching in basic nursing practical teaching for undergraduates.Methods:A total of 271 nursing undergraduate intern students in the classes of 2018 and 2019 were selected as subjects, among whom 135 students in the class of 2018 were established as control group and 136 students in the class of 2019 were established as experimental group. The students in the control group received conventional practical training, and those in the experimental group received simulation teaching. The two groups were compared in terms of test scores and self-efficacy scores after practical teaching, and a questionnaire survey was conducted to investigate the degree of satisfaction with practical teaching among students. SPSS 20.0 was used for the t-test and the chi-square test. Results:Compared with the control group, the experimental group had significantly higher average scores of theoretical examination (88.78±5.17 vs. 82.04±4.36, P<0.05) and practical examination (96.90±5.05 vs. 90.48±5.34, P<0.05), as well as a significantly higher self-efficacy score (29.80±3.83 vs. 28.76±2.75, P<0.05). The experimental group had a significantly higher degree of satisfaction with clinical teaching than the control group ( P<0.05). Conclusion:Simulation teaching can effectively increase the practical score of nursing students, enhance their sense of self-efficacy, and improve their satisfaction with clinical teaching.

Application of objective-based teaching combined with Roy adaptive situational teaching in emergency nursing teaching / 中华医学教育探索杂志

Objective:To investigate the application of objective-based teaching combined with Roy adaptive situational teaching in emergency nursing teaching.Methods:A total of 110 nursing students who were assigned to Emergency Department of Xijing Hospital, The First Affiliated Hospital of Air Force Medical University, as interns were selected and divided into control group and observation group according to the order of admission, with 55 students in each group. The students in the control group received traditional teaching, while those in the observation group received objective-based teaching combined with Roy adaptive situational teaching. The two groups were evaluated in terms of the assessment score of situational simulation and the ability for emergency medicine and treatment. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:For the nursing students in the observation group, the mean scores of theoretical knowledge objective, skill objective, and attitude objective were (9.09±1.21) points, (13.98±1.87) points, and (9.32±0.95) points, respectively, and for those in the control group, the mean scores of these objectives were (8.41±1.17) points, (12.43±1.72) points, and (8.72±0.83) points, respectively, suggesting that compared with the control group, the observation group had a significantly higher mastery degree of the teaching objectives (theoretical knowledge objective, skill objective, and attitude objective) ( P < 0.05). The observation group had significantly better abilities for emergency medicine and treatment than the control group ( P < 0.05). Conclusion:Objective-based teaching combined with Roy adaptive situational teaching can be used in emergency nursing teaching and may help to improve the theoretical and practical skills of nursing students and cultivate the abilities for emergency medicine and treatment.

Soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors / 中华医学教育探索杂志

Objective:To investigate the soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors.Methods:A total of 438 nursing teachers from the Department of Gastroenterology of 12 grade A tertiary hospitals in our province were selected as the subjects by cluster sampling. The general information questionnaire, nursing soft skill assessment scale, and clinical nursing mentors' behavior scale were used for a questionnaire survey. The scores for soft skills and teaching behaviors of nursing teachers were evaluated. A Pearson correlation analysis was conducted to discuss the correlation between soft skills and teaching behaviors. The independent sample t test and variance analysis were performed for univariate analysis of teaching behaviors. A multivariate analysis of teaching behaviors was performed by multiple linear regression analysis. Results:The total score of the nursing soft skill assessment scale was (164.75±18.49), and the average score of items was (3.43±0.49). The total score of the clinical nursing mentors' behavior scale was (94.26±8.48), and the average score of items was (4.10±0.46). The total score of nursing soft skills was positively correlated with the total score of teaching behaviors ( r=0.31, P<0.05). The total score of the behavior scale of nursing teachers varied significantly across different education backgrounds, professional titles, nursing ages, and teaching years ( P<0.05). The multiple linear regression analysis found that professional title, teaching years, and nursing soft skills were important factors affecting the teaching behavior level of nursing teachers, which could explain 39.50% of the teaching behavior level. Conclusion:Soft skills of nursing teachers in the Department of Gastroenterology are at a middle level. Professional title, teaching years, and soft skills are important factors affecting teaching behaviors. Improving soft skills of nursing teachers may help improve teaching behaviors.

Aprendizagem baseada em equipes na educação de enfermeiros: uma revisão integrativa / Team-based learning in nurse education: an integrative review / Aprendizaje en educación de enfermedades basado en equipo: un examen integrativo

Introdução: As mudanças nas estratégias de ensino ao longo dos anos têm proporcionado destaque na procura por metodologias ativas que sejam flexíveis e que garantem um melhor aproveitamento dos conteúdos ministrados em sala de aula, nesse sentindo, a aprendizagem baseada em equipe ou team-based learning é uma metodologia ativa que envolve trabalho em equipe, raciocínio e pensamento lógico para estimular os discentes podendo ser efetiva para o ensino em enfermagem. Objetivo: avaliar a efetividade da aprendizagem baseada em equipes na educação de enfermeiros. Metodologia: Trata-se de um estudo de revisão integrativa, com a seguinte questão de pesquisa: O que as evidências mostram sobre a aprendizagem baseada em equipes na educação de enfermeiros? As buscas foram realizadas em três bases de dados, usando descritores do Decs e Mesh terms. Resultados: Ao todo foram selecionados dez estudos na amostra final, que versavam sobre desempenho acadêmico, desenvolvimento de habilidades emocionais e físicas, competências fundamentais para desenvolvimento de aptidões na prática clínica. O estudo permitiu compreender sobre a aprendizagem baseada em equipes e afirmar sua eficácia para atuar na educação de enfermeiros, onde foi evidenciado que os estudantes obtiveram maior conhecimento individual e coletivo, puderam trocar experiências com colegas e foram estimulados a trabalhar em equipe. Conclusão: Dessa forma, considera-se que novas pesquisas devem ser realizadas nesta linha de investigação, a fim de afirmar a necessidade de mais estudos que apoiem a utilização do método no ensino de enfermagem.

Introduction: The changes in teaching strategies over the years have provided an emphasis in the search for active methodologies that are flexible and that guarantee a better use of the contents taught in the classroom, in this sense, team-based learning is an active methodology that involves teamwork, reasoning and logical thinking to stimulate students and can be effective for nursing education. Objective: To evaluate the effectiveness of team-based learning in nursing education. Methodology: This is an integrative review study, with the following research question: What does the evidence show about team-based learning in nursing education? Searches were conducted on three databases, using Decs descriptors and Mesh terms. Results: All in all, ten studies were selected in the final sample, which dealt with academic performance, emotional and physical skills development, fundamental competencies for the development of skills in clinical practice. The study allowed us to understand about team-based learning and to affirm its effectiveness in nursing education, where it was evidenced that students gained greater individual and collective knowledge, were able to exchange experiences with colleagues and were stimulated to work as a team. Conclusion: Thus, it is considered that new research should be carried out in this line of investigation, in order to affirm the need for more studies that support the use of the method in nursing teaching.

Introducción: Los cambios en las estrategias de enseñanza a lo largo de los años han puesto de relieve la demanda de metodologías activas que sean flexibles y que garanticen un mejor uso del contenido que se enseña en el aula, en este sentido, team- based learning en el equipo o el aprendizaje basado en el equipo es una metodología activa que implica trabajo en equipo, razonamiento y pensamiento lógico para estimular a los alumnos y que puede ser eficaz para la enfermería. Objetivo: evaluar la eficacia del aprendizaje en equipo en la educación de enfermeras. Metodología: Se trata de un estudio de revisión integrador, con la siguiente pregunta de investigación: ¿Qué muestra la evidencia sobre el aprendizaje basado en equipos en la educación de enfermeras? Las búsquedas se realizaron en tres bases de datos utilizando descriptores de términos Decs y Mesh terms. Resultados: En total, se seleccionaron diez estudios en la muestra final, que abarcaron el desempeño académico, el desarrollo de habilidades emocionales y físicas, competencias fundamentales para el desarrollo de aptitudes en la práctica clínica. El estudio permitió comprender el aprendizaje basado en equipos y establecer su efectividad en la educación de enfermeras, donde se evidenció que los estudiantes obtuvieron mayor conocimiento individual y colectivo, fueron capaces de intercambiar experiencias con sus colegas y se les estimuló a trabajar en equipo. Conclusión: De esta manera, se considera que se debe realizar una investigación adicional en esta línea de investigación para confirmar la necesidad de realizar nuevos estudios que apoyen el uso del método en la educación de enfermería.

Estratégias de ensino voltadas à assistência de enfermagem no acidente vascular cerebral: revisão integrativa* / Estrategias de enseñanza de la asistencia de enfermería en el ictus: una revisión integradora / Teaching strategies for nursing care in stroke: an integrative review

Objetivo: identificar as estratégias pedagógicas utilizadas no ensino da assistência de enfermagem às vítimas de acidente vascular cerebral. Método: revisão integrativa, realizada entre setembro de 2022 e março de 2023 em sete fontes de informações. Utilizou-se o aplicativo Rayyan para a seleção e a análise temática dos 485 manuscritos, destes, sete compuseram a amostra. Resultados: evidenciou-se como estratégias pedagógicas a simulação clínica, instrução interativa assistida por computador, videotape conduzido por instrutor, vinhetas, ferramenta multimídia de e-learning e o workshop. Conclusão: identificaram-se seis estratégias, com destaque para a simulação clínica por ter sido o método mais abordado pelos estudos como a única capaz de desenvolver, em conjunto, as habilidades cognitivas, psicomotoras e afetivas nos estudantes de enfermagem.

Objective: to identify the pedagogical strategies used in teaching nursing care to stroke victims. Method: integrative review, carried out between September 2022 and March 2023 in seven sources of information. The Rayyan application was used for the selection and thematic analysis of the 485 manuscripts, of which seven constituted the sample. Results: Clinical simulation, interactive computer-assisted instruction, instructor-led videotape, vignettes, multimedia e-learning tool and workshop were identified as pedagogical strategies. Conclusion: Six strategies were identified, with clinical simulation standing out as the method most often mentioned in studies as the only one capable of developing cognitive, psychomotor, and affective skills in nursing students.

Objetivo: identificar las estrategias pedagógicas utilizadas en la enseñanza de los cuidados de enfermería a las víctimas de accidentes cerebrovasculares. Método: revisión integradora, realizada entre septiembre de 2022 y marzo de 2023 sobre siete fuentes de información. Se utilizó la aplicación Rayyan para seleccionar y analizar temáticamente los 485 manuscritos, de los cuales siete constituyeron la muestra. Resultados: la simulación clínica, la enseñanza interactiva asistida por ordenador, los vídeos dirigidos por un instructor, las viñetas, las herramientas multimedia de aprendizaje electrónico y los talleres fueron las principales estrategias de enseñanza. Conclusión: Se identificaron seis estrategias, destacando la simulación clínica como el método más mencionado en los estudios como el único capaz de desarrollar habilidades cognitivas, psicomotoras y afectivas en los estudiantes de enfermería.

Ensino da história da Enfermagem: reflexões e contribuições / Teaching of nursing history: reflections and contributions / Enseñanza de la historia de la Enfermería: reflexiones y contribuciones

Objetivo: refletir acerca do ensino da história de enfermagem mediante suas contribuições para a formação profissional. Conteúdo: trata-se de ensaio teórico-reflexivo, cujos dados foram organizados de acordo com os conteúdos relacionados à problemática e discutidos apoiados nos objetos referentes à história da enfermagem, com ênfase no período pós-Florence Nightingale. Delinearam-se duas seções teóricas: ensino da história da enfermagem e contribuições para a formação profissional. Considerações Finais: constatou-se que o ensino da história da enfermagem vem enfrentando desafios crescentes. Espera-se fomentar novas reflexões com o intuito de colaborar com o ensino da história da enfermagem de maneira crítica, reflexiva e emancipatória, reverberando na consolidação e fortalecimento da profissão na sociedade.

Objective: to think about teaching of the history of nursing history through its contributions to professional training. Content: in this theoretical-reflexive study, data was organized by content relating to the subject and discussed on the basis of the objects relating to nursing history, with emphasis on the period post-Florence Nightingale. Two theoretical sections were outlined: teaching of nursing history and contributions to professional training. Final remarks: teaching of nursing history was found to be facing mounting challenges. It is hoped to encourage new thinking with a view to contributing towards the critical, thoughtful and emancipatory teaching of nursing history, reflected in a consolidation and strengthening of the profession in society.

Objetivo: reflexionar acerca de la enseñanza de la historia de la enfermería mediante sus contribuciones para la formación profesional. Contenido: se trata de un ensayo teórico-reflexivo, cuyos datos fueron organizados según los contenidos relacionados a la problemática y discutidos con base en los objetos referentes a la historia de la enfermaría, con énfasis al periodo post-Florence Nightingale. Se delinearon dos secciones teóricas: enseñanza de la historia de la enfermería y contribuciones para la formación profesional. Consideraciones Finales: se constató que la enseñanza de la historia de la enfermería ha enfrentado crecientes desafíos. Se espera fomentar nuevas reflexiones con el intuito de colaborar con la enseñanza de la historia de la enfermería de manera crítica, reflexiva y emancipatoria, reverberando en la consolidación y fortalecimiento de la profesión en la sociedad.