Objective To analyze caring ability and its associated factors among baccalaureate nursing students, so as to put forward suggestions for improving students’ caring ability. Methods A cross-sectional study was used to investigate baccalaureate nursing students’ caring ability and its associated factors in 4 nursing departments of medical universities in Sichuan province. Results The grade of overall status quo of students’ caring ability was 189.72±19.57, and the mean item scores of different subscales showed that patience was highest and courage was lowest.Two variablescould explain the differences in baccalaureate nursing students’ caring ability: relationship with mother and clinical practice. Conclusion Our study suggests that students’ caring ability could be improved by practicing caring and increasing their exposure to clinical practice. Our findings also suggest that school, society and family are all involved in the cultivation of caring ability.
Objective To find the best teaching method of summer EBM course to help students understand and apply EBM principles in research. Methods Training medical students to participate in an international team of clinical research for best evidence. We used a step-by-step method to teach how to write Cochrane systematic review and apply its method to other researches. Results Since our training program was launched three years ago, 38 medical students have taken part in the training. Five Cochrane systematic reviews and 19 protocols were published in The Cochrane L ibrary. Three medical students were the principal investigators and played an important role in another 2 studies. Seven articles were published in Chinese medical key journals, and 1 was indexed by SCI. Eleven students were funded to participate in the international academic conferences.Conclusions Medical students will benefit from taking part in the EBM research. This activity will help them not only understand method of clinical research and EBM , improve the quality of research and their cooperative skills but also master related clinical knowledge.
Objective To evaluate the level of nursing professional competence of fulltime system graduated nurses in Sichuan province and determine its influencing factors, so as to provide references for nursing high-education reform and nursing human resource management. Methods With a self-designed questionnaire and stratified cluster sample method, both graduated nurses and their direct nursing managers were investigated and asked to evaluate nursing professional competence. Results The mean scores of nursing professional competence of the nurses’ self-evaluation and their managers’ evaluation were 69.90±10.27 and 68.96±11.33, respectively. Factors influencing nursing professional competence included individual interest in nursing, graduated institution, working position, and training provided by employer. Conclusion The professional competence of the nurses graduated with full-time bachelors of clinical nursing in Sichuan province is close to the intermediate level, and it still needs to be improved on the whole, especially in the aspects of nursing research and management. Besides, nursing institutions should further enhance the construction of inner teaching environment and the professional thoughts education of nurse students, while the employer should offer more professional development opportunities, so as to improve the professional self-identity and competence, and to finally lay the talent foundation for the development of nursing disciplines.
Objective To identify the factors which influence the effectiveness of clinical evaluation of undergraduate nursing students. Methods A self-made questionnaire was used in face-to-face interviews with 158 clinical teachers of undergraduate nursing students in four teaching hospitals in Sichuan. Results The main factors that influence the effectiveness of clinical evaluation of undergraduate nursing students included: clinical environment, duration of evaluation, degree of familiarity with the evaluation criteria of clinical teachers, and evaluation methods used by clinical teachers. The less important factors included: “halo-effect” of teachers to students, relationship between teachers and students, attitude towards evaluation and emotional status of clinical teachers. Conclusion It is of great importance to improve the clinical environment, provide enough time for clinical teachers to evaluate, cultivate and improve clinical teachers’ evaluation and competence, and establish a good relationship between teachers and students.This should improve the accuracy, objectivity and fairness of undergraduate nursing students’ clinical evaluation.
Objective To evaluate the quality of undergraduate medical education so as to provide useful and effective feedback information for medical schools and to extend GMER (Global Minimum Essential Requirements in Medical Education) standard. Methods Through questionnaires, 205 resident doctors self-evaluated their abilities or qualities based on GMER standard. The unconditioned logistic regression model was used for data analysis. Results Graduates from undergraduate medical programs mastered the abilities or qualities required in 4 GMER domains i.e. “professional values, attitudes, behaviors and ethics”, “clinical skills”, “communication skills”, and “scientific foundation of medicine”. But the abilities or qualities required in “information management”, “population health and health systems” as well as “critical thinking and research” domains have not been obtained. The main factors that affected the evaluation results were corresponding training to the essentials, learner’s attitude, teaching models and teaching hours. Conclusion Educational sectors should adjust curriculum design so as to help medical students master the abilities required in the 3 domains stated above. Medical schools should conduct some educational research to formulate the most beneficial teaching methods, and import advanced ones to raise the quality of medical education in China.
【摘要】护理是一门科学性极强的应用性学科，在临床实习期运用好的带教方法为护理本科生实施带教，以帮助其更快、更好地完成从单纯接受知识到运用知识解决实际问题的转变。文章总结了近年来在护理本科生临床实习过程中所采用的创新带教方法，并对其科学依据和特点进行分析，为本科护理实习临床带教提供理论参考。【Abstract】 Nursing is a discipline of scientific application. In the clinical intern period, with better teaching methods, nursing students can faster and better complete the transformation from simple knowledge acceptance to use of knowledge to solve practical problems. We summarized some innovative teaching methods in the clinical intern period of the nursing undergraduate students in recent years, and analyzed the scientific base and advantages of each method, to provide a theoretical reference for the clinical teaching of undergraduate nursing practice.
ObjectiveTo investigate the educational background of practitioners from the hospital infection control departments located in the mainland of China and reveal the necessity and employment prospects of setting up a major of hospital infection control for a bachelor degree in universities.MethodsA self-designed questionnaire was used to conduct an online survey on the Shanghai International Forum for Infection Control and Prevention and the WeChat group of nosocomial infection control from March 12th to March 25th, 2018. The convenient sampling method was used to investigate the leader of infection prevention and control department in each hospital. The survey included the regional distribution, attention on nosocomial infection control, existing staff structure, future staff needs and employment prospects of hospitals in 2018, and the attention on nosocomial infection control in the same period in 2014.ResultsA total of 1 654 questionnaires were obtained, from 30 provincial-level regions, including 103 maternal and child health hospitals, 143 other special hospitals, 258 hospitals of traditional Chinese medicine, and 1 150 general hospitals. Hospitals upgraded more attention on nosocomial infection control in 2018 than in 2014 [(3.76±0.98) vs. (2.94±1.14) points; t=-36.112, P<0.001]. Currently, there were 5 068.5 labors engaged in nosocomial infection control. The educational background of the current practitioners was mainly nursing [60.52% (3 067.5)]. In the next 5 years, 83.50% (820/982) of the hospitals that had recruitment plans planed to recruit graduates specialized in the hospital infection control, and respectively, 44.86% (742/1 654) and 17.35% (287/1 654) of the respondents believed that the employment prospects of graduates with bachelor degree specialized in the hospital infection control were good or very good.ConclusionThere is a tremendous demand for the graduates specialized in the hospital infection control, and it is imperative to set up this undergraduate major.
【摘要】 目的 分析临床实习对护理本科生专业认同的影响，探讨提高专业认同的措施。 方法 2010年6—10月，对某综合性大学60名2007级普通全日制护理本科生进行抽样调查，评价其实习前1个月和实习后3个月的专业认同情况，比较实习前、后的变化并分析影响因素。 结果 实习后专业认同的专业价值观得分[（3.13±0.85）分]高于实习前[（2.78±1.00）分]，实验专业期望得分[（12.09±2.13）分]低于实习前[（13.13±1.30）分]，差异有统计学意义（P=0.045，0.002）；而专业认识、情感、意志、技能和专业认同总分方面，实习前、后差异无统计学意义（Pgt;0.05）；其影响因素由强到弱依次为:带教老师（37.04%）、实际的护理工作（33.33%）、实习科室（22.22%）、他人态度（7.41%）。 结论 临床实习可提高护理本科生的专业价值观，带教老师及实际护理工作对专业认同影响较大。【Abstract】 Objective To analyze the effect of clinical practice on student nurses’ professional identity and explore measures to develop their professional identity. Methods Convenience sampling was used to select 60 general full-time student nurses who entered a comprehensive university in 2007. Then we assessed their professional identity at the time of one month before, and three months after clinical practice, compared the two results, and analyzed the related factors. Results The score of professional value dimension after clinical practice was higher than before (3.13±0.85 vs. 2.78±1.00, P=0.045), while the professional expectation dimension was lower than before (12.09±2.13 vs. 13.13±1.30, P=0.002), and the differences in above-mentioned indexes were statistically significant. There was no statistical difference before and after clinical practice in professional knowledge, professional affection, professional volition, professional skill dimensions, and total score of professional identity (Pgt;0.05). The related factors in a order from b to weak were clinical teacher (37.04%), practice work (33.33%), training department (22.22%), and others’ attitudes (7.41%). Conclusion Clinical practice may improve professional values but impair professional expectations of the student nurses, and clinical teacher and practice work have a great effect on student nurses’ professional identity.