Objective To explore the effectiveness of situational experiential teaching mode in emergency internship teaching. Methods Interns from the Department of Emergency, Jiangyou Fifth People’s Hospital from July 2022 to May 2023 were selected as the research subjects. The interns were randomly divided into a trial group and a control group using a random number table method. The trial group adopted a situational experiential teaching mode, while the control group adopted a traditional teaching mode. Theoretical knowledge testing, clinical comprehensive ability assessment, and clinical information feedback were used to evaluate the effectiveness of different teaching methods. Results A total of 90 interns were included, with 45 people in each group, aged 18-23 years old. Both groups consist of 18 clinical medicine students and 27 clinical nursing students. There was no statistically significant difference in academic performance in school between the two groups of interns (P>0.05). The theoretical knowledge test score (92.98±2.71 vs. 85.29±6.24), clinical comprehensive ability assessment score (90.52±2.58 vs. 83.35±5.25) and clinical feedback (44 excellent and 1 fine in the trial group vs. 25 excellent, 5 fine, and 15 poor in the control group) of the trial group were better than those in the control group (P<0.05). Conclusions The situational experiential teaching mode can enhance interns’ learning interest, improve memory effectiveness, help students master theoretical knowledge, and enhance their comprehensive abilities in clinical evaluation and decision-making. It is worth promoting in clinical practice.
ObjectiveTo explore if flipped classroom in the perspective of student-based education can improve clinical communication skills of student practical nurses in clinical practice. MethodsNursing undergraduate students who practised in a top-level comprehensive hospital between July 2014 and April 2015 were included in this study as the research subjects. Eighty-five student nurses were randomly divided into observation group (n=43) and control group (n=42). Students of the observation group participated in the flipped classroom in the perspective of student-based education, while students of the control group took routine clinical practice. The clinical communication skills of the students in the two groups before and after intervention were measured by using questionnaire survey. ResultsThere were significant improvement in verification experience, effective information delivery, patient problems identifying, listening acuity, harmonious relationship building and joint participation for students in the observation group (P < 0.05). ConclusionsFlipped classroom in the perspective of student-based education can effectively improve clinical communication skills for student practical nurses. It can be used as a method of communication ability training for undergraduate nursing students in clinical practice.
Objective To systematically evaluate the effect of occupational protection education towards needle stick injuries among nursing students in China. Methods A computerized literature searching was carried out from October 2002 to October 2012 in following databases: PubMed, CNKI, WanFang Data and VIP, so as to collect all controlled studies about the effects of preventing needle stick injuries between students who had occupational protection education and those who had not. Two reviewers independently screened the studies according to the inclusive and exclusive criteria, extracted the data, and assessed the quality. Then RevMan 5.0 software was used for meta-analysis. Results A total of 10 studies involving 2 197 nursing students were included. Ten studies indicated that protection education could reduce the incidence of needle stick injuries by 33%; 3 studies indicated that protection education could increase the awareness rate of protective knowledge by 52%; and 4 studies indicated that protection education could increase the correct treatment rate after injuries by 61%. Conclusion Occupational protection education before internship is effective to prevent needle stick injuries among nursing students. However, because of the limitation of this study, more high quality studies are needed to further confirm its effectiveness and to provide targeted advices for formulating preventive measures.
【摘要】目的 探索与实践临床药学(七年制)专业的建设,以培养具有医药学专门知识的高级临床药师。方法 在山东大学首办七年制临床药学专业,通过专业课程建设、毕业实习环节、加强专业教学和实习管理、增进交流等,拓宽办学思路。结果 成功开办了临床药学(七年制)专业,但专业有以下不足:①社会了解度不够,学生专业思想不稳固；②课程设置有缺陷；③临床课教学和实习质量有待提高。结论 七年制临床药学专业在山东大学的成功开办,在国内是有较强的示范性和试验性意义。但专业在社会了解度、课程设置、临床课教学和实习质量上有待提高。
Objective To investigate the current status of clinical nursing risks to nursing students, so as to provide scientific references for medical universities and policy makers. Methods The self-designed questionnaires were distributed to 360 clinical nursing students in four Third-Level hospitals. The group leaders were trained as investigators regularly. All the other nursing students were asked to fill in the questionnaire alone within 30 minutes. The questions issued were the following four aspects: general information of nursing students, clinical intern operating situation, nursing defects and awareness of nursing risks. Results Among the total 400 questionnaires distributed, 360 valid ones were retrieved (90%). The analysis showed all 21 nursing operations could be performed by students alone, and 80% of the nursing students believed that they were able to do 11 routine operations alone, such as bed-making and vital sign monitoring. The incidence rate of eight nursing defects was between 0.56% and 12.22%. As for the four questions about nursing risks, 49.44% of the nursing students operated alone before getting themselves ready because of their eagerness for such experiences. According to the nursing students, the departments with the highest nursing risks ranked as emergency, operating theatre, surgery, pediatrics, internal medicine, and gynecology and obstetrics. Conclusion The current situation of clinical nursing risks to nursing interns is still far from being satisfactory, so it is necessary to improve the training at university, regulate the clinical education, and ensure the intern safety for nursing students.
Objective To assess the affect of problem-based learning (PBL) versus literature based learning(LBL) in clinical medicine students. Methods Computer retrieval was conducted to search for controlled studies comparing PBL with LBL. The quality of included studies was critically evaluated and data was analyzed by using The Cochrane Collaboration’s RevMan 5.0 software. Results Finally 11 articles were included in the review, but most of them were of low quality.There are clinical heterogeneity between different studis which cause descriptive results. The PBL tended to be superior to LBL in the analysis-skill, self-directed learning skill, data-searching skill, and original skill.Conclusion PBL tends to be associated with better learning results among clinical medicine students compared withLBL methods. We need large-scale, randomized controlled trials of higher quality to confirm this.