ObjectiveTo investigate the management methods of drug repercussion and its intervention measures in the Burn and Plastic Surgery Department by analyzing the reasons for drug repercussion. MethodBased on the drug repercussion data provided by the computer information center, we analyzed the common reasons and the status quo of drug repercussion. Active intervention measures were carried out, and real-time supervision and feedback of drug repercussion management were also performed. We compared such repercussion indexes before intervention (between May and September 2013) and after intervention (between October 2013 and February 2014):number of drug repercussion patients, times of drug repercussion, amount of money involved in drug repercussion, ratio of drug repercussion and dispensing and comprehensive ranking of the drug repercussion in the whole hospital. ResultsAfter intervention, the ranking of the causes of drug repercussion changed obviously. Changing orders casually dropped to the 3rd of the rank, and changing the department based on necessity rose from the 4th to the 2nd. All the indexes (including the times, number, and amount of money of drug of repercussion, and the ratio of repercussion and dispensing and compreheasive rank) reduced significantly (P<0.05). ConclusionsActualizing active intervention measures redounds to reducing drug repercussion, standardizing clinical use of drugs, insuring safety, and advancing the satisfaction of patients and quality of medical nursing.
目的:研究领悟社会支持对护士生命质量的影响,进一步探讨领悟社会支持的作用,为提高护士身心健康水平提供依据和支持。方法:用WHOQOL-100量表中文版和领悟社会支持量表对我市三所二级甲等医院的499名护士进行问卷调查。结果:①护士生命质量总分较差。②护士领悟社会支持总分处于中等水平。③护士生命质量的各领域与社会支持均呈显著正相关。即社会支持越好,生命质量越高。结论:社会支持与个体心理健康有密切的关系。护士应主动寻求有效的、可利用的社会支持。护理管理人员则应培养护士良好的生理、心理状态和社会适应能力,从而使其生命质量得到提高。
目的 讨论生活护理级别对临床基础护理的指导作用和意义。 方法 2010年3月－2011年12月，由亚专业护理组长每日根据病情制定或修改患者生活护理级别，指导责任护士落实各级基础护理措施，用生活护理级别指导基础护理。 结果 采用生活护理级别指导基础护理，护士的工作量明显下降，患者满意度、护士满意度、基础护理、一级生活护理和整体护理水平明显提高。 结论 按生活护理级别实施基础护理不仅可以提高责任护士对基础护理的认知和实践能力，还能提高基础护理水平，提高护士的工作满意度。
ObjectiveTo investigate the effects of problem-intervention-outcome (P-I-O) teaching method on the normalization training of new nurses. MethodsA total of 101 new nurses from 2011 to 2013 were included in this research. Forty-two new nurses who were invited from August 2011 to July 2012 were distributed into group A, and 59 new nurses who were invited from August 2012 to July 2013 were distributed into group B. Both groups accepted normalization training. Group B accepted P-I-O teaching at the same time. We assessed the differences in operating, theory, attendance, the rates of harmful events and the degree of satisfaction between the two groups. ResultsTheory and operating between the two groups had significant differences (t=3.44, 2.86; P<0.05). Attendance, rates of harmful events and the degree of satisfaction all had significant differences between the two groups (t=2.94, χ2=8.45, Z=-2.05; P<0.05). ConclusionThe application of P-I-O teaching method in the normalization training of new nurses can stimulate their study interest and enthusiasm, transit their role faster, as well as reduce the rates of clinical harmful events and elevate the quality of care. Thus, it is worthy of being popularized in clinical nursing care.