ObjectiveTo understand the adaptation condition of undergraduate nursing students at the early stage of enrollment so as to provide reference frame for the development of college students' adaptability and mental health education. MethodTotally 75 full-time baccalaureate nursing students were recruited from a comprehensive university by convenience sampling method In November 2014. Adaptation condition was investigated with China College Student Adjustment Scale (CCSAS). Statistical analysis methods were applied to analysis differences of the adaptability of college and its various dimensions scores in general data statistics. ResultsThe average score of adaptation ability was (206.88±31.02) points. There were significant differences in the level of getting along with their parents and confidence in nursing speciality (P<0.05) , while no significant differences were found among students in gender, nationality, only China one students, students' regions and reasons of choosing nursing speciality （P>0.05) . ConclusionsThe current adaptation situation of nursing undergraduates freshmen should be improved. It is necessary to carry out a series of targeted activities for the entrance education of college students to promote the adaptability of university life.
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.
ObjectiveTo investigate the basic situation of existing medical English teaching methods and objects, develop medical English course content and teaching methods, and evaluate teaching effectiveness. Methods The existing medical English teaching methods were summarized based on literature retrieval, and both the basic level of medical students and data related to teaching effectiveness were collected by questionnaire surveys. Results Medical English teaching could be optimized by adjusting the content of medical English teaching, increasing the proportion of English teaching, and emphasizing the application of emerging electronic products in extracurricular English learning. Teaching methods could adopt various forms such as flipped classrooms. A questionnaire survey showed that most of the students (64.94%) were not satisfied with their current English level. These students fully recognized the importance of medical English. Based on the above results, medical English courses were offered in two semesters. This course adopts theoretical lectures, small-class teaching and other teaching methods. Scenario simulation and flipped classroom were also used. Conclusion Medical English courses should include medical vocabulary, clinical medical English, vocational medical English and academic medical English. Flipped classroom and other teaching methods should be flexibly applied.