ObjectiveTo explore the effectiveness of problem-based learning (PBL) during the internship process for undergraduates in general medical colleges and universities. MethodsFrom September 2011 to September 2012, PBL mode teaching was carried for the five-year undergraduates, in which students were encouraged to explore, innovate, and put forward questions by themselves, and teachers were responsible for guiding. Based on entrance theoretical examination results and the comprehensive evaluation results, the grade 2008 undergraduate interns who received "3+2" two-phase teaching were divided into experimental group and control group with 50 students in each. Students in the experimental group were given the PBL teaching method, while the control group continued to receive traditional teaching mode. Finally, we adopted questionnaire survey, theory exam, and skill evaluation to compare the two groups of students. ResultsFor the questionnaire survey, students in the experimental group got significantly higher marks in such items as "mutual assessment between teachers and students" and "skill operation knowledge mastery" than the control group (P<0.05), but in items like "medical ethics" and "social cultivation", the differences were not significant (P>0.05). For the theory exam results, the average score for students in the experimental group (84.98±9.78) was not significantly different from that in the control group (81.86±10.04) (P>0.05). For the skill operation, the average score for the experimental group was 8.87±0.89, which was significantly higher than that for the control group (6.80±1.46) (P<0.05). ConclusionPBL mode is worth popularizing for its function of improving students' practical operation ability and thinking ability. However, the improvement of theoretical knowledge learning needs to be further solved.
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.
Objective To identify the clinical evaluation methods used for undergraduate nursing students. Methods A self-made questionnaire about the clinical evaluation methods for undergraduate nursing students was used to collect information from 158 tutors of undergraduate nursing students in 4 teaching hospitals in Sichuan province. Results In terms of consulting evaluation opinion from other nurses, there was no significant difference between the ratios of tutors who really adopted and those who perceived as necessary to do so (Pgt;0.05). As for consulting the self-evaluation of nursing students and patients’ evaluation opinion, the ratio of tutors who really adopted was lower than those who perceived as necessary to do so (Plt;0.01). The majority of tutors used real, ward patients for evaluation, while a minority of tutors used demonstration room and model patients. The most effective methods viewed by the tutors were observation, holistic nursing care examination and test, and the most often used evaluation methods were clinical skill test, observation and theoretical exam. Most tutors adopted a continuous evaluation method for the clinical evaluation of undergraduate nursing students. Conclusion The methods for the clinical evaluation of undergraduate nursing students varies. This may influence the accuracy, objectivity and fairness of the evaluations. Formulating evaluation sheet of patients and self-evaluation sheet of nursing students, establishing standardized clinical skill examination station, training standardized patients and evaluation skills of clinical tutors, standardizing examination content and relevant evaluation standard and methods, and adopting comprehensive evaluation with various methods may help to improve the accuracy, objectivity and fairness of the clinical evaluation of undergraduate nursing students.
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.
【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.
【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 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.