Predictors of psychological distress amongst nursing students: A multicenter cross-sectional study

Undergraduate nursing students show high-stress levels. In students, stress has been linked to adverse physical and psychological health outcomes and academic and clinical demands. To date, there are few studies dealing with psychological predictors of stress amongst nursing students. This study aimed to assess psychological distress in a sample of Italian nursing students and to explore its relationship with sociodemographic and psychological factors, specifically dispositional mindfulness, emotional regulation difficulties, and empathy. A multicenter cross-sectional survey design was employed. Participants were recruited from five teaching hospitals associated with a public university in northern Italy. A sample of 622 undergraduate nursing students was recruited. Participants were recruited on campus and completed a paper-and-pencil survey. More than 70% of nursing students reported meaningful levels of psychological distress. Students with higher dispositional mindfulness scores had lower psychological distress, whereas emotional regulation difficulties and empathic personal distress were positively associated with perceived stress. No gender differences were found in stress levels, but senior students showed lower psychological distress than more junior students. Interventions aimed at increasing mindfulness facets and improving emotional regulation strategies may help to reduce perceived psychological stress in nursing students.     

Psychometric testing of the Turkish version of the Health Professional Education in Patient Safety Survey: H-PEPSSTR

Nursing students are trained in patient safety issues in clinical settings during their undergraduate nursing education both theoretically and practically. This study aims to test the psychometric properties of the Turkish version of the “Health Professional Education in Patient Safety Survey” which was developed to measure healthcare professional candidates' patient safety knowledge and competence both in the classroom and clinical settings during their education. The data for this methodological study were collected from 305 nursing students in 2017. The tool consisted of 23 items, two main dimensions as classroom and clinical settings and six subscales. Content validity ratings of the scale items were over 0.80. Five modifications were made during the Confirmatory Factor Analyses. Three of the modifications were among classroom items and two of them were from clinical settings items. After modifications, fit indices were calculated as: χ2/df = 2.58, RMSEA = 0.072 and CFI = 0.95 for the classroom. They were χ2/df = 2.23, RMSEA = 0.063 and CFI = 0.96 for the clinical settings. Cronbach's alpha coefficient was 0.97 for both classroom and clinical settings. In conclusion, The Turkish version of the scale is valid and reliable in assessment of patient safety knowledge and competence of nursing students.     

Resilience-building module for undergraduate nursing students: A mixed-methods evaluation

In nursing students, resilience is recognised as a critical quality that will enable them to face and solve the challenges encountered in their studies and future careers. This mixed-methods study aimed to develop a resilience-building module for university nursing students and evaluate its effects on resilience, well-being and mindfulness. We recruited a convenience sample of 195 nursing students and delivered a resilience-building module comprising three 90-minute workshops on the following topics: resilience and emotion regulation, stress management and mindfulness, and burnout and depression. The participants' views and perceptions of the module were explored using pre-test and post-test questionnaires and focus group interviews. No significant changes in outcomes were observed from the pre-test to the post-test. However, a multivariable linear regression analysis indicated that mindfulness was significantly associated with resilience. A qualitative data analysis revealed that the resilience-building module evoked the participants’ awareness of resilience and was considered an enjoyable learning experience. In conclusion, although the quantitative results demonstrated no significant changes in outcomes after the module, the qualitative results suggested that the resilience-building module could have beneficial effects if included in the undergraduate nursing curricula. Finally, better mindfulness was identified as important for enhancing resilience among undergraduate nursing students.     

糖尿病护理门诊在糖尿病健康教育中的作用探究

目的:研究糖尿病护理门诊在糖尿病健康教育中作用.方法:取78例糖尿病患者,其中39例患者进行常规护理为对照组,39例患者进行糖尿病门诊护理为观察组,对比2组患者护理后自我管理能力和血糖指标.结果:观察组自我管理能力均高于对照组(P<0.05).观察组血糖指标均低于对照组(P<0.05).结论:向糖尿病患者进行健康教育时,糖尿病门诊护理的应用,可以科学创建护理档案,明确随访策略,提升糖尿病的管理水平,使患者具有较强自我管理能力,同时降低其血糖指标.     

肾动静脉瘘出血患者介入治疗的护理探讨

目的：探究对进行介入治疗的肾动静脉瘘患者实施护理干预的临床效果。方法整群选取2010年8月—2014年9月间在该院进行介入治疗的肾动静脉瘘患者62例，按随机投掷法进行分组，对照组31例行一般护理，研究组31例在一般护理中结合护理干预，对比两组间心理状态、生存质量及满意程度。结果护理后研究组心理状态相比对照组明显改善，P<0.05。护理后研究组患者在躯体健康、人际、生理功能、精神等生存质量方面相比于对照组明显提高，P<0.05。护理后研究组总满意率90.32%相比于对照组61.29%有所提高，P<0.05。结论对进行介入治疗的肾动静脉瘘患者实施护理干预后，明显改善了患者的心理状态，提高了满意程度及生活质量。     

人性化管理在儿科护理持续质量改进中的应用效果分析

目的研究人性化管理在儿科护理持续质量改进中的应用效果。方法从该院儿科门诊部、急诊部、内科部、外科部以及住院部5个部门中抽取护理人员50名,并随机分为两组,对对照组的25名护理人员实行常规的管理办法,余下25名护理人员组成研究组对其实行人性化管理。在管理工作实施2月后,比较患者及其家属对50名护理人员的满意程度以及护理人员的辞职率。结果较之对照组,患者及其家属对研究组护理人员的满意程度明显更高,研究组护理人员的服务质量不断上升,被患者投诉以及不良事件的发生越来越少,研究期间并无护理人员因无法承受工作压力而辞职的情况出现。结论在人性化管理模式的作用下可有效降低护理人员在日常工作中的护理压力,提升护理工作质量,且对于改善护患关系同样存在有重要作用。     

PDCA在输液室护理安全管理中的应用

目的为了提升输液室患者满意度,提高护理质量,将PDCA运用至输液室的护理安全管理中,探究其实施效果。方法选择2017年12月-2018年11月至该院门诊输液室来行输液的患者,共600例,分成对照组和观察组,每组300例。对照组采用治疗常规护理、观察组采用PDCA护理方式,对比两组的不良事件发生率及患者对护理的满意度。结果观察组(97.00%)比对照组不良事件发生率更低,但护理满意度更高,差异有统计学意义(P<0.05)。结论在输液室护理管理中开展PDCA可规范输液室的工作规范,提升患者的满意度,降低不良事件发生率,有助于提高输液室的治疗效果。