Development and validation of an instrument to measure nurse educator perceived confidence in clinical teaching

Teaching nursing in clinical environments is considered complex and multi‐faceted. Little is known about the role of the clinical nurse educator, specifically the challenges related to transition from clinician, or in some cases, from newly‐graduated nurse to that of clinical nurse educator, as occurs in developing countries. Confidence in the clinical educator role has been associated with successful transition and the development of role competence. There is currently no valid and reliable instrument to measure clinical nurse educator confidence. This study was conducted to develop and psychometrically test an instrument to measure perceived confidence among clinical nurse educators. A multi‐phase, multi‐setting survey design was used. A total of 468 surveys were distributed, and 363 were returned. Data were analyzed using exploratory and confirmatory factor analyses. The instrument was successfully tested and modified in phase 1, and factorial validity was subsequently confirmed in phase 2. There was strong evidence of internal consistency, reliability, content, and convergent validity of the Clinical Nurse Educator Skill Acquisition Assessment instrument. The resulting instrument is applicable in similar contexts due to its rigorous development and validation process.     

Impact of online toxicology training on health professionals: the Global Educational Toxicology Uniting Project (GETUP)

Objective: The Global Educational Toxicology Uniting Project (GETUP), supported by the American College of Medical Toxicology, links countries with and without toxicology services via distance education with the aim to improve education. Due to the lack of toxicology services in some countries there is a knowledge gap in the management of poisonings. We describe our experience with the worldwide delivery of an online introductory toxicology curriculum to emergency doctors and other health professionals treating poisoned patients.

Methods: We delivered a 15-module introductory Internet-based toxicology curriculum to emergency doctors and health professionals, conducted from August to December 2016. This Internet-based curriculum was adapted from one used to teach emergency residents toxicology in the United States. Modules covered themes such as pharmaceutical (n?=?8), toxidromes (n?=?2) and agrochemicals (n?=?5) poisoning. Participants completed pre-test and post-test multiple choice questions (MCQs) before and after completing the online module, respectively, throughout the course. We collected information on participant demographics, education and training, and perception of relevance of the curriculum. Participants gave feedback on the course and how it affected their practice.

Results: One hundred and thirty-six health professionals from 33 countries participated in the course: 98 emergency doctors/medical officers, 25 physicians, eight pharmacists/poisons information specialists, two toxicologists, two medical students and one nurse. Median age of participants was 34 years. Median number of years postgraduate was seven. Ninety (65%) had access to either a poisons information centre over the phone or toxicologist and 48 (35%) did not. All participants expected the course to help improve their knowledge. Overall median pre-module MCQ scores were 56% (95%CI: 38, 75%) compared to post-module MCQ scores median 89% (95% CI: 67, 100%) (p?Conclusions: Our participants demonstrated an increase in medical knowledge based on performance on MCQs. An online toxicology curriculum is an effective way to deliver education to health professionals treating poisoned patients and can help to bridge the knowledge gap and change practice in developed and developing countries.     

教师标准化病人在本科护生妇科临床实习教学中的应用研究

目的探讨教师标准化病人在本科护生妇科临床实习教学中的应用及效果评价。方法选取2016年1月至2017年6月的本科实习护生为观察组,通过招募高年资护士作为标准化病人辅助本科护生的临床教学,包括课前学习、理论培训、情景实践、反馈与讨论、再实践与考核5个阶段培养本科护生的临床工作能力,与2014年6月至2015年12月的本科实习护生进行比较,出科时比较两组本科实习护生的理论、操作考核成绩,临床护理能力及教学满意度。结果观察组本科实习护生的理论及操作考核成绩、临床护理能力、教学满意度均高于对照组,差异具有统计学意义(P0.01)。结论采用教师标准化病人辅助临床教学能提高本科实习护生的临床护理能力,进而提高妇科护理的教学质量,值得在临床教学中推广。     

地市级医院胆道探查术后携T管出院患者自我护理能力研究

目的调查四川省地市级医院胆道探查术后携T管出院患者的自我护理能力,并探讨其影响因素,为完善临床居家护理指导工作提供依据。方法对四川省5所地级市三级甲等医院的738例行胆道探查术后携T管出院患者进行自我护理能力实施量表调查。结果胆道探查术后携T管出院患者自我护理能力高水平者占11.11%,中等水平者占54.88%,低水平者占34.01%;总均分(80.04±21.05)分。年龄、文化程度、T管留置时间、Barthel指数是胆道探查术后携T管出院患者自我护理能力的影响因素。结论四川省地市级医院胆道探查术后携T管出院的患者整体自我护理能力水平为中等偏下,建议护理人员根据患者实际情况,结合影响因素制订针对性的院外延续护理措施及实施模式。     

儿科专业护生在病房实习中教学程序改革的初探

随着护理学的发展和医学模式的转变,把当今以疾病为中心的功能制护理转变为以病人身心健康为中心的系统化整体护理已成为护理工作的目标。我们儿童医院护校自1993年开始在护生毕业实习中安排功能制护理和系统化整体护理两种护理模式,采用这种新的教学程序,使护生毕业后既能熟练掌握各种护理技能,又能在临床工作中开展系统化整体护理,使我国的护理水平尽快与世界接轨。     

论复合型人才培养与英语专业词汇教学的融合

英语教学改革如火如荼,文章针对当前英语专业教学改革的新趋势和词汇教学中仍存在的一些主要问题,进一步提出了将培养复合型综合应用人才的目标与英语词汇教学相融合,同时探讨了促进此融合的一些具体教学方法,为实现复合型英语人才培养提供参考意见。     

浅谈提高《护理学基础》教学质量的方法

《护理学基础》是护理专业的基础核心课程,是护生学习临床护理课程和从事临床工作的重要基础,其教学质量会影响学生的临床工作能力,应着力予以提高。本文从讲好绪论课、注重理论课教学、强化学生操作技能、提高教师素质等方面来阐述如何提高《护理学基础》教学质量。     

鼻胆管替代T管在老年胆道外科中的应用

目的 研究鼻胆管代替T管在胆总管切开后一期缝合中的作用。方法 ERCP后置入鼻胆管引流，手术中行胆总管切开取石后一期缝合胆总管，共26例。结果（1）患者术后住院天数明显减少（P＜0．01）。胆总管切开放置T管的患者，术后至少2周以上才能拔除T管，有时为了防止胆漏的发生，T管放置时间月余。（2）由于鼻胆管放置时间较短，胆汁的丢失明显减少，可防止大量的消化液，电触质及消化酶的损失（P＜0．01）不会引起电解质紊乱，消化不良，食欲减退(3)鼻胆管术后3－7d就可拔除，免除长期带T管给患者带来的痛苦。（4）减少术后并发症，特别是拔T管后的胆汗性腹膜炎。（5）节省住院费用，结论 胆总管切开取石后鼻胆管可以代替T管的作用，减少了T管引起的并发症。     

护理教学查房中存在的问题与对策

为了使护理教学查房更好的适应护理模式转变和未来发展的需要，几年来我院针对以往护理教学查房中存在的问题不断探索和完善查房管理体系，提高改革护理教学查房内容与形式，强调将科技期刊中最新护理研究成果与动向，利用教学查房的形式迅速传递，加强对教学查房知识信息资源开发利用，达到资源共享；在质量评价上，注重现声评价及整体效果测评，以保证教学查房不流于形式；在管理上，建立沟通渠道，完善信息网络化管理系统，充分发挥检查指导和监督的功能，提高管理能力，使教学查房管理实现科学化、信息化、标准化。     

Internet护理教学网站的建设

在护理教学中如何采用Internet技术是当前护理界所面临的一个重要问题，本文探讨了Internet护理教学网站的设计技术。使用Internet网站进行护理教学，不但可以方便进行教学内容的更新和升级，而且使教学内容更加生动形象。在数字化时代，基于Internet网站的全新互动式护理教学模式将是今后发展的必然方向。