胆囊结石合并胆总管结石术后患者复发情况及危险因素分析

目的 探讨胆囊结石合并胆总管结石(CBDS)术后患者复发情况及危险因素。方法 纳入114例2019年1月~2020年12月在本院行ECRP联合LC治疗的胆囊结石合并CBDS患者,回顾性分析其临床资料,根据所选患者ECRP联合LC术后随访1年内是否复发(REC)将其分为REC组(32例)和未REC组(82例)。回顾性统计胆囊结石合并CBDS术后患者REC情况,比较REC组和未REC组的临床资料,并分析胆囊结石合并CBDS术后患者REC的危险因素。结果 114例胆囊结石合并CBDS术后患者REC32例,发生率28.07%。胆囊结石合并CBDS术后患者REC的危险因素为胆道感染、胆道口括约肌切开、术者经验≤3年、胆道括约肌功能障碍(OR=4.170、4.047、3.568、3.367,P<0.05)。结论 胆囊结石合并CBDS术后患者REC的危险因素与胆道感染、胆道口括约肌切开、术者经验≤3年、胆道括约肌功能障碍密切相关,可据此针对性制定临床治疗及护理干预措施方案,以降低胆囊结石合并CBDS术后患者REC率。     

Acute care nurses’ attitudes toward nursing students with disabilities: A focused ethnography

Discrimination towards individuals with disabilities is problematic within nursing. There have been calls to increase diversity in nursing and this includes embracing nurses with disabilities. Increasing diversity in nursing requires increasing diversity among nursing students; in this way, nurse educators are gatekeepers to the profession. Clinical education is a crucial element of nursing education, yet there have been very few studies related to the clinical education of nursing students with disabilities. There have been no studies of attitudes of acute care nurse preceptors toward students with disabilities in the United States. This gap is important as the majority of clinical experiences occur in the acute care environment. Utilizing a focused ethnography, semi-structured interviews were conducted with 20 acute care nurses with at least two years’ experience precepting students. While positive feelings about nursing students with disabilities were shared, thoughts and behavioral intentions remained negative. Six themes emerged: safety, barriers, otherness, communicating to meet needs, disclosure, and student versus colleague. Attitudinal barriers are the primary barriers faced by individuals with disabilities in becoming and practicing as nurses. Nurses in practice and education must embrace more inclusive attitudes towards individuals with disabilities.     

The Bachelor’s thesis in nursing: Characteristics and students’ approach and satisfaction

AimThe aim of the study was to describe the characteristics of the Bachelor’s thesis of fourth-year nursing students at a Spanish public university, the criteria that students used to choose a topic and students’ degree of satisfaction after completing the Bachelor’s thesis.DesignQuantitative study.MethodsWe examined 420 Bachelor’s theses carried out from 2013 to 2018 and conducted an online survey among fourth-year students in the 2017–18 and 2018–19 academic years (81 completed questionnaires).ResultsThe Bachelor’s thesis took the form of a research proposal. The most frequent proposal type was a qualitative hospital-based study whose objective was to understand the experiences of adult or adolescent patients, close family members, or nurses. Students chose topics for personal reasons. Most participants reported feeling satisfied with the knowledge and skills acquired.ConclusionsStudents completing a Bachelor’s thesis in the form of a research proposal have the potential to transfer their research skills to their nursing practice.     

乳腺癌内分泌治疗患者症状评估量表的编制和信效度检验

目的 根据乳腺癌内分泌治疗患者的症状特征,编制适用于我国乳腺癌内分泌治疗患者的症状评估量表,并检验其信效度。方法 在文献回顾及参照现有症状评估量表的基础上编制量表初始条目池;通过2轮德尔菲专家函询,形成初始版量表;通过对11例患者的认知性访谈,对量表条目进一步修订,形成临床测试版量表。便利选取2020年7月—9月在浙江省某三级甲等肿瘤医院门诊或住院的325例乳腺癌内分泌治疗患者进行问卷调查,检验量表信效度。 结果 形成的最终版乳腺癌内分泌治疗患者症状评估量表包括33个条目,探索性因子分析提取7个公因子,累计方差贡献率为68.76%;各条目内容效度指数为0.78~1.00,量表内容效度指数为0.91;内在相关性检验结果显示,量表各维度与总量表相关系数为0.58~0.79（P<0.05）;维度间相关系数为0.26~0.52（P<0.05）;总量表Cronbach’s α系数为0.94,重测信度为0.95,折半信度为0.84。结论 编制的乳腺癌内分泌治疗患者症状评估量表具有良好的信效度,适用于相关人群的症状测评。     

Nurse students’ competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation

BackgroundSafe pharmaceutical care requires competent nurses with specific knowledge, skills and attitudes. It is unclear whether nursing students are adequately prepared to perform pharmaceutical care in practice. Mapping their pharmaceutical care competences can lead to a better understanding of the extent to which curricula fit expectations of the labour market.ObjectivesTo assess pharmaceutical care competences of final-year nursing students of different educational levels.DesignA cross-sectional survey design.SettingsIn 14 European countries, nursing schools who offer curricula for level 4 to 7 students were approached.ParticipantsThrough convenience sampling 1741 final-year student nurses of level 4 to 7 were included. Sampling strategies were country-specific.MethodsA web-platform was developed with an assessment of the level in which students mastered pharmaceutical care competences. Knowledge questions, case studies (basic/advanced level), self-reported practical skills and attitudes were evaluated.ResultsMean scores for knowledge questions differed significantly (p < 0.001) between level 5 (56/100), level 6 (68/100) and level 7 students (72/100). For basic cases level 5 students reached lower scores (64/100) compared with level 6 (71/100) and level 7 (72/100) students (p = 0.002 and p = 0.005). For more advanced cases no difference between levels was observed (overall mean 61/100). Most students (63–90 %) considered themselves skilled to perform pharmaceutical care and had positive attitudes towards their participation in pharmaceutical care (65–97 %).ConclusionsRelatively low knowledge scores were calculated for final-year student nurses. In some domains, lower levels of students might be insufficiently prepared to take up responsibilities in pharmaceutical care. Our assessment can be used as a tool for educators to evaluate how prepared nursing students are for pharmaceutical care. Its further implementation for students of different educational levels will allow benchmarking between the levels, both within and between countries.