A Mock Telephone Triage Experience for Nurse Practitioner Students

The ability to manage patient telephone calls competently and confidently is an important skill for nurse practitioners (NPs). A curriculum intervention was implemented in a pediatric NP program to promote this skill. Thirty-nine NP students participated in a mock telephone triage experience to determine whether triage, involving student/faculty mock parent telephone calls, would increase the student’s confidence and competence. A Likert scale pre/post questionnaire surveying perceived confidence, competence, and readiness to practice revealed an increase in students’ confidence in decision making, assessing the patient, and making a diagnosis over the phone.     

Effect of patent ductus arteriosus on the heart in preterm infants

There continues to be controversy on the long‐term effects of a patent ductus arteriosus (PDA) and its management. However, the hemodynamic effects of a large PDA in a preterm infant are well known. This article aims to provide insight into the adaptive changes and remodeling effects of a PDA on the myocardium in preterm infants.     

Myocarditis in the pediatric population: A review

Myocarditis has a variable clinical presentation and there is still debate regarding accurate diagnostic criteria. Adding to the controversy surrounding this diagnosis, there is no clear consensus for the treatment or ongoing follow‐up of patients with myocarditis. All of this makes the diagnosis and management of myocarditis a particular challenge in the pediatric population. Furthermore, the literature with respect to this topic is dynamic and ever‐changing. In this review article, we aim to review and summarize the common clinical presentations of myocarditis, along with the latest recommendations for diagnostic criteria, treatment, and follow‐up of patients with myocarditis.     

儿科临床教学中EBM+PBL教学法的应用分析

目的分析儿科临床教学中EBM+PBL教学法的应用效果。方法选取2018年2月—2018年12月在医院儿科实习的医学专业学生50名,随机将其分为参照组(常规教学法)和观察组(EBM+PML教学法)。比较两组的教学效果。结果相对比参照组,观察组学生的理论掌握得分(94.28±3.15)分更高、临床实践得分(90.69±3.55)分明显提高,学生对自主学习、语言表达、问题解决、文献检索及团队合作能力的认可度更高,而学生对教学满意度达到96%,两组数据差异经过比较P<0.05。结论在儿科临床教学期间采用EBM+PBL教学法,学生的综合能力增强,确保教学质量。