数据挖掘在国内护理领域应用的文献计量学分析

目的 分析数据挖掘在护理领域的应用现状,为开展护理学相关研究提供参考.方法 计算机检索中国期刊全文数据库和万方数据库自建库以来至2019年12月31日所收录的有关数据挖掘应用于护理领域的文献,采用文献计量学方法对文献年度和地区及期刊分布、作者情况、合著率及数据挖掘技术分布情况等进行分析.结果 共纳入351篇文献,文献年...     

动机性访谈在国内慢性病健康管理中的应用现状

目的系统评价动机性访谈(motivational interview,MI)在国内慢性病健康管理中的应用现状,为其在慢性病管理中的进一步推广应用提供参考和依据。方法 2014年12月,计算机检索PubMed、中国学术期刊网全文数据库(China national knowledge infrastructure,CNKI)、维普中文科技期刊数据库和万方数据资源系统、中国生物医学期刊数据库等数据库,根据纳入和排除标准筛选文献、提取资料,对纳入研究的设计、干预措施和效果评价指标等进行系统评价。结果共检索到138篇文献,最终纳入26篇文献,累计干预人群1449例、对照人群1453例;MI主要在医院和社区开展,由社区、临床医护人员或护理专业研究生实施;评价指标主要涉及生理、心理、行为、自我效能和生活质量等5个方面。结论 MI对于改善慢性病患者的个人不良行为、提高其生活质量具有重要作用,值得在我国慢性病管理中推广应用。     

我国淋巴瘤护理研究现状的文献计量分析

目的 探究我国淋巴瘤护理研究的发展现况,揭示该领域存在的问题,以期为我国淋巴瘤护理科研的开展提供理论依据及发展方向.方法 采用文献计量法,以"淋巴瘤"和"护理"为检索词,对在中国期刊全文数据库、万方数据库和中文科技期刊全文数据库中的相关文献予以检索并分析.检索时间为各数据库建库至2019年2月.结果 共纳入淋巴瘤护理期...     

养老机构老年人抑郁症状的心理-社会干预效果的系统评价

目的系统评价心理-社会干预措施对养老机构老年人抑郁症状的干预效果。方法计算机检索PubMed数据库、Ovid数据库集合、外文生物医学期刊文献数据库(foreign medical journal service,FMJS)、外文医学信息资源数据库(foreign medical retrieval service,FMRS)、重庆维普科技期刊数据库、万方全文期刊数据库及同方知网全文期刊数据库,收集1995年1月至2014年3月心理-社会干预对养老机构老年人抑郁症状影响的相关随机对照试验(randomized controlled trials,RCT)和准实验性研究(quasi-experimental design,QED),根据纳入和排除标准筛选文献、提取资料及质量评价,并对文献进行定性分析。结果共纳入22篇文献,文献分析显示,回忆疗法、运动疗法、人生回顾、视频通话及动物陪伴等有助于减轻养老机构老年人的抑郁症状。结论养老机构工作人员可将心理-社会干预措施整合至日常照护服务中,以减轻老年人的抑郁症状,促进其健康老龄化。     

非药物干预对化疗所致恶心呕吐影响的系统评价再评价

目的 对化疗所致恶心呕吐的非药物干预措施进行系统评价再评价。方法 检索有关非药物干预防治化疗所致恶心呕吐的系统评价或Meta分析文献。检索数据库包括中国知网、万方全文数据库、维普全文数据库、中国生物医学文献数据库、Cochrane Library、卫生保健及护理学数据库(CINAHL)、Embase、Pubmed,检索时间为建库至2022年6月30日。筛选文献后,提取纳入文献的相关资料,并评价分析其方法学质量和证据质量。结果 共纳入19篇系统评价文献,其中中质量等级4篇,低质量等级8篇,极低质量等级7篇。文献共评价8种非药物措施的证据,其中穴位刺激对化疗所致恶心呕吐的积极影响最为显著。结论 通过对目前已发表的系统评价再评价发现,非药物干预可尝试作为临床或居家管理化疗所致恶心呕吐的辅助手段,其中穴位刺激可优先考虑。但纳入文献的方法学质量不高、证据等级偏低,其效果仍需进一步验证。     

康复训练对脑卒中后单侧空间忽略患者功能影响的Meta分析

目的系统评价康复训练对脑卒中后单侧空间忽略患者功能的影响。方法检索PubMed、The Cochrane Library、中国期刊全文数据库(CNKI)、中文科技期刊全文数据库(VIP)和万方数据库,收集康复训练对脑卒中后单侧空间忽略患者影响的随机对照试验,采用RevMan 5.2软件进行统计处理。结果纳入文献23篇,共1513例患者。Meta分析显示,干预组患者的运动功能、日常生活活动能力、忽略程度改善情况明显优于对照组(均P0.05)。结论康复训练可以有效促进脑卒中后单侧空间忽略患者功能的康复。但纳入文献研究总体质量不高,需要进一步开展高质量大样本研究来揭示康复训练对脑卒中后单侧空间忽略患者功能的影响。     

器官捐献和移植教育影响医学生认知和态度的系统评价

背景：医务工作人员在器官捐献和移植过程中发挥着重要的作用,但作为未来的医务工作人员—医学生对器官捐献和移植呈现出知识的不足和矛盾的态度。
　　目的：系统评价器官捐献和移植教育对医学生认知和态度的影响。
　　方法：检索外文数据库PubMed、WILEY ONLINE LIBRARY、ProQuest Health、Medline、EMbase、中文数据库中国知网、维普及万方数据库,全面检索对医学生进行器官捐献和移植教育的研究,纳入符合标准的文献,应用澳大利亚JBI循证卫生保健中心对随机对照试验和类实验性研究文献真实性评价的原则进行评价,以GRADE指南进行质量分级,主要评价结局指标为医学生对器官捐献和移植的认知和态度。
　　结果与结论：来自3个国家的8篇文献符合纳入标准,1篇为随机对照试验,质量评价为高质量;1篇类实验研究评价为高质量;5篇类实验研究质量评价为中级;1篇类实验研究质量评价为低级。6篇研究评价了教育对医学生知识水平的影响,6篇研究评价了教育对医学生态度的影响。通过系统评价得出运用教育能够提高医学生对器官捐献和移植的认知,改变对器官捐献和移植的态度。由于纳入的文献多为类试验研究,结论有待于高质量的随机对照试验进一步验证。     

医护人员对灾难救援培训需求的文献分析

目的系统回顾国内外医护人员对灾难救援培训需求的研究。方法 2015年11-12月,计算机检索重庆维普科技期刊数据库(1978-2015)、万方全文期刊/学位论文数据库(1990-2015)、同方知网全文期刊/学位论文数据库(1915-2015)、PubMed(1874-2015)数据库、护理学及医疗相关文献累计索引(cumulative index to nursing and allied health literature,CINAHL)英文数据库,根据纳入和排除标准筛选文献、提取资料及质量评价,并对文献进行定性分析。结果共纳入26篇文献共计25项研究,其中7项研究为高质量、17项为中等质量、1项为低质量;2011-2015年发表16项研究(占64%),研究对象主要为在职医护人员;医学生倾向于采用非课程培训的方式,在职医护工作者更愿意参加理论与实践相结合、专业师资指导的小组培训,并且希望为短期培训,在工作日的白天开展;90%的护士希望通过邮寄信件的方式接到培训通知。结论对医护人员进行灾难救援的培训,培训项目的主题应限定为具体的灾难种类,开设培训项目时需尽量考虑医护人员对培训方式、时间等的需求,培训内容则应结合专家意见进行设计。     

延续护理干预对急性胰腺炎病人复发率影响的系统评价

[目的]系统评价延续护理干预对急性胰腺炎病人复发率的影响。[方法]制定检索策略,检索Cochrane Library、PubMed、Medline、CINAHL、BMJ、Ovid、中国期刊全文数据库(CNKI)、中国生物医学文献数据库、万方医学网、维普中文期刊数据库,收集国内外公开发表的关于急性胰腺炎病人延续护理干预的随机对照试验,由2名研究者根据文献纳入和排除标准严格筛选文献并进行文献质量评价、提取资料,使用Review Manager 5.3软件进行Meta分析。[结果]共纳入11篇随机对照试验,1 154例病人。Meta分析结果显示:干预组病人总复发率、乙醇性急性胰腺炎复发率低于对照组(P0.01),干预组饮食因素引起的急性胰腺炎复发率低于对照组(P0.05)。[结论]延续护理干预有利于降低乙醇性急性胰腺炎、饮食因素引起的急性胰腺炎复发率。     

我国核心期刊卒中后失眠护理的研究现状与热点趋势分析

目的 对我国核心期刊刊载的卒中后失眠护理的相关文献进行筛选、分析,以了解该领域大体的研究现状与热点趋势。 方法 系统检索中国知网、万方、维普、中国生物医药数据库中被中国科技论文统计源和（或）北大核心期刊收录的卒中后失眠护理相关文献,检索时间为建库至2021年12月31日。运用文献计量学方法对文献数量、期刊、基金、作者、机构、地区、关键词、研究类型及内容进行分析。 结果 纳入文献111篇,年发文量呈上升趋势,《护理研究》刊载量最多,以随机对照研究为主。对卒中后失眠的影响因素和护理干预开展了研究,现研究热点是对卒中患者行中医护理、正念疗法干预失眠。 结论 我国正处在卒中后失眠护理的初始阶段,早期较多开展了卒中后失眠影响因素的研究,现今中医护理、正念疗法为研究热点。     

Validated instruments used to measure attitudes of healthcare students and professionals towards patients with physical disability: a systematic review

Background  

Instruments to detect changes in attitudes towards people with disabilities are important for evaluation of training programs and for research. While we were interested in instruments specific for medical students, we aimed to systematically review the medical literature for validated survey instruments used to measure attitudes of healthcare students and professionals towards patients with physical disability.     

Attitudes to disability of Russian occupational therapy and nursing students

Positive student attitudes toward disability are essential to client-centred rehabilitation. Instilling such attitudes in students enrolled in the first occupational therapy (OT) and post-diploma nursing management (NM) courses in Russia was a key objective of the curriculum development team. The team's aim was to combat the traditional Russian attitude of pity, dependence and marginalization. To this end, the introductory classes were developed and taught by teachers from the All Russia Society of Disabled (ARSD). This paper examines the attitudes to disability in Russia and compares the attitudes of three groups of students. Students in the OT and NM programmes (n = 18) in Volgograd were compared to other nursing students in the same college (n = 21) and to nursing students in a Moscow medical school (n = 20). All completed the Scale of Attitudes Toward Disabled Persons (SADP). The Kruskal-Wallis and Mann-Whitney U statistics revealed that students in the OT and NM programmes had significantly more positive scores (P = 0.01) than either of the other groups. This suggests that the strategies adopted by the curriculum team were successful in developing positive attitudes in students.     

Attitudes towards people with disabilities across different healthcare undergraduate students: A cluster analysis approach

Background and Purpose

Negative attitudes towards disability amongst healthcare professionals endanger social inclusion of people with disabilities (PwD). This study aimed to investigate the attitude of undergraduate healthcare students of various disciplines towards PwD, including specific aspects of their attitude.

Methods

We assessed the attitudes of university students, including physiotherapy, speech therapy, nursing, social work and medical students, through the Greek Interaction with Disabled Person Scale (IDPS) in a survey. Data were analysed using a two-step clustering technique.

Results

Four hundred-eighty undergraduate healthcare students (21.4 ± 5.3 years-old; 135 males, 345 females) were recruited. Two-step cluster analysis identified three homogenous subgroups labelled Least positive attitude (42.3%), Moderately positive attitude (26.9%), and Most positive attitude (30.8%) groups. Τhe main differences in healthcare students' attitudes between the three distinct groups appeared to be in feelings of sympathy, fear and susceptibility towards disability, suggesting that these aspects of attitude needed to be primarily addressed. Results also revealed that females, being in higher semester/year of studies, having completed a clinical module with PwD and having frequent contact with PwD were related to more positive attitudes.

Conclusion

Taking into account that the majority of the healthcare students' sample yielded least and moderately positive attitudes, towards PwD, further actions should be taken for promoting more positive attitudes towards disability. A social model in teaching to increase student's awareness of PwD and skills to work with these people, having PwD themselves teaching such modules, focussing on positive experiences and reminding the students of the benefits of having positive attitudes towards PwD, as well as promoting ways to increase the contact of healthcare students with PwD (such as teaching in co-operation with organisations of PwD or finding alternative clinical placements with PwD), can be beneficial in promoting more positive attitudes towards disability.     

Medical students' attitudes toward persons with disability: a comparative study

OBJECTIVES: To investigate first-year medical students' attitudes toward persons with disability and to examine whether gender and a background in disability determine attitudes toward persons with disability. DESIGN: A cross-sectional survey. SETTING: University settings in the United States and Canada. PARTICIPANTS: Ninety first-year medical students (US, n=46; Canada, n=44) were surveyed. INTERVENTION: Medical students given 3 surveys. MAIN OUTCOME MEASURES: Attitude Toward Disabled Persons (ATDP) Scale, Scale of Attitudes Toward Disabled Persons (SADP), and Rehabilitation Situations Inventory (RSI). RESULTS: There were no differences between the medical student groups from the United States and Canada. Compared with norms, medical students overall have more positive attitudes on the ATDP. Their attitudes were less positive on the SADP and on its optimism-human rights subscale. On the RSI, they were less comfortable with sexual situations and depression. Male medical students held poorer attitudes as scored than female medical students. Those with a background in disability were more comfortable dealing with challenging rehabilitation situations. Comfort with challenging rehabilitation situations showed significant differences across levels of experience but not gender. The more positive medical students' attitudes are toward persons with disability, the more likely they are to be comfortable with challenging rehabilitation situations. CONCLUSION: First-year medical students from the United States and Canada held similar attitudes and had less positive attitudes than SADP norms. Gender and background in disability influenced attitudes. Male medical students were more likely to hold negative attitudes. Specific educational experiences need to promote more positive attitudes.     

A comparison of attitudes of medical students in England and in South Africa towards patients with life-limiting illness

All medical schools in the U.K. now include teaching in palliative care in the undergraduate curriculum, and this is mirrored in Europe and the U.S.A. In South Africa, however, palliative care education and provision are not widely available. An increasing number of medical and nursing staff are invited to teach palliative care in other countries. Such teaching should, however, take into account the cultural attitudes the students have towards the care of patients with a chronic or terminal illness. Nineteen statements on attitudes were constructed, and medical students in Leicester, U.K., and in Medunsa, South Africa, were invited to respond to them using a 10-point Likert scale. The questionnaire was distributed before either cohort of students had received any teaching in this area. Students in South Africa were significantly more likely to want to work in a speciality where most patients were likely to be cured (p < 0.001) and significantly less likely to believe that caring for dying patients could be rewarding (p < 0.001). South African medical students had significantly fewer positive attitudes than had their U.K. counterparts toward patients being informed of a terminal prognosis (p < 0.001). This study indicates that cultural differences between medical students may have an effect on the teaching of care for patients with life-limiting illness. This has relevance for curriculum delivery, especially when professionals are invited to teach or develop material on palliative care for other countries.     

Attitudes towards disability in an undergraduate nursing curriculum: the effects of a curriculum change

Through improved technology and treatment and ongoing de-institutionalisation, nurses will encounter growing numbers of people with disabilities in the New Zealand community and hospitals. Quality of nursing care is influenced by attitude and this study was to evaluate the effect of a curriculum change on the attitudes of two different streams of student nurses towards people with disabilities. During the year 2002 a focused disability unit was introduced to the revised undergraduate nursing curriculum of a major educational institution in New Zealand. The opportunity arose to consider student nurses' attitudes toward disabled people, comparing two streams of students undertaking two different curricula. A convenience sample of students completed the attitudes toward disabled persons questionnaire form B (Yuker, H.E., Block, J.R., Younng, J.H., 1970. The Measurement of Attitudes Toward Disabled Persons. INA Mend Institute, New York), prior to and on completion of their relevant disability unit. No statistically significant difference in scores was demonstrated. A number of possible reasons for this are suggested.     

A systematic review of disability awareness interventions for children and youth

Purpose: Children’s lack of knowledge about disability can adversely impact their attitudes toward people with disabilities. The purpose of this study is to review the common elements of effective disability awareness interventions. Methods: A systematic review of disability awareness interventions for children and youth was conducted to assess the effective components of these interventions. Electronic searches were conducted using OVID, CENTRAL, PsychInfo, ERIC, Social Science Citation Index, GreyNET Scopus and Google Scholar. The inclusion criteria included (i) an intervention raising awareness about disability, (ii) school-age children with the average age between 5–19 years old, (iii) at least one measurable outcome focusing on knowledge about disability or attitudes towards and/or acceptance of people with a disability and (iv) published article or grey literature. Results: Of the 1031 articles that were identified in the search, 42 met the criteria to be included in the review. We classified the disability awareness interventions into 5 broad types including (i) social contact, (ii) simulation, (iii) curriculum, (iv) multi-media curriculum and (v) multiple components. Thirty-four studies showed an improvement in attitudes towards and/or acceptance of peers with disabilities. Eight of these studies also demonstrated an improvement in knowledge of people with disabilities. Five of the interventions found no support for improving knowledge about, or acceptance of people with disabilities. Conclusion: Disability awareness interventions can successfully improve children’s knowledge about and attitudes towards peers with a disability; they should include several different components over multiple sessions. Relevance: These findings are being used to further develop disability awareness interventions to help improve the social inclusion and participation of children with disabilities within mainstream classrooms.

Implications for Rehabilitation

• Well-designed disability awareness interventions for children and youth can help improve knowledge about disability, attitudes towards people with a disability and acceptance of peers with a disability.

• Rehabilitation health care providers and educators should be trained to recognize when children with disabilities are being socially excluded and be prepared to provide or recommend appropriate resources and interventions on how to address this issue.

• Clinicians, educators and children with disabilities should all be involved in the development of disability awareness programs.

• Educators should carefully choose an appropriate intervention to meet the needs of the children in their class while considering age appropriateness and diversity of the students. It is also important for educators to be cognizant of the broader societal influences that impact attitudes towards disability.

     

Medical students' and allied health care professionals' perceptions toward the mentally retarded population

The purpose of this study was to determine if differences in expectations toward individuals with varying levels of mental retardation exist between medical students themselves and between health care professionals involved with these individuals. There were 136 medical students (52%) and 119 health care professionals (89%) who completed the modified Prognostic Beliefs Scale survey. Medical students demonstrated lower expectations compared to health care professionals. No relationship was found among medical student expectations and selected background variables including a family member with a disability and working with disabled individuals. A curriculum was developed focusing on informing and sensitizing medical students toward the needs of developmentally disabled persons. The response of the students to the program has been outstanding, with a positive change in attitudes and perceptions.     

Stigmatization of schizophrenia as perceived by nurses, medical doctors, medical students and patients

Stigmatization of schizophrenia is widespread and its genetic explanation may potentially increase the stigma. The present study investigated whether seeing schizophrenia as a genetic or environmental disorder might influence perceived beliefs towards people with schizophrenia and whether social stigmatizing attitudes were differently perceived the 202 subjects who were recruited. Perceived social stigmatizing attitudes were compared among participants who read two vignettes depicting a person with schizophrenia. Then, the Standardized Stigmatization Questionnaire (SSQ) was administered. A genetic explanation of schizophrenia was more frequently associated with stigmatizing attitudes. Also, there were higher levels of perceived stigmatization in medical students and medical doctors than in other groups based on their social experience or background. However, the sample size was small and this was a non-experimental design; also the SSQ would benefit from more cross-validation. About half of the participants perceived stigmatizing social attitudes. Finally, considering schizophrenia as a genetic disorder influenced participants perception of other people's beliefs about dangerousness and unpredictability and people's desire for social distance.