Exploring the technology readiness of nursing and medical students at a Canadian University

Technology readiness is a well-established construct that refers to individuals' ability to embrace and adopt new technology. Given the increasing use of advanced technologies in the delivery of health care, this study uses the Technology Readiness Index (Parasuraman, []) to explore the technology readiness of nursing and medical students from the fall 2006 cohort at Memorial University of Newfoundland. The three major findings from this study are that (i) rural nursing students are more insecure with technology than their urban counterparts, (ii) male medical students score higher on innovation than their female counterparts and have a higher overall technology readiness attitude than female medical students, and (iii) medical students who are older than 25 have a negative technology readiness score whereas those under 25 had a positive score. These findings suggest health care professional schools would be well served to implement curricular changes designed to support the needs of rural students, women, and those entering school at a non-traditional age. In addition, patterns such as those observed in this study highlight areas of emphasis for current practitioners as health care organizations develop continuing education offerings for staff.     

实习医学生、护生对临床护士角色期待差异的调查分析

目的 调查医学生、护生对临床护士角色期待的差异,为进一步开展医护合作教育提供依据.方法 运用自行设计的护士角色期待问卷对郑州大学实习已满10个月的临床医学专业学生154名及护理学专业学生145名进行调查.结果 医学生、护生对临床护士角色期待的差异主要集中在“医护沟通与协作”上,护生的积极性高于医学生;医学生、护生均在条目15(反向条目)“护士只要执行医嘱即可,无需提供意见或建议”得分最低.结论 学校及临床带教老师要鼓励护生多学习医学知识,加强其临床实践能力、专业能力及职业素养,从而提高护理行业及人员的地位,提高医护双方的信任感.同时在医学生、护生中开展医护合作教育,加强医护沟通,使医学生、护生认识到护士的多重角色,增进新型医护合作关系的发展.     

The Relationship of Childhood Adversity on Burnout and Depression Among BSN Students

Background

Research evidence strongly suggests that Adverse Childhood Experiences (ACEs) predispose individuals to development of an increased sensitivity to stress and negative physical and mental health outcomes in adulthood.

Learning strategies of first year nursing and medical students: A comparative study

Background

Interprofessional education (IPE), where two or more professions learn with, from, and about each other to improve collaboration and the quality of care, has been proposed as a curriculum strategy to promote mutual understanding between professions, thus helping to prepare health professionals to work in challenging contemporary health systems. Although there is support for IPE initiatives within health professional education, differences in student motivation and learning strategies are likely to contribute to the success of these initiatives.

Objective

To explore self-regulated learning strategies used by first year medical and nursing students, and to determine if these strategies were different among nursing students who were high achievers.

Design

A comparative survey design.

Setting

Nursing and medical nursing schools in a large university in the western region of Sydney, Australia.

Participants

Six hundred and sixty-five first year nursing (n = 565) and medical (n = 100) students in a large university in the western region of Sydney were surveyed to assess motivational and learning strategies using The Motivated Strategies for Learning Questionnaire (MSLQ). Data relating to sociodemographic characteristics and academic performance were also collected.

Results

Nursing students were significantly older than medical students (mean age: 24.4 years versus 19.4 years; p < 0.001), and there were also more females in the nursing student group (82% versus 56%; p < 0.001). Although nursing students had a higher mean score for extrinsic goal orientation compared to medical students (p < 0.001), medical students had higher mean scores for the other four learning strategies measured: peer learning (p = 0.003), help seeking (p = 0.008), critical thinking (p = 0.058), and time and study environment management (p < 0.001). Similarly, the grade point average (GPA) of medical students at the end of their first year was significantly higher (4.5, S.D. 1.4 versus 3.6, S.D. 1.3; p < 0.001) compared to that of nursing students.

Conclusion

While interprofessional education is seen to have many benefits for students, this study demonstrates differences in motivational and learning strategies between nursing and medical students that may impact on the success of interprofessional programs.     

An investigation on nursing, midwifery and health care students' learning motivation in Turkey

The aim was to determine differences between the dimensions of motivational learning and sociodemographic characteristics of nursing, midwifery and health care students. For the purpose of collecting data on learning-oriented motivations, occupational learning motivation scale (OLMS) was used. The OLMS was designed to assess the constructs of extrinsic, intrinsic and negative factors for learning, cognitive and lifelong learning goals. The mean levels of the items “willingness to help people”, “fear of making mistakes” and “willingness to work with those likely to motivate them” were all determined to be high. Significant differences were revealed for the sex of the students (p < 0.05).     

长春市本科及专科实习护生护理纠纷认知情况的调查及对策

目的 研究长春市本科及专科实习护生对护理纠纷的认知情况,为提高实习护生临床护理质量提供依据.方法 对长春市已经进入临床实习的266名护生就护理纠纷的认知情况进行问卷调查,并对结果进行分析.结果 大部分本科和专科实习护生认为现今的护患关系比较紧张,本科生94人占72.3％,专科生89人占65.4％.引起护理纠纷的相关因素与不同学历有显著关联.结论 应明确护理纠纷产生的原因,并针对不同学历实习护生提出相应建议.     

本科与专科学生专业英语水平存在差异的原因分析及对策

[目的]调查本科、专科学生专业英语水平中存在的差异并分析原因、采取对策.[方法]从选修本课程的2006级本科、专科学生中分别随机抽取75人,作为本科组与专科组,以不记名方式参加问卷调查,问卷调查内容包括学生对课程现状的评价、对自我学习效果的评价、对课程设置期望方面的内容.[结果]本科、专科学生在对课程满意度、自我学习效果评价、对课程期望方面有很大差异.[结论]教材难度高、课程内容枯燥、专科学生具有自卑心理等因素造成了本科、专科学生学习效果的差异.教师应因材施教,采用灵活生动的教学方法,激发学生学习兴趣,提高教学质量.     

护生乳房自检知、信、行的调查分析

目的为了推广和普及乳房自检,在临床护生中对乳房自我检查(BSE)的知、信、行等情况进行调查研究。方法随机抽取86名护生作为调查对象,发放以乳房自检知识、信念、态度和行为为内容的问卷。结果了解乳房健康知识的护生只有37.5%,绝大多数不会真正关爱乳房健康。结论反映护生对乳房自检知识缺乏、自我保健意识淡薄,加强BSE相关知识和技术的教育,迫在眉睫。     

对朝鲜族和汉族护生临床实习前后心理健康状况的研究

[目的]探讨朝鲜族与汉族护生临床实习前后心理健康状况。[方法]应用艾森克个性问卷及症状自评量表(SCL-90),对延边地区朝鲜族、汉族护生实习前后的心理健康状况进行评定。[结果]朝鲜族、汉族护生间的个性差异无统计学意义(P>0.05)。实习前护生SCL-90总均分、阳性项目数和各因子分均高于国内女性常模,差异有统计学意义(P<0.01或P<0.05);朝鲜族与汉族护生心理健康状况差异无统计学意义(P>0.05)。实习后护生躯体化、强迫症状、焦虑、精神病性、阳性项目数与国内女性常模比较差异有统计学意义(P<0.01或P<0.05),实习前后朝鲜族护生强迫症状、人际关系、焦虑、恐怖、偏执、精神病性、总均分、阳性项目数差异有统计学意义(P<0.01或P<0.05),而汉族护生实习前后各项差异均无统计学意义(P>0.05)。[结论]朝鲜族与汉族护生实习前后心理健康状况均较差,学校、实习医院护理管理者应给予重视。     

新时期护生实习压力来源的结构及水平的调查分析

目的了解新时期护生实习压力来源的结构及水平,为临床教学方法的改革提供参考。方法采用访谈和问卷调查法,对将于2013年毕业参加工作的100名新时期护生在实习期间产生的压力的结构及水平进行调查,并对调查数据进行统计和分析。结果新时期实习护生的压力来源为五因素结构：被认可性、临床护理能力、职业发展、现场应对和身心疲惫。结论新时期护生实习压力来源的结构及水平与以往相比发生了一定的变化,临床带教者应根据新时期护生的特点对临床教学进行适当改革,以便更好地帮助护生完成心理转变和角色适应。     

护生乳房自检知、信、行的调查分析

目的为了推广和普及乳房自检，在临床护生中对乳房自我检查（BSE）的知、信、行等情况进行调查研究。方法随机抽取86名护生作为调查对象，发放以乳房自检知识、信念、态度和行为为内容的问卷。结果了解乳房健康知识的护生只有37．5％，绝大多数不会真正关爱乳房健康。结论反映护生对乳房自检知识缺乏、自我保健意识淡薄，加强BSE相关知识和技术的教育，迫在眉睫。     

北海市中学生心理健康状况及其影响因素研究

【目的】探讨本市中学学生心理健康状况及其影响因素。【方法】采用症状自评量表（SCL90）和父母教育方式评价表,对本市9所中学随机抽样2348人进行问卷调查。【结果】心理问题检出率13．3％;初高中、重点与非重点中学、普通高中与职业高中学生心理问题检出率分别为10．1％与16．8％、i8．1％与12．1％、16．2％与10．5％,差异均有统计学意义（P〈0．05）;独生子女与非独生子女心理问题在抑郁、偏执、敌对、恐怖等因子分存在差异（P〈0．05）。多元回归分析表明中学生心理健康的主要影响因素有父母的拒绝与否认、父亲过度保护与偏爱、母亲的惩罚严厉与干涉及文化程度、是否离异家庭、性别、年级和学习负担。【结论】中学生心理健康状况受成长过程中特点、学习压力、父母养育方式影响,值得医疗卫生保健与学校共同关注。     

台州市中小学生龋齿流行病学调查分析

目的了解台州地区中小学生龋齿患病情况,为制定口腔保健规划提供依据。方法抽取台州市2所中小学2502名学生,其中男生1501名,女生1001名;年龄7～17岁。口腔检查按照《全国学生常见病综合防治方案技术规范》进行;龋齿诊断采用世界卫生组织(WHO)龋病诊断标准。结果中小学生总患龋率为37．41%,初中生(25．51%)低于小学生(53．63%)和高中生 (31．01%),P＜0．05。患龋率最高的是9岁年龄组,达68．18%,后随年龄增加而逐渐下降,14岁以后略有回升。受检者龋均为0．86颗,患者龋均2．29颗。男女生息龋差异无统计学意义(P＜0．05)。龋齿总充填率为22．70%,小学生(7．00%)＜初中生(37．31%)＜高中生(48．00%),P＜0．05;女生 (26．23%)明显高于男生(20．30%),P＜0．01。结论学生龋齿患病率较高,龋齿充填率较低;口腔卫生知识的宣传教育和防治措施的落实需大力加强。应在学生中定期开展龋齿普查,做到早检查、早发现、早预防、早治疗。     

Promoting the nursing profession: the perceptions of non-English-speaking background high school students in Sydney, Australia

By using an ethnographic approach, this paper explores the perceptions of nursing among the non-English-speaking background high school students in Sydney, and describes how the nursing profession could be promoted to them. A volunteer sample of four groups of high school students with parents from Lebanon, Vietnam, Korea and mainland China were recruited. In-depth focus group interviews were conducted. Through constant comparison of categories, 10 concepts emerged from the three major themes to describe the students' career preferences and their influencing factors; their image of nursing and their suggestions on how nursing could be promoted to them. These findings highlighted the significance of social, cultural and political factors that influenced the students' perceptions of nursing and their career choice. Implications and suggestions for marketing and recruitment strategies are discussed.     

护理与非护理专业学生心理健康及其影响因素调查与分析

目的了解护理与非护理专业学生的心理健康差异及其影响因素,为对护理专业学生的心理健康教育提供依据。方法应用6种问卷对223名护理专业学生以及232名非护理专业学生的心理健康及其影响因素进行调查,并对比分析。结果护理专业学生的焦虑、抑郁得分低于非护理专业,而在K10问卷上的心理健康得分高于非护理专业,但是两个群体只在焦虑得分上的差异具有显著意义(P0.05)。结论护理专业学生的心理健康水平整体优于非护理专业,其心理健康受压力感、应对方式、社会支持、意义感与控制感的影响较大。     

护理专业本科与专科实习生焦虑程度及其相关因素比较研究

目的:探讨和分析2009年同届护理专业本科生与专科生在实习结束前焦虑程度及其影响因素。方法:选取在该院实习的2009年同届护理本科生和专科生为研究对象,采用状态焦虑自评量表及焦虑相关因素调查表进行调查。结果:实习结束前护生的状态焦虑自评得分均高于大学生常模,引起护生焦虑的相关因素主要是护士执业考试、毕业技能统考、科研训练;专科生在执业考试方面压力明显高于本科生;本科生与专科生在技能统考方面压力一致;本科生在科研训练与执业考试方面压力基本持平。结论:短时间内多重考试加重学生负担,应该调整实习计划或降低技能考试标准,减轻学生压力。