本科护生临床实习态度调查分析

目的调查与分析本科护生在临床实习中的态度与相关影响因素。方法自制临床实习调查表对2016年6月需要到临床进行实习的120名本科实习护生进行整群抽样调查,统计本科护生各条目评分情况、不同类型护生临床实习态度评分,计量资料比较采用t检验,P0.05为差异有统计学意义。结果 120名本科护生中,临床实习态度平均分在3~4分的占68.70%,在4~5分的占9.57%,3分以下的占21.74%;护生意向因素得分较高,情感因素、认知因素得分均较低;担任干部与自愿选择本专业的护生实习态度评分分别高于未担任班干和非自愿选择本专业的护生(均P0.05)。结论大部分本科护生在临床实习中都具有良好的态度,而护生实习态度与是否自愿选择本专业和是否担任班干有关。     

临床护理带教中存在的问题与对策

临床护理实习是护理教学中的重要环节,也是护生向护士角色转变的重要阶段,我们通过对现阶段临床护理带教工作中存在的现象进行全面分析,针对出现的问题,寻求解决的方法,现将问题及对策报告如下。1影响带教质量几个因素1.1实习护生因素护生综合素质差异性较大,临床实际操作能力较弱,加之部分护生怕吃苦,对医院环境适应能力较差,故在实习中面对老师、患者、患者家属及临床中的突发事件时,容易产生恐惧紧张情绪,很难保质保量完成临床实习工作。1.2带教老师因素由于临床带教老师的专业素质参差不     

临床实习护生手卫生依从性影响因素及对策

目的了解临床实习护生手卫生依从性的影响因素及对策。方法采用自行设计的问卷调查表对2010年来院实习的临床护生进行手卫生知识及洗手行为进行调查。结果实习护生对手卫生依从性影响因素主要有手卫生知识掌握不牢固、习惯意识及对交叉感染的认知程度不强、医院洗手设施配备不全、培训教育不够、缺乏管理制度等。结论实习护生是医院未来的主力军,肩负着护理事业的重任,而实习护生对医院感染认识相对不深,在临床实习阶段应规范带教老师行为,言传身教,自觉更新知识,培养护生的手卫生意识,配备完善的洗手设施,规范护生的洗手行为,从而提高实习护生手卫生依从性。     

浅谈护理临床带教的艺术

通过多年对实习护生的临床带教,发现护生在实习中多数存在被动学习、消极实习甚至恶性实习(与老师争执、和病人谩骂),分析护生实习中出问题的原因,临床带教中容易出问题的方面,借助科学的方法启发、引导实习护生向良性实习转变,发挥护生潜能,使护生自信、丰富圆满的完成实习计划,达到实习与带教双赢.     

影响护生临床实习效果的成因分析

目的:探讨对造成实习护生实习质量下降的成因,为夯实实习护生理论基础知识及临床实践能力、不断提升临床教学质量提供科学依据.方法:通过检索文献,阐述和分析影响护生临床实习效果的因素,总结出提升临床教学质量的方法.结果:实习护生、带教老师、患者及教学基地对实习效果均有不同影响.结论:来自护生自身的影响因素是决定因素,带教老师对实习效果可起到桥梁作用,患者和教学基地是实习的基础.适应新形式、探索新的适应模式的带教方法以及提升临床教学质量是今后努力的方向.     

浅谈基层医院护生在临床实习中常见的问题与对策

护生临床实习是护理工作的重要组成部分,是护生人生观、世界观培养的关键时期,临床实习的成效不仅关系到护理学校的可持续发展,更关系到护理队伍的整体素质及护理事业的发展和传承.本文针对护生在临床实习中存在的问题进行分析,并采取了相应的对策,保证了实习效率,提高了教学质量.     

实习护生医院感染知识认知及影响因素调查分析

目的 对在医院实习的护理专业学生的医院感染认知现状进行调查,并分析影响认知的可能因素,提出干预方法.方法 对2012年138名临床实习护生,利用自行设计的调查问卷,了解掌握实习护生的医院感染认知情况.结果 实习护生对于医院感染的总体认知正确率在29.71％～57.25％;本科及以上学历认知正确率为46.88％、大专学历为38.75％、中专学历为30.77％;学历级别的差异是影响实习护生对医院感染认知水平的因素;有133名实习护生愿意接受医院感染培训,占96.38％;有123名实习护生愿意学习医院感染常规知识,占89.13％;有120名实习护生愿意学习医院感染预防措施,占86.96％;有111名实习护生愿意学习医疗废物管理原则,占80.43％,有106名护生愿意学习消毒方法,占76.81％.结论 临床实习护生对于医院感染的认知水平普遍一般,部分实习护生的认知水平低下,形势不利,应该对实习护生进行专业的教育指导,加强学习,旨在提升对医院感染的认知层次.     

川渝两地三级医院专科护生临床实习满意度调查分析

目的 了解川渝两地三级以上医院专科护理学生临床实习质量,探索护生在临床实践过程中的影响因素并提出应对措施,提升临床实习质量。方法 针对川渝两地三级医院专科实习护生共388人采用自制问卷调查表进行调查,问卷主要涉及到护生实习收获、带教教师专业素质及带教方式、科室管理以及医院实习环境4个方面。结果 护生总体满意度得分为(61.668±10.626)分,护生实习收获、带教教师专业素质及带教方式、科室管理和医院实习环境得分分别为(3.193±0.409)分、(3.164±0.664)分、(2.921±0.68)分、(2.968±0.721)分。结论 川渝两地三级医院的专科护生临床实习满意情况处于中等水平,加强学校-医院-科室三方沟通、注重实习过程性管理和监督、关注护生合理要求可有效提高护生临床实习质量。     

大专护生实习后期常见心理问题及分析

目的 探讨护生实习后期的心理状态,并提出对策.方法 对96例大专护生进行自制问卷调查.结果 护生实习后期存在多种心理问题.结论 实习后期护生受到诸多因素影响,出现多种心理问题,应采取对策,保证实习质量.     

医院临床护理实习生带教初探

护生临床实习是从理论到实践的一个学习过程,是质与量的变化,是从基础理论到临床技能的升华。培养好护生临床实习是护生从学校走向社会的重要转折点,是实习护生走上护理岗位的实践学习过程,也是理论联系实际、积累社会经验、走向独立工作的第一步,做好实习护生的临床带教,培养护生良好的素质,使护生毕业后能尽快适应临床护理工作的需要,适应现代护理模式的要求。因此在实习过程中,全方位、多方面的创造条件,除对护生传授专业知识和专业技能外,还必须注重护生素质、形象、沟通的能力、实践技术的能力、     

高职护生实习满意度调查及其对离职意愿的影响分析简

目的：了解高职护生临床实习的满意度及其对离职意愿的影响。方法：采用自行设计的满意度调查问卷的形式,对某校2010级实习护生进行调研,包括自身方面、带教老师、工作环境、工作管理4个维度18个项目。结果：护生对于带教老师方面满意度最高,对工作环境满意度得分较低。而临床工作压力大,工作劳累,以及医院感染对自身可能的威胁成为影响护生产生离职想法的最主要因素。结论：对护生进行人性化管理,提高带教老师的教学能力,对护生进行实习前针对性培训是提高临床护理教学质量、提升实习护生满意度的有效途径。     

Evidence-based research on the value of school nurses in an urban school system

BACKGROUND: With the increasing acuity of student health problems, growing rates of poverty among urban families, and widening racial/ethnic health disparities in child and adolescent health indicators, the contributions of school nurses are of increasing interest to policymakers. This study was conducted to evaluate the impact of school nurses on promoting a healthy school environment and healthy, resilient learners. METHODS: A mixed‐methods approach was used for this study. Using a cross‐sectional design, surveys captured the level of satisfaction that school staff had with the nurse in their school, as well as their perceptions of the impact of the nurse on the efficient management of student health concerns. Using a quasi‐experimental design, data from electronic school records were used to compare rates of immunization and completeness of health records in schools with nurses. RESULTS: This study provides evidence that school nurses positively influenced immunization rates, the accuracy of student health records, and management of student health concerns. This research demonstrates that teachers and other staff consider nurse interventions vital to eliminating barriers to student learning and improving overall school health. A cost analysis revealed the estimated annual cost per school for the time staff spent managing health concerns. CONCLUSIONS: In an environment of scarce resources, school boards need quality evaluation data to justify hiring and retaining school nurses to support improved school health environments.     

Texas public school nurses' assessment of children's oral health status

Researchers investigated the amount and types of dental morbidity that Texas public school nurses observed in an average school week. Two thousand nurses were randomly selected and surveyed by mail with 54% responding. Respondents reported 3.5% of the student population sought the nurses' services for a dental problem. Twelve school nurses reported that, of all health problems they observed, more than 50% were dental-related. Approximately 48% indicated oral health screenings occurred at least once every other year. Data suggest children are suffering dental problems that could possibly be detected and treated by oral health screenings, thus preventing more serious morbidity. As part of the Texas public school admissions protocol, like required immunizations, children suffering dental problems could be referred for preadmission oral examinations to identify early any dental problems, and thus improving the children's oral health and preventing school absenteeism.     

Schoolchildren's health as judged by Swedish school nurses -- a national survey

AIMS: To use school nurses' knowledge and experience for a better understanding of schoolchildren's health problems and their association to socioeconomic background and gender. METHODS: Mail questionnaires were sent to a nationally representative, random sample of Swedish school nurses (n=129). The questionnaire included structured and open-ended questions asking for school nurses' judgement of schoolchildren's health status; changes over the previous two years; estimation of schoolchildren's most common reasons for consulting the school nurse; and estimation of factors influencing schoolchildren's health. RESULTS: Swedish school nurses judged schoolchildren's mental health to have deteriorated during the previous two years with increasing health complaints, especially among girls and in disadvantaged housing areas. Disturbed family relations were considered as one important explanatory factor. Girls were more inclined to consult school nurses with subjective health complaints. Boys more often consulted the nurses with physical injuries. CONCLUSIONS: School nurses work closely with the children and meet them continuously during the school age period. They have a genuine knowledge of schoolchildren's health, which should be used even more, both in research and practice. The results may be applicable in other countries with similarly organized school health systems.     

Are Physicians Educable?

Third-year medical students on their pediatric rotation at the University of New Mexico (UNM) are assigned to spend two mornings with school nurses at the students' choice of schools. Each student is given a list of goals and questions relating to those goals to guide his/her experience. Following the two sessions, each student answers a questionnaire testing understanding of aspects of the school nurse's work and interrelationships between school nurses and physicians. Of the first 67 students responding to the questionnaire, 66 found the program valuable and worthy of continuation. The medical students' understanding of the capabilities and limitations of the nurses whose work they observed appeared excellent. Two-thirds of the students perceive poor communication with physicians as a major frustration for the nurses. Their appreciation of this need, plus their ability to recognize the many capabilities of school nurses, should result in better interaction between the two professions.     

Impact of school nurse case management on students with asthma

This project determined asthma prevalence in a large school district, absentee rates, and potential effects of school nurse case management for student asthma over three years. Data were derived from an asthma tracking tool used by nurses in one school district for every student reported as having asthma by their parent. School nurses began collecting data in their schools in 1999-2000 when an asthma-management protocol was first developed. Nurses documented perceived asthma severity for each student, presence of medication and peak flow meters in school, and case management activities provided. This data base was cross matched with percentage of days students were absent for any illness. Prevalence of asthma, based on school nurse records of parent report, was between 5.1% to 6.2% during the three years. Between 13.5% and 15% were moderate or severe. Students with asthma were absent between one-half to one and one-quarter days more often than those without asthma. In year three, 39% of students with asthma had medication at school, and 12% had a peak flow meter. Contacting a parent was the nurse case management activity provided for the largest number of students (27% of students with asthma), followed by asthma education (16.5%), contact with physician (6%), and home visits (1%). Students who received at least one school nurse case management intervention were more likely the next year to have an asthma medication at school, to use a peak flow meter at school, and to have a change in asthma severity. School nurse case management activity had no association with student absences. Availability of medication and peak flow meters at school was low, suggesting standards of care for asthma were not followed. School nurse case management, when performed outside a project or intervention, offers a promising strategy to improve asthma management.     

Assessing performance in final year medical students. Can a postgraduate measure be used in an undergraduate setting?

BACKGROUND: The transition between medical school and graduate performance should be a continuum. This study aimed to evaluate an assessment tool developed for practising doctors when applied to undergraduates. METHODS: A 12-item rating form was developed from that used for practising doctors by the Royal Australasian College of Physicians. Over a 2-year period, senior doctors, junior doctors and nurses completed the rating form on final year medical students. Some students completed self-assessments. We performed factor analysis and correlated scores between raters and attachments. Correlating ratings with concurrent traditional assessment results across the year tested construct validity. RESULTS: Ten forms per student were distributed for all 123 students and 856 were returned (70%). Internal consistency was very high. In all, 71.1% of the variance was accounted for by two factors (clinical skills and humanistic). This factor structure is unchanged when restricted to different raters and is the same as that noted previously when rating practising doctors. There were good correlations between raters (including self) and between attachments. Nurse ratings were reliable but nurses rated students significantly lower on humanistic qualities. Correlations with traditional assessments were high when all traditional assessments were combined. Women scored more favourably than men on humanistic qualities. CONCLUSION: A rating instrument for doctors in practice retains the same factor structure and a high degree of reliability and validity for senior medical students. Reliable ratings by nurses have implications for measures of collegiality and teamwork. We believe the instrument could be a useful outcome measure for medical programmes and employers.     

Effect of variations in sequencing of clinical tutorials

The sequence in which different specialties are presented to medical students may influence their impact. However, the subject has been rarely examined. In the present study a variety of educational outcomes were evaluated for a second-year medical school class. They followed a series of eight clinical tutorials but did so in four different sequences. The outcomes assessed were: (1) student achievement during their tutorial year and in several major clinical courses taken in the third medical school year; (2) student perceptions of the tutorial experiences and the impact of the tutorials on subsequent clinical training; and (3) student choices of clinical courses and programmes in their third and fourth years.
The results indicated that the sequence of the eight tutorials had no adverse effect upon the educational outcomes examined.