洁净手术室护生医院感染相关知识调查与分析

目的 了解实习护生对医院感染和洁净手术室相关知识的掌握情况.方法 采用自行设计的问卷对护生进行调查.结果 47%的护生认为在进入临床实习之前有必要强化医院感染意识和巩固相关知识;护生对洁净手术室相关知识知晓程度低于医院感染相关知识;不同学历护生对医院感染和洁净手术室相关知识知晓程度不同(P<0.01).结论 实习护生对医院感染和洁净手术室相关知识缺乏,故加强护生医院感染和洁净手术室知识培训有必要性和紧迫性.     

加强手术室实习护生感染知识的培训

近年来我院实习护生人数增加,我们采取系统教学法,理论与实践相结合,加强对护生医院感染知识的培训,实习结束后护生医院感染知识和意识明显增加.以下是对手术室护生培训后感染知识认知的调查分析,旨在了解手术室对实习护生感染知识的影响,以便更好地制定带教计划,控制和降低手术室感染发生率.     

消毒供应室护生医院感染知识培训探讨

针对实习护生存在供应室院内感染方面的问题,进行分析疏导,总结供应室护生带教中存在的问题,提出相应的对策.提高了护生在供应室的实习质量并为以后的临床工作奠定基础.     

实习护生医院感染知识知晓率调查分析

目的了解实习护生医院感染知识知晓情况.方法采用问卷调查方式对实习护生进行调查.结果实习护生医院感染知识知晓率低,平均知晓率为34.51%.其中,洗手指征知晓率最高,为64.65%;医院感染管理重点部门知晓率最低,为10.10%;医院感染定义、医院感染控制措施和洗手范围的知晓率为别为45.45%,35.35%和22.22%.结论实习护生医院感染知识严重缺乏,加强对实习护生进行医院感染知识培训迫在眉睫.     

护生医院感染知识培训的措施与效果

目的探讨护生在医院实习过程中实施感染知识培训的措施和应用效果,为以后护生教学提供参考依据。方法将2009年1月-2010年12月实习的60名护生,按照实习的先后顺序随机分为对照组30名和研究组30名,研究组护生在实习过程中给予针对性的医院感染知识培训,而对照组护生在实习过程中未给予医院感染知识培训,观察两组护生在实习过程中的实施效果。结果护生的医院感染知识考核成绩研究组为(75.5±12.6)分、对照组为(61.4±5.7)分,两组护生的考核成绩数据比较,差异有统计学意义(t=11.2141,P<0.05);对照组2009年1月-12月医院感染事件23例,护士主动报告3例,报告率为13.0%,研究组2010年1月-12月医院感染事件19例,护士主动报告6例,报告率为31.6%;研究组护生医院感染事件报告率明显的高于对照组,差异有统计学意义(χ2=7.24,P<0.05)。结论护生在医院实习过程中加强针对性的医院感染知识的培训是可行的,能够有效的提高护生实习成绩,并能够有效的提高主动报告医院感染事件。     

提高手术室护生工作能力的探讨

手术室的工作和专业技术操作有其独特性,有别于病房.护生要在短短的几周内,熟悉手术室科学的管理,严密的组织分工,健全的规章制度,掌握灭菌技术的操作方法及效果监测,熟悉常见手术的配合等,如何培养手术室护生的能力,给带教工作提出了挑战.现将提高手术室护生工作能力体会如下.     

实习护生对医院感染知识知晓及手卫生执行情况

目的了解临床护理实习生对医院感染知识知晓及手卫生执行情况。方法采用自行设计的问卷对2009年6-12月在医院实习的临床护生感染知识及其手卫生执行情况进行调查。结果护生在校学习期间接受相关知识培训率为40.81%;实习中期对医院感染概念知晓率为48.98%;医院感染易感因素中各类引流管引发感染知晓率为45.92%;接触患者前洗手率为22.45%;连续为不同患者治疗之间洗手率为35.71%;工作中手上有伤口时戴手套人数为43.88%。结论学校及教学医院应重视护生对医院感染发生的影响,加强护生入院后的早期相关知识培训,提高护生对手卫生认识及对洗手的依从性,以降低医院感染的发生率。     

实习护生医院感染防控知识调查分析与对策

目的了解2012年实习扩生对医院感染防控知识的掌握情况,从而有针对性地进行岗前培训。方法采用自行设计的实习护生医院感染防控知识问卷,对实习护生上岗前进行问卷调查。结果共发出调查表50份,回收率100％,护生对所调查内容中医院感染防控知识平均知晓率为46．6％。结论实习护生对医院感染防控知识掌握欠缺;实习医院应该加强实习护生上岗前培训;建议在护校中增加医院感染防控知识课程。     

全程质控提高手术室护生素质

目的观察全程质控对手术室护生素质提高效果。方法将2009年存院实习护生40名,随机分成观察组和对照组,观察组州全程质控带教法;对照组实施传统带教法,观察两组实习生的综合素质情况。结果观察组综合成绩比对照组综合成绩普遍高4—5．5分。结论采取全程质控带教方法有利于手术室护生综合素质能力的提高。     

护生对医院感染知识认知及课程设置的调查

目的了解医学院护理本科学生对医院感染知识认知现况及学习需求,为制定有针对性的医院感染控制课程提供参考依据。方法采用问卷调查法,选取某高校2011级311名护理本科专业学生对医院感染知识掌握和教育需求进行现况的调查,采用SPSS 16.0软件对所得数据进行统计分析。结果应用类知识的掌握程度在各调查内容中均低于基础类知识,差异有统计学意义(P<0.05);100.00%的护生认为有必要开设这门学科,有80.39%的护生希望能独立开设该门课程,96.78%的护生希望能做到理论授课与见习并重。结论护理专业在校期间系统开设医院感染相关课程,能使护生有效掌握医院感染知识;但应进一步优化课程设置,注重理论与实践能力并重,通过多途径医院感染课程教育,增强护生走向工作后的实践应用能力,为高效安全的临床护理提供保障。     

Neonatal nursing: undergraduate nursing students' knowledge

The present study was carried out at the Municipalities of S?o Paulo and Guarulhos with undergraduate nursing students and aimed at evaluating their knowledge regarding neonatal nursing and, if necessary, to contribute to the program reformulation. Thus, we would be able to improve nurses knowledge on the full-term new born care. In order to develop a structured questionnaire to be used as an instrument to measure the studied variable, aspects of the theoretical content related to the most common care procedures at the neonatal unit were selected. Authors found that students' theoretical knowledge on the theme was regular.     

手术室护士医院感染知识水平分析

设计调查表对50名手术室护士进行医院感染知识问卷调查,结果显示,回答部分正确者占55.80%,明显高于回答完全正确者27.00%和错误者17.20%(P<0.01);职称越高者对医院感染知识了解程度越高。提示应加强初级职称护士的医院感染知识培训。     

对医学实习生进行医院感染知识教育的研究

近三年,我们运用自己制作的医院感染学多媒体教学课件对实习生进行医院感染相关知识的教学并以问卷调查和跟踪监测等形式进行教学效果评估,现总结报告如下。1对象与方法1.1研究对象我院2000~2002级本科临床医学实习生,共366人。1.2授课内容结合临床工作的需要,将涉及医院感染的     

医务人员医院感染控制知识调查分析

采用问卷调查的方法对2所市级医院的医务人员进行医院感染知识调查。共发放调查问卷350份，收回合格答卷290份（82．86％）。被调查人员中，医生114人（39．31％），护士164人（56．55％），技术员12人（4．14％）；及格141人（48．62％），其中护士及格率（60．94％）最高，其次为医生（37．47％）、技术员（1．59％）；平均分为55．21分。调查内容中，手部卫生、职业防护、消毒液使用三方面回答较好，抗菌药物使用、医疗废物管理方面回答较差。提示应加强对临床医务人员的医院感染控制知识教育，提高其合理使用抗菌药物率、医疗废物管理及职业防护意识等。     

乡村医务人员医院感染认知情况调查分析

采用分层随机抽样的方法，随机抽取山西省乡村在岗医务人员299名进行医院感染知识的问卷调查。299名乡村医务人员对医院感染基本知识的了解程度在9．70％～81．61％，其中对医院感染的种类和发生医院感染所采取的措施知晓率偏低，分别为25．42％和36．12％；对医院感染原因的知晓率最低，仅为9．70％。〉78．41％的医务人员认为医疗工作中有必要穿戴个人防护服，〉72．73％的医务人员了解消毒、洗手的适用指征；仅21．59％的农村医务人员和63．98％的乡镇医务人员认为有必要经常对病室环境和用具进行消毒。对抗菌药物的使用范围和联合用药方面答对率较高，分别为89．30％和87．29％，但对广谱抗菌药物的应用，医务人员答对率很低，仅44．48％。以上提示乡村医务人员对医院感染虽有一定认识，但还存在许多不足，应加强他们的医院感染防范意识，提高医院感染预防与管理水平。     

加强医学生医院感染知识培训的方法及效果

目的了解医学生医院感染知识的需求及掌握情况,采取多种培训方式提高医院感染预防与控制水平,以减少临床工作中交叉感染的发生,保障医疗和教学安全。方法采用理论授课、案例分析、共同讨论、临床教学和考核的方式。结果医学生医院感染管理知识从培训前56.72%提高到培训后79.45%,使其能积极主动的参与医院感染的控制、管理工作,最大限度地发挥每个人的作用。结论医学生医院感染知识的了解与掌握,为进入临床工作自觉遵守医院感染的各项规章制度,主动积极地参与医院感染监控工作,直接和间接地取得了较好的经济效益和社会效益。     

Assessment and upgrading of Alexandria University nursing students' knowledge and attitudes about genetic counseling

The aim of this study was to study the effect of a teaching unit on upgrading university-nursing students' knowledge and attitudes about genetic counseling. The study used pre- test, posttest with no control group design. All nursing students (100) who accepted to participate in the study and enrolled in the Maternity and Gynecological-nursing course, during the second semester of the third academic year 1999-2000, at the Faculty of Nursing, Alexandria University, were involved in the study. A self-administered questionnaire sheet was used to assess nursing students' knowledge about genetic counseling, while a 3-point Likert-like scale was used to assess their attitudes towards it. The content of six-hours' teaching unit -about genetic counseling was taught to students by the researchers based on their needs. The study revealed a general lack of knowledge among nursing students regarding basic information about genetic counseling, where poor total score of knowledge was obtained by all of them in the pre-test. In addition, the pre-test revealed that negative attitude was found in about half of the nursing students. The teaching unit had an obvious effect on the nursing students' knowledge and attitudes regarding genetic counseling, as the total score of their knowledge and attitudes had improved after implementation of the teaching unit. Moreover, there was a significant relationship between nursing students' knowledge and attitudes towards genetic counseling before and after implementation of the teaching unit. Therefore, a negative attitude was found with poor total score of knowledge in the pre-test and positive attitude was found with good total score of knowledge in the post-test. So, there is a need to improve knowledge and change attitude of nursing students about genetic counseling. As well as genetic counseling should be included in the university-nursing curriculum and should be reviewed periodically to accommodate the relevant fast change in the science and technology of genetics. Moreover, nursing students must be informed about the different community resources, which offer the genetic counseling services.     

Maturational differences in undergraduate medical students' perceptions about feedback

Medical Education 2012: 46: 711–721 Context Although medical students receive varied feedback throughout their training programmes, research demonstrates that they frequently perceive it as insufficient. However, supervisors tend to perceive that it is adequate. Students’ responses to, and use of, feedback are not clearly understood. The purposes of this study were to investigate how medical students recognise, respond to and utilise feedback, and to determine whether there are maturational differences in understandings of the role of feedback across academic years in medical school. Methods This was a mixed‐methods study collecting qualitative (focus group and open‐ended questionnaire items) and quantitative (questionnaire) data across the 5 years of an undergraduate programme. Results A total of 68 students participated in 10 focus groups. The questionnaire response rate was 46% (564/1233). Data analysis investigated the students’ perceptions of feedback and explored patterns of responses across the continuum of undergraduate medical school stages. Maturational differences among the year cohorts within the programme emerged in three general areas: (i) student perceptions of the purpose of feedback; (ii) student recognition of feedback, and (iii) student perceptions regarding the credibility of feedback providers. Conclusions Junior students generally perceived the receiving of feedback as a passive activity and preferred positive feedback that confirmed their progress and provided reassurance. More senior students viewed feedback as informing their specific learning needs and personal development. They valued immediate informal verbal feedback and feedback from peers and others, as well as that from senior teachers. Exploring students’ progressive degrees of engagement with feedback and its relationship with self‐esteem are subjects for further study.