Objective:To analyze the effects of continuous self-management education on the selfcare ability and health behavior of patients with tumor through peripherally inserted central venous catheters(PICC).Methods:The peri...Objective:To analyze the effects of continuous self-management education on the selfcare ability and health behavior of patients with tumor through peripherally inserted central venous catheters(PICC).Methods:The period from August 2018 to August 2020 was used as the research time range,and the random number table method was used as the basis for grouping.80 patients with malignant tumors who regularly performed fixed catheter maintenance care in the PICC clinic of our hospital were admitted in the experimental group(given PICC specialist nursing,and implemented continuous self-management education),and 80 patients with PICC tube malignant tumors discharged from the superior hospital during this time range served as the control group(return to the original catheterization hospital from time to time or perform catheter maintenance care in the nursing clinic of our hospital).The self-care ability scores,health behavior scores,and complications during intubation between both groups were analyzed.Results:(1)There was no significant difference in self-care ability score and healthy behavior score between groups before the intervention,P>0.05;the self-care ability score and health behavior score of the research group were better than the control group after intervention,P<0.05;(2)After investigation,the incidence of complications in the research group(2.50%)was lower than that of the control group(10.00%),but there was no difference between the groups,P>0.05.Conclusion:Continuous self-management education has good effects on improving the self-care ability of tumor patients with PICC intubation.It can urge patients to maintain good health behaviors and reduce complications.It is worthy of promotion.展开更多
Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom(FC) as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The re...Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom(FC) as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial(RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature(CINAHL), Cochrane Central Register of Controlled Trials(CENTRAL), Wanfang Data, China National Knowledge Infrastructure(CNKI), and Chinese Science and Technology Periodical Database(VIP) from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration's risk of bias tool. The self-directed learning scores(continuous outcomes) were analyzed by using the 95% confidence intervals(Cls) with the standard deviation average(SMD) or weighted mean difference(WMD). The heterogeneity was assessed using Cochran's I^2 statistic.Results: A total of 12 studies, which encompassed 1440 nursing students(intervention group = 685, control group = 755), were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students' selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale(SDLRS), Self-Directed Learning Readiness Scale for Nursing Education(SDLRSNE), Self-Regulated Learning Scale(SRL), Autonomous Learning Competencies scale(ALC), and Competencies of Autonomous Learning of Nursing Students(CALNS). Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.展开更多
文摘Objective:To analyze the effects of continuous self-management education on the selfcare ability and health behavior of patients with tumor through peripherally inserted central venous catheters(PICC).Methods:The period from August 2018 to August 2020 was used as the research time range,and the random number table method was used as the basis for grouping.80 patients with malignant tumors who regularly performed fixed catheter maintenance care in the PICC clinic of our hospital were admitted in the experimental group(given PICC specialist nursing,and implemented continuous self-management education),and 80 patients with PICC tube malignant tumors discharged from the superior hospital during this time range served as the control group(return to the original catheterization hospital from time to time or perform catheter maintenance care in the nursing clinic of our hospital).The self-care ability scores,health behavior scores,and complications during intubation between both groups were analyzed.Results:(1)There was no significant difference in self-care ability score and healthy behavior score between groups before the intervention,P>0.05;the self-care ability score and health behavior score of the research group were better than the control group after intervention,P<0.05;(2)After investigation,the incidence of complications in the research group(2.50%)was lower than that of the control group(10.00%),but there was no difference between the groups,P>0.05.Conclusion:Continuous self-management education has good effects on improving the self-care ability of tumor patients with PICC intubation.It can urge patients to maintain good health behaviors and reduce complications.It is worthy of promotion.
文摘Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom(FC) as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial(RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature(CINAHL), Cochrane Central Register of Controlled Trials(CENTRAL), Wanfang Data, China National Knowledge Infrastructure(CNKI), and Chinese Science and Technology Periodical Database(VIP) from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration's risk of bias tool. The self-directed learning scores(continuous outcomes) were analyzed by using the 95% confidence intervals(Cls) with the standard deviation average(SMD) or weighted mean difference(WMD). The heterogeneity was assessed using Cochran's I^2 statistic.Results: A total of 12 studies, which encompassed 1440 nursing students(intervention group = 685, control group = 755), were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students' selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale(SDLRS), Self-Directed Learning Readiness Scale for Nursing Education(SDLRSNE), Self-Regulated Learning Scale(SRL), Autonomous Learning Competencies scale(ALC), and Competencies of Autonomous Learning of Nursing Students(CALNS). Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.
