Objective:To explore the application effect of video assessment method in clinical nurses’nursing operation skills.Method:To select 58 nurses who participated in the individual soldier standard in the children’s hos...Objective:To explore the application effect of video assessment method in clinical nurses’nursing operation skills.Method:To select 58 nurses who participated in the individual soldier standard in the children’s hospital in 2019 and 2020 as the research objects,among which the nurses who participated in the individual soldier standard in 2019 were the nurses who participated in the individual soldier standard in 2019 and 2020.A total of 29 people in the first batch were set as the control group,using traditional assessment methods.In 2020,the second batch of 29 nurses who participated in the individual soldier standard reached the experimental group.Using the video assessment method,there was no significant difference in general information between the two groups(P>0.05).After the assessment,the scores,coping with work pressure,and proactiveness of the two groups of research subjects were compared.Results:The experimental group’s nursing operation assessment scores,coping with work pressure,and proactiveness were significantly better than those of the control group,the difference was statistically significant(P<0.05).Conclusion:The application of the video assessment method improves the passing rate of nurses’operational skills examination,enhances nurses’initiative in learning,reduces examination pressure,and can be accurately,timely,and safely applied to clinical nursing work,which is worthy of study and promotion.展开更多
Objective: “Basic Nursing Skills Practice” is a key course connecting classroom and clinical teaching in nursing specialty teaching. Nursing practice ability is one of the core abilities of nurse practitioners. Ther...Objective: “Basic Nursing Skills Practice” is a key course connecting classroom and clinical teaching in nursing specialty teaching. Nursing practice ability is one of the core abilities of nurse practitioners. Therefore, the teaching quality of this course is directly related to the quality of nursing work. To improve the teaching quality of practical course, the assessment reform of the “Basic Nursing Skills Practice” course was carried out among the nursing undergraduates to explore a reasonable and fair assessment mechanism. Method: In the assessment of “Basic Nursing Skills Practice” course, the assessment included individual skill operation assessment, virtual simulation assessment and team comprehensive skill assessment. The assessment proportion was adjusted from 100% for the final examination to 50% for the middle and final examinations respectively. The assessment method was changed from individual skills assessment at the end of the term to a combination of individual skills assessment at the midterm and virtual simulation assessment and team skills assessment at the end of the term. The method has changed from summative evaluation to a combination of formative evaluation and summative evaluation, and self-made questionnaire was used to investigate the effect. Results: After implementing the assessment reform, 86.84% of the students were satisfied with the assessment reform, and the percentage of students with scores above 80 reached 100%. The highest score is 93.0, while the lowest score is 83.0, and the average score was 88.0. Conclusions: High satisfaction of students with basic nursing skills examination reform promoted the learning effectiveness and professional emotions, cultivated comprehensive quality and ability, promoted the realization of talent training objectives.展开更多
This study examined the physical assessment ability of Mongolian nurses and midwives engaged in maternal care and the factors that could influence this ability. We found that nurses and midwives from prefectural hospi...This study examined the physical assessment ability of Mongolian nurses and midwives engaged in maternal care and the factors that could influence this ability. We found that nurses and midwives from prefectural hospitals had higher scores than those from national and district (soum) hospitals. The latter group could not perform more than half of the 28 tested procedures on their own, even though most had over 10 years’ experience. Therefore, to decrease the Mongolian maternal mortality ratio, we argue that in-service training for nurses and midwives in both the capital city and peripheral areas is needed.展开更多
The aim of this study was to evaluate the attitudes of faculty and graduates of college of nursing towards Objective Structured Clinical Examination (OSCE) as a valid and reliable method of clinical competency assessm...The aim of this study was to evaluate the attitudes of faculty and graduates of college of nursing towards Objective Structured Clinical Examination (OSCE) as a valid and reliable method of clinical competency assessment in nursing ten years after its inception. Core nursing courses are based on instructional teaching methods and “hands-on” approach to impact cognitive, psychomotor skills and clinical judgments. Different clinical competency assessment methods are used globally;however, most of them are subjective. A descriptive survey using 16-item five-point likert scale questionnaire was conducted. The study sample consisted of 140 participants: 20 faculty members, 27 graduates of the Bachelor of Science in Nursing (BSN) Degree and 93 graduates of the Associate Degree of Nursing (ADN) programs with OSCE experience during their training. Data collection was carried out between October and November 2015. Eighty percent of faculty members, 74% of BSN and 62.3% of ADN graduates agreed that OSCE represented an objective evaluation method for psychomotor skills. Majority of the graduates perceived their OSCE experience positively although stressful. However, they have suggested the introduction of trial/mock OSCE prior to each exam to minimize the stress associated with it. In conclusion, there appears to be no single “gold-standard” assessment tool for clinical competency. OSCE assesses student nurses’ psychomotor skills in a non-clinical environment, therefore without risks to real patients. In combination with other assessment methods in the clinical settings, OSCE will provide a more comprehensive student psychomotor skill evaluation. OSCE experiences gave new nursing graduates confidence to work as registered nurses in health care settings.展开更多
目的探究基于形成性评价的SBAR(situation,background,assessment and recommendation)标准化沟通教学模式对肝胆胰外科实习护生护患沟通能力的影响。方法纳入2020年4—9月在南华大学附属第一医院肝胆胰腺外科实习的78名护生为研究对象...目的探究基于形成性评价的SBAR(situation,background,assessment and recommendation)标准化沟通教学模式对肝胆胰外科实习护生护患沟通能力的影响。方法纳入2020年4—9月在南华大学附属第一医院肝胆胰腺外科实习的78名护生为研究对象,运用随机数表法将研究对象分为试验组及对照组,每组各39名,对照组采取传统的教学模式、试验组采取基于形成性评价的SBAR沟通教学模式分别进行带教,比较两组实习护生出科考核成绩(理论成绩及沟通实践成绩)、出科前后的护患沟通能力及患者满意度情况。结果试验组出科考核成绩均高于对照组,差异有统计学意义(P<0.05);两组出科时的护患沟通能力得分均高于入科时的护患沟通能力得分,且两组出科时的护患沟通能力得分比较,试验组高于对照组,差异有统计学意义(P<0.05);此外试验组患者满意度明显高于对照组(P<0.05)。结论采取基于形成性评价的SBAR沟通教学模式带教,可巩固肝胆胰外科实习护生所掌握的沟通相关知识,并有效提高其护患沟通能力及患者满意度。展开更多
目的:探索临床实际情境下新护士规范化培训技能考核的客观评价方法。方法:采取技能直接观察考核法(Direct Observation of Procedural Skills,DOPS),在临床实际情境下对新护士从技能操作中所展现的行为与能力共10个指标进行考核。结果:...目的:探索临床实际情境下新护士规范化培训技能考核的客观评价方法。方法:采取技能直接观察考核法(Direct Observation of Procedural Skills,DOPS),在临床实际情境下对新护士从技能操作中所展现的行为与能力共10个指标进行考核。结果:除"操作前的解释和知情同意"超出预期目标外,其余9项指标均为接近或达到预期目标;其中"操作中相关制度、法律、行业标准的执行""患者体验""操作后处置"是新护士临床技能中最薄弱的项目,未达到预期目标的人员比例>17%;传统考核法与DOPS考核法在平均成绩上无统计学差异(P>0.05),但DOPS考核法对技能中行为与能力的评价较传统考核法更敏感。结论:DOPS考核法是临床实际情境下客观多维度评价新护士临床技能中行为与能力的方法。展开更多
文摘Objective:To explore the application effect of video assessment method in clinical nurses’nursing operation skills.Method:To select 58 nurses who participated in the individual soldier standard in the children’s hospital in 2019 and 2020 as the research objects,among which the nurses who participated in the individual soldier standard in 2019 were the nurses who participated in the individual soldier standard in 2019 and 2020.A total of 29 people in the first batch were set as the control group,using traditional assessment methods.In 2020,the second batch of 29 nurses who participated in the individual soldier standard reached the experimental group.Using the video assessment method,there was no significant difference in general information between the two groups(P>0.05).After the assessment,the scores,coping with work pressure,and proactiveness of the two groups of research subjects were compared.Results:The experimental group’s nursing operation assessment scores,coping with work pressure,and proactiveness were significantly better than those of the control group,the difference was statistically significant(P<0.05).Conclusion:The application of the video assessment method improves the passing rate of nurses’operational skills examination,enhances nurses’initiative in learning,reduces examination pressure,and can be accurately,timely,and safely applied to clinical nursing work,which is worthy of study and promotion.
文摘Objective: “Basic Nursing Skills Practice” is a key course connecting classroom and clinical teaching in nursing specialty teaching. Nursing practice ability is one of the core abilities of nurse practitioners. Therefore, the teaching quality of this course is directly related to the quality of nursing work. To improve the teaching quality of practical course, the assessment reform of the “Basic Nursing Skills Practice” course was carried out among the nursing undergraduates to explore a reasonable and fair assessment mechanism. Method: In the assessment of “Basic Nursing Skills Practice” course, the assessment included individual skill operation assessment, virtual simulation assessment and team comprehensive skill assessment. The assessment proportion was adjusted from 100% for the final examination to 50% for the middle and final examinations respectively. The assessment method was changed from individual skills assessment at the end of the term to a combination of individual skills assessment at the midterm and virtual simulation assessment and team skills assessment at the end of the term. The method has changed from summative evaluation to a combination of formative evaluation and summative evaluation, and self-made questionnaire was used to investigate the effect. Results: After implementing the assessment reform, 86.84% of the students were satisfied with the assessment reform, and the percentage of students with scores above 80 reached 100%. The highest score is 93.0, while the lowest score is 83.0, and the average score was 88.0. Conclusions: High satisfaction of students with basic nursing skills examination reform promoted the learning effectiveness and professional emotions, cultivated comprehensive quality and ability, promoted the realization of talent training objectives.
文摘This study examined the physical assessment ability of Mongolian nurses and midwives engaged in maternal care and the factors that could influence this ability. We found that nurses and midwives from prefectural hospitals had higher scores than those from national and district (soum) hospitals. The latter group could not perform more than half of the 28 tested procedures on their own, even though most had over 10 years’ experience. Therefore, to decrease the Mongolian maternal mortality ratio, we argue that in-service training for nurses and midwives in both the capital city and peripheral areas is needed.
文摘The aim of this study was to evaluate the attitudes of faculty and graduates of college of nursing towards Objective Structured Clinical Examination (OSCE) as a valid and reliable method of clinical competency assessment in nursing ten years after its inception. Core nursing courses are based on instructional teaching methods and “hands-on” approach to impact cognitive, psychomotor skills and clinical judgments. Different clinical competency assessment methods are used globally;however, most of them are subjective. A descriptive survey using 16-item five-point likert scale questionnaire was conducted. The study sample consisted of 140 participants: 20 faculty members, 27 graduates of the Bachelor of Science in Nursing (BSN) Degree and 93 graduates of the Associate Degree of Nursing (ADN) programs with OSCE experience during their training. Data collection was carried out between October and November 2015. Eighty percent of faculty members, 74% of BSN and 62.3% of ADN graduates agreed that OSCE represented an objective evaluation method for psychomotor skills. Majority of the graduates perceived their OSCE experience positively although stressful. However, they have suggested the introduction of trial/mock OSCE prior to each exam to minimize the stress associated with it. In conclusion, there appears to be no single “gold-standard” assessment tool for clinical competency. OSCE assesses student nurses’ psychomotor skills in a non-clinical environment, therefore without risks to real patients. In combination with other assessment methods in the clinical settings, OSCE will provide a more comprehensive student psychomotor skill evaluation. OSCE experiences gave new nursing graduates confidence to work as registered nurses in health care settings.
文摘目的探究基于形成性评价的SBAR(situation,background,assessment and recommendation)标准化沟通教学模式对肝胆胰外科实习护生护患沟通能力的影响。方法纳入2020年4—9月在南华大学附属第一医院肝胆胰腺外科实习的78名护生为研究对象,运用随机数表法将研究对象分为试验组及对照组,每组各39名,对照组采取传统的教学模式、试验组采取基于形成性评价的SBAR沟通教学模式分别进行带教,比较两组实习护生出科考核成绩(理论成绩及沟通实践成绩)、出科前后的护患沟通能力及患者满意度情况。结果试验组出科考核成绩均高于对照组,差异有统计学意义(P<0.05);两组出科时的护患沟通能力得分均高于入科时的护患沟通能力得分,且两组出科时的护患沟通能力得分比较,试验组高于对照组,差异有统计学意义(P<0.05);此外试验组患者满意度明显高于对照组(P<0.05)。结论采取基于形成性评价的SBAR沟通教学模式带教,可巩固肝胆胰外科实习护生所掌握的沟通相关知识,并有效提高其护患沟通能力及患者满意度。
文摘目的:探索临床实际情境下新护士规范化培训技能考核的客观评价方法。方法:采取技能直接观察考核法(Direct Observation of Procedural Skills,DOPS),在临床实际情境下对新护士从技能操作中所展现的行为与能力共10个指标进行考核。结果:除"操作前的解释和知情同意"超出预期目标外,其余9项指标均为接近或达到预期目标;其中"操作中相关制度、法律、行业标准的执行""患者体验""操作后处置"是新护士临床技能中最薄弱的项目,未达到预期目标的人员比例>17%;传统考核法与DOPS考核法在平均成绩上无统计学差异(P>0.05),但DOPS考核法对技能中行为与能力的评价较传统考核法更敏感。结论:DOPS考核法是临床实际情境下客观多维度评价新护士临床技能中行为与能力的方法。
