Results of the virtual simulation teaching method on autonomous learning competencies of undergraduate nursing students

Background:With the continuous development of information technology,most universities use mobile teaching platforms for classroom teaching.With the help of the national virtual simulation experimental teaching project sharing platform,students can enhance self-directed learning through the virtual simulation operations of the project.Purpose:To explore the application of virtual simulation experiment in teaching the fundamentals of nursing practice based on the Platform of the National Virtual Simulation Experiment Teaching Project during the COVID-19 pandemic analyze the impact of this teaching method on the autonomous learning ability of undergraduate nursing students.Methods:Convenience sampling was used to select 121 nursing undergraduates from Y University’s School of Nursing;the online teaching of fundamentals of nursing practice was conducted to the students.After taking the course,questionnaires were distributed to the undergraduate nursing students to collect their perceptions regarding the use of the virtual simulation experiment platform and autonomous learning competencies.Results:Most students expressed their preference for the virtual simulation teaching platform,and their satisfaction with the project evaluation was high 83.05%.They hoped to promote the application in future experimental teaching.Undergraduate nursing students believed that the virtual simulation teaching platform was conducive to cultivating clinical thinking ability,could stimulate learning interest,enhanced autonomous learning competencies.Conclusion:During the pandemic,the virtual simulation teaching platform for a lecture on in nursing education has achieved good results in both the aspects of teaching and student learning.Teachers efficiently used their training time and reduced their teaching burden.Moreover,the laboratory cost was also reduced.For undergraduate nursing students,the system was conducive to cultivating clinical thinking ability,stimulating their interest in learning,enhancing their learning and comprehension abilities and learning initiative.

Effectiveness of the“online+offline+practice”trinity teaching model on the learning of junior nursing students:an exploratory study

Background:Surgical Nursing is a main course of nursing specialty and a large course lasting 96 credit hours.In response to the teaching pain points such as the complicated and boring content of the surgical nursing course and the disconnection between classroom theory and clinical practice,surgical nursing is undergoing a teaching reform.Methods:The Surgical Nursing course builds trinity teaching model of“online+offline+practice”and implements teaching reforms by combining the Bridge,Objective,Pre-assessment,Participatory learning,Post-assessment,and Summary(BOPPPS)teaching concept.We constructed a trinity teaching model,and these teaching reform measures included building an online learning platform,offline case teaching and scenario simulation and hospital and community practice.The 50 students in the junior year of the undergraduate nursing program in the class of 2020 were used as the study subjects,and the students’comprehensive scores were compared.The questionnaire was also used to assess students’independent learning ability and to evaluate students’satisfaction with the teaching.Results:The students’course pass(≥60 points)rate was 100%,and the excellence(≥80 points)rate was 24.00%.Students’independent learning ability improved,and the scores and total scores of cognitive self-management ability,information ability and learning co-operation ability were significantly better than those of the national norm(P<0.01).The satisfaction of students in the BOPPPS group with classroom teaching was also significantly higher than that of the control group.Conclusion:The“online+offline+practice”trinity teaching mode can effectively integrate the“Rain Classroom”online platform with the BOPPPS teaching mode.It guides students to actively participate in classroom thinking and discussion,improves students’independent learning ability,and effectively enhances the effect of classroom teaching.

Self-Efficacy Among Nursing Students Using Flipped and Traditional Teaching Modalities

Objective:To measure the self-efficacy of nursing students taught using both flipped and traditional classroom modalities.Method:A quantitative research design was employed.The control group was taught using the traditional classroom model,while the experimental group utilized the flipped classroom model.The study population consisted of undergraduate nursing majors at Shandong University of Traditional Chinese Medicine.Two out of twelve classes were selected through random sampling.Results:The study presents an analysis of the t-test results using SPSS,which shows a significant difference when the calculated P-value falls between 0.00 and 0.05.The P-value obtained was 0.00,indicating a statistically significant difference.Conclusion:The teaching model,whether flipped or traditional,has an impact on nursing students’self-efficacy.Students in the flipped classroom exhibited higher self-efficacy in mastering the curriculum.

Evaluating the feasibility and preliminary effects of an online compassion training program for nursing students:A pilot randomized controlled trial

Objectives:This study aimed to assess the feasibility of an online compassion training program for nursing students and preliminarily investigate its effects on mindfulness,self-compassion,and stress reduction.Methods:This study employed a randomized controlled trial design.Second-year students from a nursing college in Guangzhou,China,were recruited as research participants in August 2023.The intervention group participated in an 8-week online compassion training program via the WeChat platform,comprising three stages:mindfulness(weeks 1e2),self-compassion(weeks 3e5),and compassion for others(weeks 6 e8).Each stage included four activities:psychoeducation,mindfulness practice,weekly diary,and emotional support.Program feasibility was assessed through recruitment and retention rates,program engagement,and participant acceptability.Program effectiveness was measured with the Mindful Attention Awareness Scale,Self-Compassion Scale-Short Form,and Perceived Stress Scale.Results:A total of 28 students completed the study(13 in the intervention group,15 in the control group).The recruitment rate was 36.46%,with a high retention rate of 93.3%.Participants demonstrated high engagement:69.2%accessed learning materials every 1e2 days,93.3%practiced mindfulness at least weekly,with an average of 4.69 diary entries submitted per person and 23.30 WeChat interactions with instructors.Regarding acceptability,all participants expressed satisfaction with the program,with 92.4%finding it“very helpful”or“extremely helpful.”In terms of intervention effects,the intervention group showed a significant increase in mindfulness levels from pre-intervention(51.54±10.93)to postintervention(62.46±13.58)(P<0.05),while no significant change was observed in the control group.Although there were no statistically significant differences between the two groups in post-intervention self-compassion and perceived stress levels,the intervention group showed positive trends:selfcompassion levels increased(35.85±8.60 vs.40.85±5.54),and perceived stress levels slightly decreased(44.77±8.65 vs.42.00±5.77).Conclusions:This pilot study demonstrated the feasibility of an online compassion training program for nursing students and suggested its potential effectiveness in enhancing mindfulness,self-compassion,and stress reduction.Despite limitations such as small sample size and lack of long-term follow-up,preliminary evidence indicates promising prospects for integrating such training into nursing education.Further research is warranted to confirm thesefindings and assess the sustained impact of this approach on nursing education and practice.

Preparedness,knowledge,and perception of nursing students about climate change and its impact on human health in India

Higher education plays an important role in all aspects of sustainability.Infusing climate change and sustainability into the curriculum is important to prepare future health-care professionals for climate change and sustainability actions to build resilient health systems.In this study,we evaluated the preparedness,knowledge,and perception regarding climate change and its impact on human health among Indian nursing students.A quantitative descriptive survey was conducted among 644 undergraduate nursing students studying in three institutes in the southern,northern,and western parts of India.We used a structured online questionnaire with established validity and reliability to collect data.The data were analyzed using Statistical Package for the Social Sciences version 26 software.The results showed that more than half of the students reported experiencing excessive increase(362;56.2%)and decrease(374;58.1%)in temperature in recent years.Though more than three quarters of the students(494;76.7%)accepted the general truth that climate change is mainly caused by human activities,only less than half of the students(309;48.0%)perceived the impact of climate change to be high.Three quarters of the students(483;75.0%)had a high level of knowledge regarding climate change.The students who had a high level of knowledge about climate change exerted a high perceived impact of climate change(χ^(2)=75.47;P<0.01).More than half of the students(50.9%)felt that they needed information about climate change to be included in the nursing curriculum,and only one sixth of the students(16.1%)were highly confident about engaging in climate change-related conversation with patients.Most of the students who participated in the study had basic knowledge about climate change and its impact on human health.However,there is an observed gap between knowledge and their preparedness and confidence to engage in climate change actions.Hence,we propose to strengthen the nursing curriculum by integrating various curricular and co-curricular activities related to climate change,so that future nurses are empowered to become climate change advocates.

Practical effect of different teaching modes in teaching gastrointestinal surgery nursing

BACKGROUND With the continuous development and progress of medical technology,the position of surgical nursing in the field of clinical medicine is becoming in-creasingly prominent.As an important branch of the surgical field,the nursing requirements and difficulty of gastrointestinal surgery are also increasing.In order to improve the teaching quality of nursing care in gastrointestinal surgery,many educators and researchers are actively exploring new teaching methods.Among them,the teaching method case-based learning(CBL),scene-simulated learning(SSL),task-based learning(TBL),combining self-evaluation and training mode is considered as an effective method.This method aims to help students to better master knowledge and skills and improve their comprehensive quality by cultivating their self-evaluation ability.AIM To explore the practical effect of CBL-SSL-TBL combined with training mode and student self-assessment in nursing teaching of gastrointestinal surgery.METHODS Seventy-one nursing interns in our hospital from December 2020 to December 2021 were selected.According to different teaching modes,they were divided into observation group CBL-SSL-TBL combined with training mode combined with student self-assessment and control group(conventional teaching mode),of which 36 were in observation group and 35 were in control group.The results of operational skills,theoretical knowledge,nursing students'satisfaction,learning effectiveness questionnaire and teaching effect were compared between the two groups.RESULTS Compared between the two groups,the operational skills and theoretical knowledge scores of the observation group were higher than those of the control group,and the difference was statistically significant(P<0.05).Compared between the two groups,the total satisfaction ratio of the observation group was higher than that of the control group,the difference was statistically significant(P<0.05).Compared between the two groups,the observation group was lower than the control group in the questionnaire results of learning efficacy,and the difference was statistically significant(P<0.05).Compared between the two groups,the proportion of thinking ability,subjective initiative and understanding of theoretical knowledge in the observation group was higher than that in the control group,the difference was statistically significant(P<0.05).CONCLUSION The use of CBL-SSL-TBL combined with training mode and student self-assessment in gastrointestinal surgery nursing teaching can improve the operational skills of nursing interns,theoretical knowledge and satisfaction scores of nursing students,improve the results of learning efficiency questionnaire and teaching effect,which can be popularized in clinical teaching.

Association of spiritual well-being with quality of life among undergraduate nursing students

Objective:The study was conducted with the aim of determining the spiritual well-being(SWB)of nursing students and its association with quality of life(QOL).Materials and Methods:A cross-sectional analytical study was conducted with a sample size of 504 nursing students collected from January 2023 to March 2023 in the nursing institutes of Khyber Pakhtunkhwa,Pakistan,using convenient sampling techniques.A Spiritual Health and Life-Orientation Measure(SHALOM)questionnaire for SWB and K-27 QOL(K-27 QOL)instrument were used for data collection that contains three parts.Results:The number of female participants was in the majority(50.4%)compared to male nurses(49.6%).The overall mean score of SWB of the students was 3.79±0.48,while the mean K-27 QOL score was 3.73±0.57.There were significant differences between the groups of gender(P=0.001),while no significant difference within the groups of semester(P=0.061)and college status(0.285).In QOL,there were significant differences within the groups of semester(P=0.000)and college status(P=0.036)while no significant difference in gender category(P=0.480).SHALOM score is positively and moderately correlated with QOL score(r=0.597,P<0.05).Conclusion:Spiritual practices are one of the important factors that are associated positively with QOL,therefore to enhance the QOL,it will require spiritual practices.

The Impact of Simulation Education on Self-Efficacy in Pre-Registration Nursing Students

This literature review primarily aims to explore and synthesise the previous studies in simulation education research conducted over the past five years related to the effects of simulation training on the self-efficacy of undergraduate pre-registration nursing students. The second aim of this study is to explore additional outcome variables that were examined in the previous studies. Five electronic databases were searched systematically. These databases were MEDLINE, CINAHL Plus, Scopus, Embase and PsycINFO. The PICO model was employed to identify the search terms, with a thesaurus being used to provide synonyms. Reference lists of relevant articles were examined and hand searches of journals were also undertaken. The quality of each study was assessed using the Simulation Research Rubric (SRR). A total of 11 studies were included. All studies explored the impact of simulation education on undergraduate pre-registration nursing. Six studies explored nursing students’ competence and performance and two papers examined their critical thinking. Problem solving, learning motivation, communication skills and knowledge acquisition were examined once. The majority of studies indicated that simulation training has a positive impact on pre-registration nursing students’ self-efficacy and other outcome variables. Furthermore, the study results indicate that simulation training is more dependable than traditional training, and students were extremely satisfied with the simulation training. However, most of the studies included in this review had several gaps, including study design, sample size and dissimilarities between the scales used. Further research with large samples, reliable and valid instruments, and outcomes measures (such as critical thinking and transferability of skills) is required to provide better insight into the effectiveness of simulation in undergraduate nursing education. .

Challenges Experienced by Nurse Educators in Promoting Acquisition of Clinical Reasoning Skills by the Undergraduate Nursing Students: A Qualitative Exploratory Study

Background: Clinical reasoning is an essential skill for nursing students since it is required to solve difficulties that arise in complex clinical settings. However, teaching and learning clinical reasoning skills is difficult because of its complexity. This study, therefore aimed at exploring the challenges experienced by nurse educators in promoting acquisition of clinical reasoning skills by undergraduate nursing students. Methods: A qualitative exploratory research design was used in this study. The participants were purposively sampled and recruited into the study. Data were collected using semi-structured interview guides. Thematic analysis method was used to analyze the collected data The principles of beneficence, respect of human dignity and justice were observed. Results: The findings have shown that clinical learning environment, lacked material and human resources. The students had no interest to learn the skill. There was also knowledge gap between nurse educators and clinical nurses. Lack of role model was also an issue and limited time exposure. Conclusion: The study revealed that nurse educators encounter various challenges in promoting the acquisition of clinical reasoning skills among undergraduate nursing students. Training institutions and hospitals should periodically revise the curriculum and provide sufficient resources to facilitate effective teaching and learning of clinical reasoning. Nurse educators must also update their knowledge and skills through continuous professional development if they are to transfer the skill effectively.

The Emotional Intelligence and the Associated Factors among Nursing Students

Introduction: Emotional intelligence, or the capacity to cope one’s emotions, makes it simpler to form good connections with others and do caring duties. Nursing students can enroll a health team in a helpful and beneficial way with the use of emotional intelligence. Nurses who can identify, control, and interpret both their own emotions and those of their patients provide better patient care. The purpose of this study was to assess the emotional intelligence and to investigate the relationship and differences between emotional intelligence and demographic characteristics of nursing students. Methods: A cross-sectional study was carried out on 381 nursing students. Data collection was completed by “Schutte Self Report Emotional Intelligence Test”. Data were analyzed with the Statistical Package for Social Science. An independent t test, ANOVA, and Pearson correlation, multiple linear regression were used. Results: The results revealed that the emotional intelligence mean was 143.1 ± 21.6 (ranging from 33 to 165), which is high. Also, the analysis revealed that most of the participants 348 (91.3%) had higher emotional intelligence level. This finding suggests that nursing students are emotionally intelligent and may be able to notice, analyze, control, manage, and harness emotion in an adaptive manner. Also, academic year of nursing students was a predictor of emotional intelligence. Furthermore, there was positive relationship between the age and emotional intelligence (p < 0.05). The students’ ability to use their EI increased as they rose through the nursing grades. Conclusion: This study confirmed that the emotional intelligence score of the nursing students was high. Also, academic year of nursing students was a predictor of emotional intelligence. In addition, a positive relationship was confirmed between the emotional intelligence and age of nursing students. .

Exploring Critical Thinking Dispositions among Fourth Year BSc Nursing Students of Various Colleges of Nursing, Pakistan

Background: Critical Thinking (CT) dispositions in nursing are prominent predictors of competence in delivering high-quality care, and of professionalism, in newly graduated nurses. CT skills, in isolation of CT dispositions, do not guarantee success in the workplace, because Critical Thinking Dispositions (CTD) are important elements of intellectual reasoning that simulate a person towards using the CT skills. Therefore, nursing educational programs should promote lifelong learning rather than focusing on transferring the content of nursing knowledge only. And for this purpose, quality education is the key. Education should focus on teaching from diverse perspectives, incorporating various teaching learning strategies that are congruent with the modern era. Purpose: The purpose of this study is to explore critical thinking dispositions among final year Baccalaureate Nursing students of various military colleges of nursing, in Pakistan. Methodology: A descriptive qualitative exploratory study design was used to investigate the CTD of BSc final year nursing students. The study population included twelve willing nursing students, from six military colleges across the country. Demographic information and consent was taken from the participants of the study. In-depth interviews, through a semi structured interview guide, and probes were used to obtain data related to personal experiences of CTD amongst the nursing students. Results: Data analysis showed two broad themes: 1) Perceptions of CT, and 2) Experiences of CT dispositions. In theme one, the emerging category was: Clarity of CT;whereas in theme two, the categories that emerged were: a) Truth Seeking, b) Open Mindedness, c) Inquisitiveness, and d) Self Organization. Conclusion: The findings of the study revealed positive dispositions towards truth seeking, open mindedness, and self-organization, whereas disposition towards inquisitiveness was weak. Self-confidence and maturity also emerged as positive factors that the students possessed. This study recommends that faculty and learners should extend their concept of CTD, and emphasizes its application in daily routine. Additionally, faculty should modify their instructional strategies and focus on the cultivation of dispositions of inquisitiveness, curiosity, and allow questioning by students in the class.

Application of Patient Simulators Combined with Internet plus Scenario Simulation Teaching Models on Intravenous Infusion Nursing Education in China

Objective: To explore the effectiveness of applying patient simulators combined with Internet Plus scenario simulation teaching models on intravenous (IV) infusion nursing education, and to provide scientific evidence for the implementation of advanced teaching models in future nursing education. Methods: Enrolled 60 nurses who took the IV infusion therapy training program in our hospital from January 2022 to December 2023 for research. 30 nurses who were trained in traditional teaching models from January to December 2022 were selected as the control group, and 30 nurses who were trained with simulation-based teaching models with methods including simulated patients, internet, online meetings which can be replayed and scenario simulation, etc. from January to December 2023 were selected as the experimental group. Evaluated the learning outcomes based on the Competency Inventory for Nursing Students (CINS), Problem-Solving Inventory (PSI), comprehensive learning ability, scientific research ability, and proficiency in the theoretical knowledge and practical skills of IV infusion therapy. Nursing quality, the incidence of IV infusion therapy complications and nurse satisfaction with different teaching models were also measured. Results: The scientific research ability, PSI scores, CINS scores, and comprehensive learning ability of the experimental group were better than those of the control group (P 0.05), and their assessment results of practical skills, nursing quality of IV infusion therapy during training, and satisfaction with teaching models were all better than those of the control group with statistical significance (P < 0.05). The incidence of IV infusion therapy complications in the experimental group was lower than that in the control group, indicating statistical significance (P < 0.05). Conclusions: Teaching models based on patient simulators combined with Internet Plus scenario simulation enable nursing students to learn more directly and practice at any time and in any place, and can improve their proficiency in IV infusion theoretical knowledge and skills (e.g. PICC catheterization), core competencies, problem-solving ability, comprehensive learning ability, scientific research ability and the ability to deal with complicated cases. Also, it helps provide high-quality nursing education, improve the nursing quality of IV therapy, reduce the incidence of related complications, and ensure the safety of patients with IV therapy.

Assessing the Levels of Clinical Reasoning Skills Using Self-Assessment of Clinical Reflection and Reasoning in Undergraduate Nursing Students: A Descriptive Comparative Study

Background: Clinical reasoning is a critical cognitive skill that enables undergraduate nursing students to make clinically sound decisions. A lapse in clinical reasoning can result in unintended harm to patients. The aim of the study was to assess and compare the levels of clinical reasoning skills between third year and fourth year undergraduate nursing students. Methods: The study utilized a descriptive comparative research design, based on the positivism paradigm. 410 undergraduate nursing students were systematically sampled and recruited into the study. The researchers used the Self-Assessment of Clinical Reflection and Reasoning questionnaire to collect data on clinical reasoning skills from third- and fourth-year nursing students while adhering to ethical principles of human dignity. Descriptive statistics were done to analyse the level of clinical reasoning and an independent sample t-test was performed to compare the clinical reasoning skills of the student. A p value of 0.05 was accepted. Results: The results of the study revealed that the mean clinical reasoning scores of the undergraduate nursing students were knowledge/theory application (M = 3.84;SD = 1.04);decision-making based on experience and evidence (M = 4.09;SD = 1.01);dealing with uncertainty (M = 3.93;SD = 0.87);reflection and reasoning (M = 3.77;SD = 3.88). The mean difference in clinical reasoning skills between third- and fourth-year undergraduate nursing students was not significantly different from an independent sample t-test scores (t = −1.08;p = 0.28);(t = −0.29;p = 0.73);(t = 1.19;p = 0.24);(t = −0.57;p = 0.57). Since the p-value is >0.05, the null hypothesis (H0) “there is no significantno significant difference in clinical reasoning between third year and fourth year undergraduate nursing students”, was accepted. Conclusion: This study has shown that the level of clinical reasoning skills of the undergraduate nursing students was moderate to low. This meant that the teaching methods have not been effective to improve the students clinical reasoning skills. Therefore, the training institutions should revise their curriculum by incorporating new teaching methods like simulation to enhance students’ clinical reasoning skills. In conclusion, evaluating clinical reasoning skills is crucial for addressing healthcare issues, validating teaching methods, and fostering continuous improvement in nursing education.

Preceptors'experiences in guiding nursing students to use research findings and to implement evidence-based practice

Objective:Evidence-based practices(EBPs)have been taught to students by identifying the best evidence/evidence from research results.However,the experiences of Indonesian nurse preceptors in helping students implement research findings have not been explored thoroughly.This study aimed to explore Indonesian nurse preceptors in guiding nursing students to use research findings.Methods:This study used interpretive phenomenology analysis that involves 9 nurse preceptors from hospitals in West Kalimantan,Indonesia.Semi-structured in-depth interviews were recorded and then transcribed verbatim.Results:Three themes were generated during the analysis:“types of student supervision,”“issues during supervision,”and“the need for research literacy and supervision.”Conclusions:Nurse preceptors need support to supervise the nursing students to use research findings.In addition to upgrading nursing skills,nurse preceptors must receive training in research and its utilization.Developing an appropriate strategy to assist students in using research findings will enhance the promotion of evidence-based nursing practices on a daily basis.

Research on the Ideological and Political Work of Nursing Students in the New Era under the Strategy of Healthy China

Nursing students have uniqueness within the general university student population as they are among the primary practitioners of the “Healthy China Strategy 2030” and guardians of people’s health. Innovating and strengthening ideological and political education for nursing students, enhancing their skills in serving the people, is a significant political task for medical universities. Against the backdrop of the “Healthy China Strategy,” how to effectively improve nursing students’ professional competencies, integrate life education, medical humanities education, and general ideological and political education, and utilize life education to construct a more suitable ideological and political education system for nursing students, in order to better establish correct worldviews, values, and professional outlooks, are urgent practical issues that need to be addressed in ideological and political education in medical universities. This article takes life education as an entry point and focuses on integrating it with the internalization and unification of ideological and political education courses, aiming to explore the possibilities and new pathways for integrating life education into the ideological and political education of nursing students in the new era.

A Study on the Application of Audible Thinking Combined with Case Teaching Method in the Teaching of Nursing Room Visits for Trained Nurses

Objective:To investigate the effect of using audible thinking combined with the case teaching method in the teaching of nursing checkups for regulation nurses.Methods:The period was April 2023–April 2024,and a randomized controlled group study was carried out in which 76 regulation nurses in our hospital were randomly divided into a research group and a control group,with 38 regulation nurses in each group.The control group used conventional teaching methods,and the research group used audible thinking combined with the case teaching method,comparing the two groups’independent learning ability scores,assessment scores,and teaching satisfaction.Results:Independent learning ability score:after teaching,the research group was significantly higher than the control group(P<0.05);Assessment results:the research group was considerably higher than the control group(P<0.05);Teaching satisfaction:the research group was significantly higher than the control group(P<0.05).Conclusion:The use of audible thinking combined with the case teaching method in the teaching of nursing room visits for trained nurses can improve independent learning ability and assessment results and increase teaching satisfaction.

Attitudes of nursing students about palliative care:an analysis of influencing factors

Background:As the population continues to age and the number of people suffering from incurable diseases,such as malignant tumors and Alzheimer’s disease,increases,the need for quality end-of-life care is becoming more and more prominent.Nursing students,as a reserved talent in the nursing field,have an attitude towards palliative care that will directly affect the quality of care for future terminal patients.Methods:This descriptive and cross-sectional survey was conducted from November 2020 to January 2021.A stratified sampling method randomly selected 1168 undergraduate and postgraduate nursing students as respondents.Students’attitudes were measured using a revised palliative care attitude questionnaire.Results:The palliative care attitude score was 7.233±1.812 with a score of 72.3%and a median score of 7.50 with a range of 0-10.63.10%of the nursing students had an attitude score of 7 or more and only 2.40%of the nursing students had a negative attitude towards palliative care.The results showed that gender,grade level,health status,and attitudes toward the nursing profession affected nursing students’attitudes toward palliative care(P<0.05).Conclusion:Currently,Chinese nursing students have better attitudes towards palliative care,but are less likely to want to pursue a career in palliative care in the future.Medical schools can take into account their actual gradual opening of palliative care courses,using a variety of teaching methods to stimulate the interest of nursing students to learn and improve their willingness to palliative care services.

Study on the Construction and Evaluation System of Clinical Midwifery Teaching Faculty under the New Nursing Model

Objective:To explore the impact of the construction of a clinical midwifery teaching faculty and the development of an evaluation system under the new nursing model on the current teaching quality.Methods:From July 2022 to March 2023,10 clinical teaching teachers and 20 midwifery interns from Beijing Anzhen Hospital affiliated with Capital Medical University were selected as the subjects of this study.The clinical teaching teachers and midwifery interns were divided into an observation group and a control group,with each group including 5 clinical teaching teachers and 10 midwifery interns.The observation group received daily management and evaluation under the new nursing model,while the control group received management and evaluation under the traditional nursing model.The teaching quality evaluation of clinical midwifery teaching teachers by midwifery interns,the exit exam scores of midwifery interns,and the scores of clinical teaching teachers’internship lectures and teaching rounds were compared between the two groups.Results:In the observation group,the scores for teaching attitude,teaching skills,and teaching management in the teaching quality evaluation of clinical midwifery teaching teachers were higher than those in the control group.The professional theory scores(91.28±3.64)and overall nursing comprehensive scores(92.56±4.38)of midwifery interns in the observation group were higher than those of midwifery interns in the control group(81.58±2.27 and 80.29±3.33,respectively).The scores for internship lectures(89.32±4.15)and teaching rounds(90.64±5.52)in the observation group were also significantly higher than those in the control group(80.46±3.28 and 81.24±4.38,respectively),and the differences were statistically significant(P<0.05).Conclusion:The management of the clinical midwifery teaching faculty under the new nursing model effectively improved the quality of clinical teaching.It significantly enhanced the teaching effectiveness of clinical teaching teachers and the proficiency of midwifery interns in clinical operations,making it worthy of promotion and use.

Analysis of the Effect of The Error Method Demonstration in The Teaching of Basic Nursing Laboratory Operation

Objective: This paper is mainly to deeply study and systematically explore the practical application of the error- demonstrating method in the teaching of basic nursing laboratory operation and the impact and effect it produces. Methods: 80 cases of nursing interns in our school were randomly selected for analysis and research from January 2023 to December 2023, 40 cases of traditional teaching methods were named as the reference group, and 40 cases of demonstration and error methods were named as the seminar group and in-depth analysis and evaluation of the teaching effect of the two groups after the implementation of different teaching modes were carried out. Results: The seminar group achieved remarkable results in terms of teaching effect, and the performance of the interns in this group was significantly better than that of the reference group in terms of medical key skills such as aseptic operation technique, intravenous infusion operation, intramuscular injection operation, and catheterization operation, P < 0.05, which is of research value. Conclusion: After the nursing interns received the teaching intervention of the demonstration of the error method, their experimental operation performance and hands-on ability were significantly improved, and at the same time effectively stimulated their interest in learning, which is worth using.

Analysis of The Use of Implicit Nursing Knowledge in The Teaching of Cardiovascular Internal Medicine Nursing

Objective: To explore the utilization of implicit nursing knowledge in the teaching of cardiovascular internal medicine nursing and to provide a reference for improving the quality and efficiency of cardiovascular internal medicine nursing work. Methods: Thirty-six trainee nurses working in the cardiovascular internal medicine department of our hospital from September 2022 to September 2023 were selected and randomly divided into a control group and an observation group of 18 trainees each. The control adopted the traditional teaching methods while the observation group adopted the implicit nursing knowledge in their clinical practice work. The assessment scores and teamwork ability of the two groups were analyzed and compared. Results: The performance of the observation group was better than that of the control group, and the difference between the two groups was statistically significant (P < 0.05). The teamwork ability of the observation group was significantly better than that of the control group in teamwork ability (P < 0.05). Conclusion: Implicit nursing knowledge teaching is conducive to the cultivation of high-quality nursing talents and meets the development needs of hospitals. Therefore, the importance of implicit nursing knowledge should be strengthened in the teaching of cardiovascular internal medicine nursing and it should be comprehensively organized to improve the quality of nursing services.