Research and Application of Bedside Rhetorical Teaching Method in Teaching Nursing Interns

Objective:To observe and analyze the application of the bedside rhetorical teaching method in teaching nursing interns.Methods:A total of 64 nursing interns in the gastroenterology department of our hospital from July 2022 to May 2023 were randomly divided into two groups,32 cases in the control group and 32 cases in the intervention group.The control group was given conventional teaching methods,and the intervention group was given the bedside rhetorical teaching method on the basis of the conventional teaching.The differences in the methods of teaching between the two groups were compared after the end of the internship,and there was a statistically significant difference with P<0.05.Results:The scores of the interns in the intervention group were significantly better than those of the control group in theoretical knowledge,communication skills,and case analysis items(P<0.05).Conclusion:The bedside rhetorical teaching method transforms classroom education into bedside teaching,which enables the interns to apply the theoretical knowledge to clinical practice,and has a higher improvement in the three aspects of disease knowledge,communication skills,and case analysis,cultivates the interns’comprehensive clinical skills,and lays a good foundation for the future entry into the nursing field.

Application of Heuristic Method to the Clinical Teaching of Internal Medicine

There is an old saying,“Give a man a fish,and he will eat for a day.Teach a man to fish,and he will eat for the rest of his life.”In clinical teaching,students should not only be taught about diseases,but their intelligence should also be cultivated,along with their analytical,comprehension,and independent learning skills.The ability to solve problems enables students to think independently and acquire knowledge.This is known as the heuristic method of teaching.In this study,we mainly analyze the application value of the heuristic method in the clinical teaching of internal medicine.

Build an International Teaching Resource Construction System and Practice International Talent Training in the Context of “Double First-class” ——Take the School of Software of Northwestern Polytechnical University Case as an Example

From the perspective of the development of world-class universities,internationalization is an essential strategic choice and external feature,and also an inevitable choice to improve the discourse power and competitiveness of international higher education.In line with the national“double first-class”international development strategy of higher education,based on the cultivation of students’overall quality,the improvement of teachers’professional ability,and the development of school’s improvement of quality and efficiency,we School of Software,Northwestern Polytechnical University,explore new ideas and new measures for the cultivation of international software engineering talents,build a set of international teaching resources construction system,to form a reference standard and scheme for the cultivation of international software engineering talents.At present,we have achieved excellent results.

Babycare's International Cooperation in Early Childhood English Teaching

Established in 1998, Babycare Consulting Co. Ltd. (hereinafter referred to as Babycare) is a new-type enterprise offering early education to babies and children aged 0-6. In accordance with the law of physical and mental development of babies and children, the company develops courses such as healthy

Can Increasing Teachers’Teaching Autonomy Help Improve Instructional Quality?-Based on the Results of TALIS 2018

Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional quality.Based on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this study analyzes teachers’teaching autonomy and its effect on instructional quality.It finds that,firstly,as compared to those in the countries of the Organization for Economic Co-operation and Development(OECD),teachers in Shanghai,China,have greater teaching autonomy,but there is still room for improvement in this regard.They have sufficient autonomy in determining the instructional content and disciplining students,but not in assessing students’learning.Secondly,increasing the teaching autonomy in Shanghai can significantly improve instructional quality.Increasing their autonomy in assessing students’learning has the greatest effect on improving instructional quality,while increasing the autonomy in choosing teaching methods has the least effect,which is culturally different from the situation in OECD countries.Thirdly,the influence of teaching autonomy on instructional quality is positively moderated by teaching efficacy,which means that teachers need to have the“ability”in addition to the“autonomy.”Based on this,suggestions are also made.