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...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.展开更多
Objective: To propose approaches to improve nursing handoffs for surgical patients, including standardization. Background: Handoffs, or the transfer of accountability and patient information, can generate potential ri...Objective: To propose approaches to improve nursing handoffs for surgical patients, including standardization. Background: Handoffs, or the transfer of accountability and patient information, can generate potential risks for patient safety. Standardization has been proposed to help improve handoffs. Methods: After observing 333 nursing handoffs in the surgical wards of our institution, we conducted a thematic content analysis, comparing and contrasting the observations. Results: Handoff processes, including the use of support tools, varied among the observations. Common themes in the handoff content suggested possibilities of standardization. About half of the 51 interruptions occurring during the observed handoffs were by healthcare professionals. Conclusions: Standardization to improve handoffs should address both the content and the process. Interruptions were common and should be avoided whenever possible. Future studies should also consider the use of mobile applications to support handoffs and clinical documentation.展开更多
目的探讨基于床旁严重度指数(Bedside Index of Severity in Acute Pancreatitis,BISAP)评分系统的护理干预对重症胰腺炎患者自我护理能力、生活质量的影响。方法方便选取2022年1月-2023年5月福建医科大学附属协和医院收治的88例重症胰...目的探讨基于床旁严重度指数(Bedside Index of Severity in Acute Pancreatitis,BISAP)评分系统的护理干预对重症胰腺炎患者自我护理能力、生活质量的影响。方法方便选取2022年1月-2023年5月福建医科大学附属协和医院收治的88例重症胰腺炎患者为研究对象,接随机数表法分为对照组和BISAP评分组,各44例。对照组接受临床重症胰腺炎患者的常规护理,BISAP评分组接受基于BISAP评分系统的护理干预。对比两组患者的护理1周、护理2周后自我护理能力、生活质量及护理满意度。结果护理1周、护理2周时,BISAP评分组的自我护理能力评估量表中对健康知识掌握、自我认同、自我责任感、自我护理能力等维度评分值均高于对照组,差异有统计学意义(P均<0.05);BISAP评分组的生活质量综合评估量表中躯体功能、心理功能、社会功能、物质生活状态等维度评分值均高于对照组,差异有统计学意义(P均<0.05)。出院当日,BISAP评分组的平均护理满意度评分(94.76±5.43)分高于对照组(84.93±8.05)分,差异有统计学意义(t=6.715,P<0.05)。结论基于BISAP评分系统的护理干预应用于重症胰腺炎患者中,可积极提升其自我护理能力及生活质量,同时有助于护理满意度的优化。展开更多
文摘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.
文摘Objective: To propose approaches to improve nursing handoffs for surgical patients, including standardization. Background: Handoffs, or the transfer of accountability and patient information, can generate potential risks for patient safety. Standardization has been proposed to help improve handoffs. Methods: After observing 333 nursing handoffs in the surgical wards of our institution, we conducted a thematic content analysis, comparing and contrasting the observations. Results: Handoff processes, including the use of support tools, varied among the observations. Common themes in the handoff content suggested possibilities of standardization. About half of the 51 interruptions occurring during the observed handoffs were by healthcare professionals. Conclusions: Standardization to improve handoffs should address both the content and the process. Interruptions were common and should be avoided whenever possible. Future studies should also consider the use of mobile applications to support handoffs and clinical documentation.
文摘目的探讨基于床旁严重度指数(Bedside Index of Severity in Acute Pancreatitis,BISAP)评分系统的护理干预对重症胰腺炎患者自我护理能力、生活质量的影响。方法方便选取2022年1月-2023年5月福建医科大学附属协和医院收治的88例重症胰腺炎患者为研究对象,接随机数表法分为对照组和BISAP评分组,各44例。对照组接受临床重症胰腺炎患者的常规护理,BISAP评分组接受基于BISAP评分系统的护理干预。对比两组患者的护理1周、护理2周后自我护理能力、生活质量及护理满意度。结果护理1周、护理2周时,BISAP评分组的自我护理能力评估量表中对健康知识掌握、自我认同、自我责任感、自我护理能力等维度评分值均高于对照组,差异有统计学意义(P均<0.05);BISAP评分组的生活质量综合评估量表中躯体功能、心理功能、社会功能、物质生活状态等维度评分值均高于对照组,差异有统计学意义(P均<0.05)。出院当日,BISAP评分组的平均护理满意度评分(94.76±5.43)分高于对照组(84.93±8.05)分,差异有统计学意义(t=6.715,P<0.05)。结论基于BISAP评分系统的护理干预应用于重症胰腺炎患者中,可积极提升其自我护理能力及生活质量,同时有助于护理满意度的优化。
