Mediating effect of self-efficacy in relationship between emotional intelligence and clinical communication competency of nurses

Objective:This study investigates the emotional intelligence(EI),self-efficacy,and clinical communication ability of clinical nurses to explore the correlation among these three variables,and verify the mediating effect of self-efficacy on relationship between EI and communication skills.Methods:A total of 865 nurses were recruited and investigated using Wong and Law's Emotional Intelligence Scale,General Self-Efficacy Scale,and nurse clinical communication scale.Results:The scores for EI and self-efficacy of nurses were 14.23±2.61 and 25.36±5.67,respectively,which were lower than the international norm(p<0.01).The score for clinical communication ability of nurses was 4.14±0.53.The clinical communication competency of nurses was positively correlated with EI and general self-efficacy.Furthermore,selfefficacy played an intermediary role between EI and clinical communication commitment.Conclusion:Nursing administrators can improve the clinical communication ability of nurses by enhancing their self-efficacy and EI.

Analysis on The Effective Ways of Strengthening The Cultivation of Communication Ability between Nurses and Patients in Higher Vocational Nursing Education

Nowadays,under the condition of the lack of nursing staff, the state began to cultivate nursing students vigorously, and higher vocational nursing education has gradually become one of the most important majors in many full-time colleges and universities.The students who are trained in professional nursing,after several years of study, they will be gradually distributed to various regions,excellent students will even be sent to hospitals with better conditions and higher medical level.ln fact, the nursing work is not as easy as people know.Nursing workers not only need to directly face different patients,but also need to have certain nursing technology and ability of adjusting to changing circumstances.Cultivating the nursing ability and ability of communicating well with patients of these students is the main purpose of higher vocational nursing education.

Practical Progress of SBAR Communication Model-Related Teaching in Clinical Teaching

This paper elaborates the core and essence of situation,background,assessment,recommendation(SBAR)communication model,clarify the application status of SBAR communication model in the clinical teaching of nursing students,and describe its effectiveness and limitations,so as to provide reference for improving clinical nursing teaching ability.

Comparison of Clinical Thinking Ability in Nursing Students of Different Grades

Objective： This study investigated and compared the clinical thinking ability of undergraduate nursing students of different grades, and searched for influencing factors of clinical thinking ability of nursing undergraduate students. Methods： The convenience sampling method was used to select the Subject of the study. In total, 180 third-year, fourth-year, and fifth-year nursing undergraduate students were enrolled in this study. A self-designed scale of clinical thinking ability was used to collect the data. SPSS17.0 was used to analyze the data. Results： The average scores of clinical thinking ability of undergraduate nursing students were 68.14±9.13. In addition, 71.1% of the students have a higher level of clinical thinking ability, and only 7.2% of the students have the best level. The ANOVA test showed that the fourth-year students had the highest scores（72.96±8.64）, and the third-year students had the lowest scores（62.35±8.09）, which indicated a significant difference in the scores of the three groups（ F= 26. 79, P〈0.05）. Multiple linear regression analysis indicated that the frequency of academic activities and the frequency of department rounds were significantly correlated to clinical thinking ability（P〈0.05）. Conclusion： We must pay attention to the changes and influencing factors of clinical thinking ability of nursing undergraduate students. Thus, traditional teaching methods need to evolve and be revised to host the capacity of clinical practice most effectively and, eventually, promote the development of clinical thinking ability of nursing undergraduate students.

The concept and characteristics of clinical practice ability in Master Degree of Nursing (specialty)

The concepts of ability, practice ability, and professional practice ability were analyzed using a theoretical research method. Based on the results of the analysis, the concept of clinical practice ability for Master Degree of Nursing（specialty） students was de？ned, and the characteristics were interpreted to provide references for future in-depth studies.

The Effect of Simulation-Based Training on Nursing Students’ Communication Skill, Self-Efficacy and Clinical Competence for Nursing Practice

Background: Simulation-based training is a new strategy in teaching that gives the students good opportunities to learn and apply what they learn in nursing care safely. Aim: This study conducted to evaluate the effects of simulation-based training on nursing students’ communication skill, self-efficacy and clinical competence in practice. Subjects and Methods: Quiz-experimental design was used in this study (pre-posttest intervention), it was carried out on 100 nursing students first semester in 2019 using low and high-fidelity simulators. This study was carried out at College of Applied Medical Sciences-Bshia University. Data Collection: demographic data, communication skill, self-efficacy and clinical competence questionnaires. Analysis is done by SPSS version 20 software. Results: Participants who received the simulation-based training, showed statistical significant improvement in communication skill, self-efficacy, and clinical competence scores after participation in the simulation program (t = &#8722;32.64, p = 0.001;t = &#8722;19.9, p = 0.001;16.4, p = 0.001). Also, there are significant relation between gender and clinical competency (t = 2.768, p Conclusion: Simulation-based training in medical courses is effective in enhancing communication skill, self-efficacy and clinical competence. Multiple-patient simulations as a teaching-learning strategy in the nursing curriculum are highly recommended.

Discussion on the Graduation Practical Ability Assessment Model for Master of Nursing Specialist Students

Objective: To explore graduation practical ability assessment mode of graduate students in nursing (Master of Nursing Specialist, MNS). Methods: All 28 MNS 2020th graduate students in a university were selected as subjects by convenient sampling method, using the improved 4-station objective structured examination (Objective Structured Clinical Examination, OSCE) model. The assessment content included nursing assessment, nursing diagnosis, basic nursing operation, specialist nursing operation, theoretical written test and oral test and overall evaluation. And self-made questionnaire was used to evaluate the effect of the assessment model and the improvement of clinical practice ability of graduate students. Results: The overall satisfaction rate of graduation assessment was 89.51%, the overall satisfaction rate of graduation assessment mode and practical ability improvement evaluation was 84.66%, the pass rate of assessment results was 100%, and the excellent rate was 71.42%. Conclusion: The MNS graduation practical ability assessment model has a high degree of satisfaction, objectively evaluates the knowledge, skills, attitudes and emotions of graduate students, promotes the comprehensive quality and ability of graduate students, which is worthy of promotion.

DxR Clinician软件在神经内科护理实践中学生临床思维培养的应用评价

目的分析和探讨DxR Clinician软件在神经内科中护生临床思维培养的应用。方法选取神经内科86名实习护生作为研究对象,随机分为对照组和观察组。观察组实施DxR Clinician软件教学模式,对照组实施传统带教模式。分析两组护生的评判性思维、临床决策能力、理论和操作考试成绩及满意度。结果观察组护生评判性思维的5个维度(创新能力、总结能力、认知能力、分析能力、自信能力)与对照组护生有显著差异;两组护生临床决策能力的4个方面(发现问题、决断方案能力、实施决策能力和评价反馈能力)有显著差异;观察组护生的理论和操作考试成绩高于对照组;两组护生对教学工作的满意度有差异。结论DxR Clinician软件让护生通过扮演临床护士进行角色职业训练,提高护生的评判性思维和临床决策能力;同时,应用此软件给护生带来身临其境的学习体验,提高了其临床知识储备量和满意度。

改良Nursing-Mini-CEX教学模式对本科护生临床实践能力和临床思维的影响

目的:探讨改良Nursing-Mini-CEX教学模式在本科护生实习中的实践效果。方法:整群抽样方法抽取我院2019年7月至2020年3月本科实习护生设为对照组,2020年7月至2021年3月本科实习护生设为试验组。对照组护生实行传统一对一临床带教,试验组护生在对照组基础上采用改良Nursing-Mini-CEX教学模式进行带教。比较两组护生出科考核成绩、改良Nursing-Mini-CEX评估量表和医学生临床思维能力评估量表得分。结果:试验组平时考核成绩、操作考核成绩均高于对照组(P<0.05);试验组改良Nursing-Mini-CEX评估量表各维度得分均高于对照组(P<0.05);试验组医学生临床思维能力评估量表中批判性思维与系统思维得分均高于对照组(P<0.05)。结论:改良Nursing-Mini-CEX教学模式能提高护生实习成绩和临床护理教学质量,提升护生临床实践能力,培养临床思维。

基于BOPPPS模型的5G+智慧课堂在临床护理教学中的应用

目的 探讨基于BOPPPS模型的5G+智慧课堂在胸外科护理临床教学中的应用效果。方法 将胸外科实习的90名本科护生按照实习时间分为对照组43名,试验组47名。对照组采用传统教学方法;试验组采用基于BOPPPS模型的5G+线上、线下、临床实践三位一体智慧课堂教学模式。比较两组护生实习成绩、自主学习能力和对教学模式的满意度。结果 试验组护生实习成绩、自主学习能力得分显著高于对照组(均P<0.05);两组教学满意度比较,差异无统计学意义(P,>0.05)。结论 基于BOPPPS模型的5G+智慧课堂教学模式的应用可提高护生实习成绩及自主学习能力,提升临床教学效果。

临床护理教师教学能力与护理信息能力及循证实践能力关系模型的研究

目的:分析临床护理教师的教学能力、护理信息能力及循证实践能力的现状,明确三者的关系,为提高临床护理教师教学能力提供参考。方法:采用方便抽样法,于2022年10月至2024年3月在广东省5个城市15家三级医院选取具有本科生带教经验的740名临床护理教师作为研究对象。用一般资料调查表、护理信息能力量表、中文版循证实践能力评估量表及护理本科生临床带教老师教学能力问卷进行调查,运用Person相关分析和结构方程模型进行数据分析。结果:临床护理教师护理信息能力、循证实践能力及教学能力条目均分分别为(3.60±0.55)分、(3.16±0.74)分、(3.05±0.58)分,护理信息能力对教学能力具有直接效应(β=0.368,P<0.05);循证实践能力对教学能力有直接效应(β=0.590,P<0.05);护理信息能力可以通过循证实践能力间接影响教学能力(β=0.238,P<0.05)。结论:临床护理教师护理信息能力、循证实践能力处于中等水平,护理管理者应采取多项措施提升临床护理教师护理信息能力、循证实践能力,进而提高临床护理教师教学能力。

赛教融合视角下临床护理技能综合实训教学方案的设计与实践效果评价

目的基于赛教融合的理念设计临床护理技能综合实训教学方案,并探究其实施效果。方法结合中国大学生医学技术技能大赛项目,从总体思路、教学内容、教学资源、教学活动、教研团队等方面设计临床护理技能综合实训方案。对236名护理专业本科三年级学生通过课前导学、课中开展OSCE与引导性反馈、课后巩固三环节开展实训方案教学实践并评价方案实施效果。结果OSCE第1站点入院接诊完成时间为(564±240)s,第2站点术前护理完成时间为(618±121)s,第3站点术后护理完成时间为(653±166)s。理论基础、操作技能、团队配合、人文关怀、临床思维的得分率为78.9%~91.7%。学生对教学方法、教学内容、教学过程安排、教学环境布置的满意度为89.7%~97.6%。反思报告结果显示,竞赛紧张但参与度高,操作后讨论有利于知识与技能的综合。结论将竞赛任务具有挑战性的特点融入临床护理综合实训教学设计,以竞赛的趣味性提高学生学习兴趣,结合引导性反馈可有效培养学生的综合能力。

护士临床决策能力现状及影响因素研究

目的调查临床护士临床决策能力现状及其影响因素,为改善及提高临床护士正确的临床决策能力提供参考和依据。方法采用方便抽样法,选取陕西300名临床护士为研究对象,采用一般资料调查表、临床决策量表和综合决策风格量表进行调查研究,用单因素分析及多元线性回归等方法分析临床护士临床决策能力的影响因素。结果临床护士临床决策能力总分为(163.85±13.78)分,达到临床决策能力高水平标准(146.68~200.00)分。Spearman秩相关分析结果为:临床决策能力的总得分以及各个维度的得分结果与理智型决策风格得分结果呈现明显的正相关关系(P<0.05);寻找信息或新信息维度的得分情况仅与直觉-冲动型决策风格的得分情况呈负相关关系(P<0.05);回避型决策风格与寻找信息或新信息、明确目标和价值、临床决策能力总分、寻找可选择的方案维度等得分均呈负相关(P<0.05)。多元线性回归结局为:理智型决策风格能够正向影响临床护士临床决策能力,回避型决策风格能够负向影响临床护士临床决策能力。结论临床护士的临床决策能力一直都维持在比较恒定的高水平,他们受理智型和回避型决策风格影响的程度比较大。医疗管理者需要举办针对性培训活动等措施,促进临床护士理智型决策风格的构建,尽量减少回避型决策风格的影响,从而提高临床护士的临床决策能力。

区域医联体医院ICU护士核心能力现状及影响因素研究

目的调查区域医联体医院ICU护士核心能力,并分析其影响因素,为制定针对性的措施提高医联体内ICU护士核心能力提供参考。方法采用整群抽样方法纳入黄冈地区医联体内19所医院的285名ICU护士作为研究对象,采用一般资料调查表、护士职业获益感量表、ICU护士核心能力调查表进行调查。结果ICU护士核心能力总分为(258.79±65.11)分,条目均分(3.50±0.88)分,其中临床实践能力维度条目均分最高(3.70±0.92),专业发展能力维度条目均分最低(3.28±0.95);职业获益感总分为(53.75±10.86)分。医院等级、职称、参加过ICU专科培训、获得ICU专科护士证书、工作保障、工作价值是区域医联体医院ICU护士核心能力的主要影响因素(均P<0.05)。结论医联体医院ICU护士核心能力处于中等水平,需开展ICU专科培训及提高职业获益感,从而提高其核心能力。

子宫内膜异位症患者的中医慢病护理门诊管理

目的评价中医慢病护理门诊对子宫内膜异位症患者的管理效果。方法采用历史对照法,将2020年1-12月行腹腔镜手术的子宫内膜异位症门诊就诊的痛经患者88例作为对照组,按常规行术后门诊复诊及随访;2021年1-12月行腹腔镜手术的门诊就诊的88例痛经患者为观察组,在对照组基础上实施子宫内膜异位症中医慢病护理;干预3个月。干预后3、6、12个月评估干预效果。结果两组各85例患者完成研究及随访。两组痛经评分、自我管理能力评分及生存质量评分比较,组间效应、时间效应及交互效应差异有统计学意义(均P<0.05)。结论对子宫内膜异位症患者实施中医慢病护理门诊管理,可更有效地改善痛经症状,提高疾病自我管理能力和生存质量。

PDCA管理模式联合随机考核在CCU年轻护士护理能力中的应用效果分析

目的探讨PDCA管理联合随机考核模式在冠状动脉粥样硬化性心脏病监护病房(Cardiac Care Unit,CCU)年轻护士护理能力中的应用效果。方法选择2022年1月—2023年12月徐州市中心医院工作的30名心内科CCU年轻护士作为研究对象,以2022年1—12月实施常规管理模式为对照组,以2023年1—12月实施PDCA管理联合随机考核模式为研究组。比较两组年轻护士的评判性思维能力、临床演练评估能力、考核成绩、护理能力和护理质量。结果研究组评判性思维能力、临床演练评估能力、考核成绩、护理能力、护理质量显著优于对照组,差异有统计学意义(P均<0.05)。结论在CCU年轻护士的管理中,PDCA管理联合随机考核模式更为理想,可显著提升年轻护士的评判性思维能力和临床演练评估能力,提高其理论水平和实践技能,提升护理能力和护理质量。

“5W1H”教学分析法结合视频教学在普外科护理本科实习生临床实践中的应用

目的:探讨“5W1H”教学分析法结合视频教学在普外科本科护生临床实践中的应用效果。方法:选取我院普外科本科护生138名为研究对象,分为两组,对照组接受传统教学,试验组在此基础上采用“5W1H”教学分析法结合视频教学,比较两组护生考核成绩、临床护理实践能力及教学满意度。结果:试验组护生考核成绩、临床护理实践能力、教学满意度均高于对照组(P<0.05)。结论:“5W1H”教学分析法结合视频教学能提升普外科本科护生临床实践能力,提升教学满意度。

融合课程思政的BOPPPS联合情景模拟法对胸外科临床护理教学的作用

目的探讨融合课程思政的BOPPPS联合情景模拟法在胸外科临床护理教学中的应用。方法选取2021年1月—2023年1月南昌大学第一附属医院胸外科临床护理实习生76名作为研究对象,按照组间基线资料具有可比性原则将护理实习生分为对照组和观察组各38例。对照组采用传统课堂教学,观察组实施融合课程思政的BOPPPS联合情景模拟法教学。对两组护理实习生的考核成绩、学习投入量程度、学习压力和疲倦情况、批判性思维能力、学习态度和教学满意度进行比较。结果所有课程结束后,观察组考核成绩高于对照组,组间比较差异有统计学意义(P<0.05);观察组学习投入程度评分高于对照组,组间比较差异有统计学意义(P<0.05);在学习压力和疲惫情况方面,观察组付出和过度投入评分低于对照组,回馈评分高于对照组,组间比较差异有统计学意义(P<0.05);观察组批判性思维能力评分高于对照组,组间比较差异有统计学意义(P<0.05);观察组护生继续教育学习态度评分、教学满意度评分均高于对照组,组间比较差异有统计学意义(P<0.05)。结论将融合课程思政的BOPPPS联合情景模拟法应用在胸外科临床护理教学中,能够有效提高胸外科护生考核成绩、学习投入量程度和批判性思维能力,激发实习护生的学习兴趣和潜能,改善其学习压力和疲倦情况,加强学习和掌握胸外科临床护理的知识技能,护理实习生整体学习态度和教学满意度高。

TTM与OSCE考核对新入职产科护士实践技能培养的研究

目的探讨行为阶段转变理论模型(the transtheoretical model and stages of change,TTM)与客观结构化临床考核(objective structured clinical examination,OSCE)模式对于新入职产科护士实践技能培训的指导价值。方法选取2020年1月—2021年3月南京医科大学附属妇产医院接收的新入职产科护士78名作为对照组,选取2021年4月—2022年9月南京医科大学附属妇产医院接收的新入职产科护士78名为作观察组。对照组采取常规的集中培训方法,观察组采取TTM与OSCE考核培训方法。对比2组新入职产科护士的实践技能考核评分情况、经培训后综合能力以及满意度情况。结果观察组培训后的实践技能考核得分高于对照组[(93.33±2.42)分vs.(88.52±2.71)分],差异有统计学意义(P<0.001);观察组产科护士经培训后在护理评估、临床思维、沟通技能、人文关怀、整体评价各个方面综合能力得分高于对照组,差异有统计学意义(P<0.001);观察组产科护士总满意率(94.87%)高于对照组(83.33%),差异有统计学意义(P<0.05)。结论针对新入职产科护士,实施TTM与OSCE考核培训方式可以提高护士实践技能及综合能力,并提高满意度。

基于情景模拟的翻转课堂教学法在护生批判性思维能力培养中的应用

目的:探讨基于情景模拟的翻转课堂教学法对护理实习生批判性思维能力的影响。方法:便利抽样法选取来我院实习的护生200人作为研究对象,2019年6月至2020年6月的护生100人作为试验组,2018年6月至2019年5月的护生100人为对照组。对照组采用传统带教方法,试验组采用基于情景模拟的翻转课堂教学法。比较两组批判性思维能力、护理操作技能及理论考试成绩。结果:试验组批判性思维能力、护理操作技能及理论考试成绩均高于对照组,两组比较差异有统计学意义(P<0.05)。结论:基于情景模拟的翻转课堂教学法可有效提升护生的批判性思维能力、护理操作理论及技能成绩,具有一定的推广应用价值。