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.

Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group,adopting conventional nursing teaching methods;13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group,adopting the seminar+CBL+PBL teaching method.The teaching effects were compared between the two groups.Results:All assessment scores of the observation group were higher than those of the control group;all teaching satisfaction levels were higher than those of the control group(P<0.05).Conclusion:Adopting the seminar+CBL+PBL teaching method during oral clinical nursing teaching can improve nursing students’assessment scores,strengthen their core competencies,and enhance teaching satisfaction.

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.

From Knowledge Transfer to Capability Development:The Future of PBL+CBL Teaching Method in Operating Room Nursing Education

Concomitant with the advancement of contemporary medical technology,the significance of perioperative nursing has been increasingly accentuated,necessitating elevated standards for the pedagogy of perioperative nursing.Presently,the PBL(problem-based learning)pedagogical approach,when integrated with CBL(case-based learning),has garnered considerable interest.An extensive literature review has been conducted to analyze the application of the PBL-CBL fusion in the education of perioperative nursing.Findings indicate that this integrative teaching methodology not only enhances students’theoretical knowledge,practical competencies,and collaborative skills but also contributes to the elevation of teaching quality.In conclusion,the PBL-CBL teaching approach holds immense potential for broader application in perioperative nursing education.Nevertheless,it is imperative to continually refine this combined pedagogical strategy to further enhance the caliber of perioperative nursing instruction and to cultivate a greater number of exceptional nursing professionals in the operating room setting.

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.

Observation of Curative Effect of Surgical Nursing in Patients with Grade III Hand-Foot Syndrome

Objective: To investigate the effect of surgical nursing on grade III Hand-Foot Syndrome (HFS) induced by Doxorubicin hydrochloride liposome chemotherapy after breast cancer surgery. Method: From January 2019 to December 2019, 10 patients with HFS grade III caused by Doxorubicin hydrochloride liposome chemotherapy after breast cancer surgery in the Breast Department of Cancer Prevention and Treatment Center of Sun Yat-sen University were selected, and surgical nursing methods were used to intervene and observe the therapeutic effects of the patients. Results: One patient was cured within 7 days, the cure rate was 10% in 7 days, 8 patients were cured within 10 days, the cure rate was 80% in 10 days, 10 patients were cured within 15 days, the cure rate was 100% in 15 days. Conclusion: The surgical nursing method is effective for patients with grade III HFS caused by Doxorubicin hydrochloride liposome chemotherapy after breast cancer surgery, shortening the treatment time of HFS, and is worthy of clinical promotion.

Observation of the Effect of Video Assessment Method on the Operation Skills of Individual Nurses

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.

Critical care nurses and their clinical reasoning for customizing monitor alarms:a mixed-method study

Objective:To explore the clinical rationale of critical care nurses for personalizing monitor alarms.One of the most crucial jobs assigned to critical care nurses is monitoring patients'physiological indicators and carrying out the necessary associated interventions.Successful use of equipment in the nursing practice environment will be improved by a thorough understanding of the nurse's approach to alarm configuration.Methods:A mixed-method design integrating quantitative and qualitative components was used.The sample of this study recruited a convenience sample of 60 nurses who have worked in critical care areas.This study took place at Lebanese American University Medical Center Rizk Hospital,utilizing a semi-structured interview with participants.Results:The study demonstrated the high incidence of nuisance alarms and the desensitization of critical care nurses to vital ones.According to the nurses,frequent false alarms and a shortage of staff are the 2 main causes of alarm desensitization.Age was significantly associated with the perception of Smart alarms,according to the data(P=0.03).Four interconnected themes and subcategories that reflect the clinical reasoning process for alarm customization were developed as a result of the study's qualitative component:(1)unit alarm environment;(2)nursing style;(3)motivation to customize;and(4)clinical and technological customization.Conclusions:According to this study,nurses believe that alarms are valuable.However,a qualitative analysis of the experiences revealed that customization has been severely limited since the healthcare team depends on nurses to complete these tasks independently.Additionally,a staffing shortage and lack of technical training at the start of placement have also hindered customization.

Application of the “Six-Step Teaching Method” in the Nursing Teaching of Obstetric Interns

Objective: The “six-step teaching method” is a teaching method, which is summarized based on practical experience. This study aimed to explore the effect of “six-step teaching method” in clinical teaching of obstetrics. Methods: A quasi-experimental study design was used, 30 nursing students who entered obstetrics practice from March 2022 to July 2022 were selected as the control group according to the order of time, and traditional teaching methods were adopted. From August to December 2022, 30 interns were selected as the experimental group, and the “six-step teaching method” was adopted. After 8 weeks of clinical practice, the assessment results and teaching effect satisfaction of the two groups were compared. Results: The scores of obstetrical specialty in the experimental group were higher than those in the control group, and the difference was statistically significant (P < 0.05);The evaluation of teaching methods, teaching quality, classroom atmosphere and individual observation ability, clinical thinking ability and nurse-patient communication ability of the experimental group were higher than those of the control group, and the differences were statistically significant (P Conclusion: “six-step teaching method” can effectively master the professional knowledge of obstetrics, stimulate the clinical thinking ability of interns, and improve the teaching effect and satisfaction. .

Application of Flipped Classroom Combined with PBL Teaching Method in the Teaching of Respiratory Intensive Care Unit Nursing

Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.

A review of clinical reasoning in nursing education:based on high-fidelity simulation teaching method

Objective： Clinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient cam. It is therefore of paramount importance to enhance nursing students＇ clinical reasoning ability. High-fidelity simulation （HFS） is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods. Methods： The authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning. Results： The application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students＇ clinical reasoning ability. Conclusions： high-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.

Pain Management in Pediatric Nursing

Children often experience pain in different stage of life. After birth, newborns are exposed to many painful attempts and their anxiety levels increase with it. These painful attempts lead to metabolic or physiological problems in newborns. Excessive protein expenditure when exposed to pain for a long time, electrolyte inhalation, weakening of the immune system. Even repetitive painful procedures increase mortality and morbidity. Children experience pain due to acute onset diseases such as otitis media or pharyngitis and also in different medical interventions such vaccination, blood transfusion, vascular access, dressing change, lumber punching, or sickle cell anemia. Appropriate assessment scales should be used to treat pain effectively and adequately. Pharmacological treatment as well as non-pharmacological treatment methods has been found to be effective in the treatment of pain. Non-pharmacological methods allow your body to release natural endorphins and help to lift the pain to a minimum level or completely. In this study, current approaches and studies about pain in children will be presented. Non-pharmacological methods will be examined in more detail. Every child has right to live a painless life. It is one of the main purposes of nursing care to relieve children’s pain and improve their life quality.

Effectiveness of experiential teaching method on the development of nursing students’skill competence:a systematic review and meta-analysis

Objective:Skill competence is essential for nursing students and experiential teaching method has become increasingly popular in China’s nursing education.To systematically evaluate the effects of experiential teaching method on the development of nursing students’skill competence,and to provide evidence for nursing education.Methods:The China National Knowledge Infrastructure,VIP,Wanfang Data,PubMed,and Web of Science databases were searched from their inception until November 28,2019.We screened the studies according to inclusion and exclusion criteria,extracted the data,and assessed the quality.Then,a meta-analysis was conducted.Results:Totally 15 studies were included,and 1,633 nursing students were analyzed by Review Manager5.3 and Stata15.1 software.The results show that the experiential teaching method can significantly improve nursing students’nursing skills such as training(SMD=1.05,95%CI:0.95–1.16,P=0.000),learning interest(ES=0.93,95%CI:0.79–1.06),ability to analyze and solve problems(ES=0.75,95%CI:0.55–0.94),ability to judge and innovative thinking(ES=1.01,95%CI:0.77–1.25),abilities of understanding and perception(ES=0.59,95%CI:0.34–0.83),and teaching satisfaction(ES=1.26,95%CI:1.13–1.4).Conclusions:The results suggest that the experiential teaching method is more effective for the nursing students’skill competence than traditional teaching in China.However,due to the heterogeneity and bias risk,a large sample and high-quality studies are needed in future to confirm its effectiveness.

Methodological exploration on the construction of a traditional Chinese medicine nursing expert consensus based on evidence--taking stroke as an example

Objective: To explore the methodology of the evidence-based expert consensus formulation process of traditional Chinese medicine(TCM) nursing taking stroke as an example.Methods: First, preliminary and comprehensive presentation of all stroke-related symptoms and corresponding TCM nursing techniques involved were revealed through bibliometric analysis. Then, selection of stroke symptoms and TCM nursing techniques for inclusion in the consensus was performed using an expert consultation method. Next, we determined the search strategy for a precise evidence search;conducted an evaluation of evidence quality and the grade of the evidence;and completed evidence extraction, evidence analysis, and evidence synthesis based on the included symptoms and TCM nursing techniques. The Delphi method was then applied to determine the strength of each recommendation and the choice of nursing care points by referring to the Grading of Recommendations, Assessment, Development, and Evaluations grid. Finally, we conducted an external expert validation of the Delphi results to form an expert consensus guideline.Results: Through the bibliometric analysis, 22 stroke symptoms and 18 TCM nursing techniques were identified in the literature. Then, after expert consultation, 22 symptoms and 111 pairs of symptoms combined with TCM nursing techniques were selected for the evidence search. Evidence integration yielded 10 stroke symptoms corresponding to 29 bodies of evidence;these 10 symptoms were retained through the Delphi consultation, and recommendation strength results for 26 recommendations were obtained. A total of 9 symptoms were further retained for expert external validation to form 24 recommendations, with a recommendation process score range of 7.64-9.99 points and a more scientific and standardized recommendation-formation process.Conclusion: Owing to the current limited conditions of evidence-based resources for TCM nursing, the present consensus-building process represents only a preliminary exploration of an evidence-based expert consensus for TCM nursing to provide a reference for a more scientific and standardized methodology.

Application of Criterion-Meeting Assessment Method in Fundamentals of Nursing

To investigate the results of criterion-meeting assessment method used for the operation test in fundamentals of nursing, 101 nursing undergraduates who entered Nursing College, Beihua University in 2007, were randomly divided into experimental group and control group. The students in the control group were examined with the traditional assessment method, namely, the points were given the students one-time and estimated in a way of quantitative analysis. The students in the experimental group were examined with criterion-meeting assessment methods. The average score of students in the experimental group was higher than that in the control group (P <0.001), the difference was statistically significant, and 100% students in the experimental group got 90-100 points of the assessment standards. Our studies suggest that the method is not only conducive to fully mobilizing the enthusiasm of the students and students’ establishing critical thinking, but also gives help to improve the overall quality of teachers. It can strengthen the experimental teaching, improve teachers’ and students’ senses of responsibility in teaching and learning and contribute to the good teaching result.

Diversified Teaching Methods in Nursing:Using Animal Experimentation to Promote Core Professional Competencies in Basic Nursing Training

Objective： The aim of this project was to train highly professional and specialized nursing students from medical colleges to adapt to bedside clinical care by exploring and discussing various methods of injection and IV infusion in animal experimentation to hone the core professional nursing competencies. Methods： Two classes from the 2012 senior graduating nursing class were randomly selected by a computer to conduct the diversified practical teaching methods based on animal experimentation. A hospital environment was simulated by requiring students to perform different types of injections and practical IV infusion techniques. A comprehensive evaluation of the core professional competencies, as well as other integrated competencies, was conducted to determine the effectiveness of the teaching methods. Results： Two-sampled, pairwise u-tests were performed between the scores of the experimental （nursing class 2） and control （nursing class 1） groups. These findings showed that the overall test scores were significantly higher in the experimental group compared to the control group and that the average P-values for the competencies in various categories were 〈0.01, which indicated statistically significant results. Conclusions： Based on the data from this project, diversified teaching methods for basic nursing training founded on animal experimentation can help nursing students perfect their core professional competencies and improve their overall professional standing. The introduction of animal experimentation requires further verification, and an increased acknowledgement of its benefits through the widespread dissemination of this information.

Effect of PDCA on Nursing Management

Objective:To explore and analyze the effect of the plan-do-check-act(PDCA)cycle method in the nursing management of head nurses.Methods:68 patients who were hospitalized in the general surgery department were used as research subjects.The patients were divided into an experimental group and a reference group,with 34 cases in each group,by drawing lots.The experimental group was managed with the PDCA method.The management satisfaction,nursing quality score,and nursing effect of both groups were compared with each other.Results:The patients in the experimental group were generally more satisfied with the nursing services compared to the reference group(P<0.05),and the difference was statistically significant.Before the intervention,there was no statistically significant difference(P>0.05)in the nursing quality scores such as ward safety management,nursing risk management,nursing document writing,rescue equipment management,and head nurse administrative management between the two groups.After the intervention,the experimental group had higher nursing quality scores.Furthermore,the nursing effects such as disease education,quality control,safety management,humanistic care,and service attitude in the experimental group were significantly better than those in the reference group(P<0.05).Conclusion:The application of the PDCA method in nursing management can improve management satisfaction,nursing quality,and nursing effect.

The Application of Layered Progressive Teaching Method in Nursing Teaching of Health Management Centre

Objective:To explore the clinical effect of the layered progressive teaching method in the process of nursing teaching in the health management centre.Methods:100 nursing students in the health management centre of our hospital were randomly divided into two groups from April 2018 to April 2019,in which students of the control group were treated with routine teaching,while those of the experimental group were treated with layered progressive teaching.Then,the teaching effect of the two groups was compared and analysed.Results:The assessment results of nursing students in the two groups were compared,in which the theoretical knowledge scores and practical operation scores of nursing students in the experimental group were(94.34±2.33)and(90.45±2.20)respectively.By contrast,the score of students in the control group was lower and the difference between the two groups was not significant(P<0.50).The teaching effect of students in the experimental group is more significant.Conclusion:During the process of nursing teaching in the Health Management Centre,the progressive teaching method showed a significant clinical effect and could effectively enhance students’scores.Therefore,it is positively significant for clinical development.

Establishing nursing adverse events’reporting content of hospital:using the Delphi method

Objective:To develop nursing adverse events’reporting content of hospital.Methods:The study included two phases.The first phase was to develop the category and definition of nursing adverse events that need to be reported through an expert meeting.The second phase was to develop every nursing adverse event’s reporting content by using the Delphi method.In total,8 experts attended the meeting and 15 experts conducted two rounds of consultation letter.Results:Nursing adverse events that need to be reported of hospital include pressure sore,fall/falling from bed,unplanned extubation,medication error,and accident.Reporting content of these events in detail had also been obtained,which was helpful for cause analysis systematically.Conclusions:The reporting content of the nursing adverse event of hospital is established,and it is a basis for further study of the development of nursing adverse event reporting and feedback system.

Construction of nursing standard of integrated traditional Chinese and Western medicine for patients with COVID‑19 (mild and common) in Beijing based on Delphi method

Objective:The objective of this study is to establish a nursing standard of integrated traditional Chinese and Western medicine for patients with COVID‑19(mild and common)in Beijing,to provide reference for clinical nursing of patients with COVID‑19(mild and common).Methods:Through online communication meeting with nurses who are in the frontline of anti‑epidemic,clinical investigation,literature research,and expert demonstration meeting are carried out to prepare the draft of the standard,and the Delphi method is applied to determine the standard of integrated traditional Chinese and Western medicine care for patients with COVID‑19(mild and common)in Beijing.Results:The nursing standard of integrated traditional Chinese and Western medicine for patients with COVID‑19(mild and common)was established,which included 5 first‑level indicators,14 second-level indicators and 60 third‑level indicators.After two rounds of Delphi method,the positive coefficients of experts were 96%and 83%,the authoritative coefficients of experts were 0.89 and 0.91,and the Kendall’s coefficient of concordance(W)of experts were 0.12,0.09,0.10,0.13(P<0.05)and 0.44,0.43,0.37,0.39(P<0.05).Conclusion:The standard of integrated traditional Chinese and Western medicine nursing for patients with COVID‑19(mild and common)in Beijing constructed by the Delphi method is scientific and practical,which provides a reference for clinical application of integrated traditional Chinese and Western medicine nursing to fight against COVID‑19 infection.