Background:Since the completion of the Human Genome Project,health science has been strongly influenced by the advances in genetics and genomics.However,the progress of embracing genetics and genomics into nursing dis...Background:Since the completion of the Human Genome Project,health science has been strongly influenced by the advances in genetics and genomics.However,the progress of embracing genetics and genomics into nursing discipline is limited.One of the main barriers is lack of understanding on the relevancy of genetics and genomics to nursing discipline.Objectives:This paper aims to synthesize and develop a theoretical framework for the interaction of nursing discipline with genetics and genomics.Methods:Through content analysis and constant comparative method,a theoretical framework was developed from synthesis of the studies regarding nursing and genetics/genomics indexed in multiple English and Chinese databases.Results:Four main theoretical statements were constructed in the framework:1)There are three ways to show how genetics and genomics can influence nursing discipline:a new specialty,new technologies and a new lens;2)The significant contribution of nursing discipline to genetics and genomics lies in how nurses could focus on the association between human responses and genes and how nurses could advocate for their clients in the genetic and genomic era;3)A paradigm shift occurs after a constant interaction of nursing discipline with genetics and genomics;4)Implementation strategies could be used to facilitate the integration of genetics and genomics to nursing discipline and advance the paradigm shift.Conclusions:The framework will help to understand the relationship between nursing discipline and genetics and genomics and implicate the future studies integrating genetics and genomic science into nursing discipline.展开更多
Background: With the development of high quality nursing service, hospitals put forward higher requirements for nurses’ service level. In recent years, the number and quality of specialized nurses remain to be improv...Background: With the development of high quality nursing service, hospitals put forward higher requirements for nurses’ service level. In recent years, the number and quality of specialized nurses remain to be improved despite the remarkable achievements in the construction of specialized nurses. Objective: This study intended to explore a standardized training mode for nurses oriented by training and assessment of nursespecialty knowledge and to summarize the practical experience of this mode. Methods: The training and assessment program was formulated by starting from the objectives of training clinical front-line nursing staff in our hospital, and the standard training and assessment were carried out from four aspects: the specialized disease knowledge, the condition observation and reporting ability, emergency and severe disease nursing, and perioperative accelerated rehabilitation guidance. These four items are hereinafter referred to as “Four Passes” training and assessment, and it was practiced in the assessment and training of nurses in our hospital from 2020 to 2022. Results: A total of 915 front-line caregivers were surveyed in our study, including 772 nurses and 143 doctors. After two years of implementation, the self-evaluation of nurses increased from (2.96 ± 0.79) points to (3.64 ± 0.78) points, and the evaluation score by doctors increased from (3.94 ± 0.74) points to (4.26 ± 0.72) points. The core competence of specialty increased from (69.22 ± 16.53) points to (85.42 ± 14.44) points. The scores of all dimensions after training were higher than those before training, with statistical significances. Conclusion: The “Four Passes” training and assessment of nurse specialty knowledge can fully mobilize the enthusiasm of managers and nurses in all departments, ensure solid specialty knowledge, improve nurses’ core competence, improve nursing quality, and create a harmonious relationship between nurses and patients as well as between doctors and patients.展开更多
目的:探讨理论域框架(TDF)在质性研究中的应用。方法:系统检索中国知网、万方数据知识服务平台、PubMed及Web of Science中使用TDF探讨临床护理行为发生及改变影响因素的相关质性研究,采用描述性分析方法对结果进行整合,分析TDF在质性...目的:探讨理论域框架(TDF)在质性研究中的应用。方法:系统检索中国知网、万方数据知识服务平台、PubMed及Web of Science中使用TDF探讨临床护理行为发生及改变影响因素的相关质性研究,采用描述性分析方法对结果进行整合,分析TDF在质性研究中的应用状况。结果:共纳入22篇文献,其中17篇文献基于TDF制定访谈提纲;数据分析方面,11篇文献采用了TDF应用指南推荐的两阶段式数据分析方法,4篇文献采用了定向内容分析法,2篇文献采用了框架分析法;质量控制方面,18篇文献使用了NVIVO软件或其他定性分析软件辅助进行数据管理与分析,3篇文献计算了一致性系数,2篇文献使用了三角测量技术,6篇文献确定了理论领域相关性。结论:TDF可以用于指导质性研究设计,解决实施中的行为改变问题,促进临床循证护理工作的实施。展开更多
目的:了解群护理领域相关理论及其应用情况。方法:系统检索PubMed、EMbase、OVID、Web of Science、CINHAL等英文数据库和万方数据库、中国知网和维普数据库等中文数据库的相关文献,检索时限为建库至2023年2月28日。根据人群健康框架进...目的:了解群护理领域相关理论及其应用情况。方法:系统检索PubMed、EMbase、OVID、Web of Science、CINHAL等英文数据库和万方数据库、中国知网和维普数据库等中文数据库的相关文献,检索时限为建库至2023年2月28日。根据人群健康框架进行分类,采用归纳法,提炼形成群护理的理论性框架。结果:共纳入52篇文献,涉及26个理论,聚焦群体水平的健康结局、健康效益及健康公平,包括常见的重大慢性疾病病人人群、健康人群、弱势群体、流动人口等。结论:理论性框架有助于解释护理促进群体健康的重要概念和关系,未来可进一步发展为中域理论,以指导护理实践。展开更多
目的探究在护理教学查房中,采用翻转课堂教学模式的价值。方法选取2021年6月—2023年6月广西医科大学第一附属医院60名神经外科护理实习生为研究对象,随机分为2组,其中30名实习生接受常规护理教学查房模式,作为对照组;另外30名实习生在...目的探究在护理教学查房中,采用翻转课堂教学模式的价值。方法选取2021年6月—2023年6月广西医科大学第一附属医院60名神经外科护理实习生为研究对象,随机分为2组,其中30名实习生接受常规护理教学查房模式,作为对照组;另外30名实习生在护理教学查房中应用翻转课堂模式,作为观察组;对比2组实习生的理论考核成绩、自主学习能力、护理教学查房效果评价、实习生评判性思维能力、教学满意度。结果入科时,2组理论考核成绩对比差异无统计学意义(P>0.05),出科时,较对照组,观察组实习生的理论考核成绩[(80.47±5.24)分]高于对照组[(77.25±4.69)分],差异有统计学意义(P<0.05);与对照组[(34.25±4.26)分、(35.47±5.66)分、(36.47±4.58)分、(96.58±12.25)分]相比,观察组自主学习能力(自我管理能力、信息处理能力、学习合作能力)评分[(39.15±4.58)分、(39.37±3.25)分、(40.25±5.12)分、(105.47±11.98)分]有所提高,差异有统计学意义(P<0.05);观察组护理教学查房效果评价中提高学习积极性、促进知识理解和应用、提高探索学习能力、增强专科理论知识、提高语言表达能力、增加课堂互动等相较对照组有所提高,差异有统计学意义(P<0.05);教学前,2组实习生的中文版评判性思维能力测量表(Chinese version of critical thinking disposition inventory,CTDI-CV)评分对比差异无统计学意义(P>0.05),教学后,观察组CTDI-CV各个维度评分较对照组有所提高,差异有统计学意义(P<0.05);教学满意度对比,观察组较对照组有所提高,差异有统计学意义(P<0.05)。结论在护理教学查房中采用翻转课堂模式,有利于培养实习生的学习兴趣及发展自主学习能力,以保障良好的护理教学查房质量,进一步提高实习生成绩,取得满意的教学效果。展开更多
基金This study was funded by Shanghai Jiaotong University Multidisciplinary Research Grant,17JCYA14.The first author(Hu)was supported by Ontario Trillium Scholarship in a PhD program at the University of Ottawa
文摘Background:Since the completion of the Human Genome Project,health science has been strongly influenced by the advances in genetics and genomics.However,the progress of embracing genetics and genomics into nursing discipline is limited.One of the main barriers is lack of understanding on the relevancy of genetics and genomics to nursing discipline.Objectives:This paper aims to synthesize and develop a theoretical framework for the interaction of nursing discipline with genetics and genomics.Methods:Through content analysis and constant comparative method,a theoretical framework was developed from synthesis of the studies regarding nursing and genetics/genomics indexed in multiple English and Chinese databases.Results:Four main theoretical statements were constructed in the framework:1)There are three ways to show how genetics and genomics can influence nursing discipline:a new specialty,new technologies and a new lens;2)The significant contribution of nursing discipline to genetics and genomics lies in how nurses could focus on the association between human responses and genes and how nurses could advocate for their clients in the genetic and genomic era;3)A paradigm shift occurs after a constant interaction of nursing discipline with genetics and genomics;4)Implementation strategies could be used to facilitate the integration of genetics and genomics to nursing discipline and advance the paradigm shift.Conclusions:The framework will help to understand the relationship between nursing discipline and genetics and genomics and implicate the future studies integrating genetics and genomic science into nursing discipline.
文摘Background: With the development of high quality nursing service, hospitals put forward higher requirements for nurses’ service level. In recent years, the number and quality of specialized nurses remain to be improved despite the remarkable achievements in the construction of specialized nurses. Objective: This study intended to explore a standardized training mode for nurses oriented by training and assessment of nursespecialty knowledge and to summarize the practical experience of this mode. Methods: The training and assessment program was formulated by starting from the objectives of training clinical front-line nursing staff in our hospital, and the standard training and assessment were carried out from four aspects: the specialized disease knowledge, the condition observation and reporting ability, emergency and severe disease nursing, and perioperative accelerated rehabilitation guidance. These four items are hereinafter referred to as “Four Passes” training and assessment, and it was practiced in the assessment and training of nurses in our hospital from 2020 to 2022. Results: A total of 915 front-line caregivers were surveyed in our study, including 772 nurses and 143 doctors. After two years of implementation, the self-evaluation of nurses increased from (2.96 ± 0.79) points to (3.64 ± 0.78) points, and the evaluation score by doctors increased from (3.94 ± 0.74) points to (4.26 ± 0.72) points. The core competence of specialty increased from (69.22 ± 16.53) points to (85.42 ± 14.44) points. The scores of all dimensions after training were higher than those before training, with statistical significances. Conclusion: The “Four Passes” training and assessment of nurse specialty knowledge can fully mobilize the enthusiasm of managers and nurses in all departments, ensure solid specialty knowledge, improve nurses’ core competence, improve nursing quality, and create a harmonious relationship between nurses and patients as well as between doctors and patients.
文摘目的:探讨理论域框架(TDF)在质性研究中的应用。方法:系统检索中国知网、万方数据知识服务平台、PubMed及Web of Science中使用TDF探讨临床护理行为发生及改变影响因素的相关质性研究,采用描述性分析方法对结果进行整合,分析TDF在质性研究中的应用状况。结果:共纳入22篇文献,其中17篇文献基于TDF制定访谈提纲;数据分析方面,11篇文献采用了TDF应用指南推荐的两阶段式数据分析方法,4篇文献采用了定向内容分析法,2篇文献采用了框架分析法;质量控制方面,18篇文献使用了NVIVO软件或其他定性分析软件辅助进行数据管理与分析,3篇文献计算了一致性系数,2篇文献使用了三角测量技术,6篇文献确定了理论领域相关性。结论:TDF可以用于指导质性研究设计,解决实施中的行为改变问题,促进临床循证护理工作的实施。
文摘目的:了解群护理领域相关理论及其应用情况。方法:系统检索PubMed、EMbase、OVID、Web of Science、CINHAL等英文数据库和万方数据库、中国知网和维普数据库等中文数据库的相关文献,检索时限为建库至2023年2月28日。根据人群健康框架进行分类,采用归纳法,提炼形成群护理的理论性框架。结果:共纳入52篇文献,涉及26个理论,聚焦群体水平的健康结局、健康效益及健康公平,包括常见的重大慢性疾病病人人群、健康人群、弱势群体、流动人口等。结论:理论性框架有助于解释护理促进群体健康的重要概念和关系,未来可进一步发展为中域理论,以指导护理实践。
文摘目的探究在护理教学查房中,采用翻转课堂教学模式的价值。方法选取2021年6月—2023年6月广西医科大学第一附属医院60名神经外科护理实习生为研究对象,随机分为2组,其中30名实习生接受常规护理教学查房模式,作为对照组;另外30名实习生在护理教学查房中应用翻转课堂模式,作为观察组;对比2组实习生的理论考核成绩、自主学习能力、护理教学查房效果评价、实习生评判性思维能力、教学满意度。结果入科时,2组理论考核成绩对比差异无统计学意义(P>0.05),出科时,较对照组,观察组实习生的理论考核成绩[(80.47±5.24)分]高于对照组[(77.25±4.69)分],差异有统计学意义(P<0.05);与对照组[(34.25±4.26)分、(35.47±5.66)分、(36.47±4.58)分、(96.58±12.25)分]相比,观察组自主学习能力(自我管理能力、信息处理能力、学习合作能力)评分[(39.15±4.58)分、(39.37±3.25)分、(40.25±5.12)分、(105.47±11.98)分]有所提高,差异有统计学意义(P<0.05);观察组护理教学查房效果评价中提高学习积极性、促进知识理解和应用、提高探索学习能力、增强专科理论知识、提高语言表达能力、增加课堂互动等相较对照组有所提高,差异有统计学意义(P<0.05);教学前,2组实习生的中文版评判性思维能力测量表(Chinese version of critical thinking disposition inventory,CTDI-CV)评分对比差异无统计学意义(P>0.05),教学后,观察组CTDI-CV各个维度评分较对照组有所提高,差异有统计学意义(P<0.05);教学满意度对比,观察组较对照组有所提高,差异有统计学意义(P<0.05)。结论在护理教学查房中采用翻转课堂模式,有利于培养实习生的学习兴趣及发展自主学习能力,以保障良好的护理教学查房质量,进一步提高实习生成绩,取得满意的教学效果。
