Investigation of Student Nurses’Attitudes towards End-of-Life Care and Their Influencing Factors

Background: This cross-sectional investigative study aimed to determine student nurses’ attitudes towards end-of-life care. Methods: This study used a descriptive research design with stratified sampling to survey student nurses enrolled in one of four nursing colleges in China from January 2023 to December 2023. Student nurses’ general demographic and prior related information, attitudes towards death and attitudes towards end-of-life care were determined using a general information questionnaire, the Death Attitude Profile—Revised scale and the Professional End-of-Life Attitude Scale (PEAS), respectively. Results: The total PEAS score was 122.91 ± 16.123. Significant differences were noted in the attitude towards end-of-life care scores according to sources of end-of-life care knowledge (P Conclusions: Student nurses lacked an optimistic attitude towards end-of-life care, which was influenced by differences in the sources of end-of-life care knowledge.

Medical School Students’ Knowledge of Pain and Palliative Care: An Observational Study

Background: Pain and palliative care are a reality in daily routines of medical treatment. However, the theoretical-practical curricula of traditional medical school course still unsatisfactorily contemplate pain management, as well as the palliative care approach. Objective: To assess the knowledge of medical students about pain and palliative care, as well as to identify their perception of teaching these topics during hospitalization. Methods: A cross-sectional observational study, with a descriptive and exploratory approach, data collection for which was carried out between August and November 2020. The target population was medical students, who responded to an online survey of a quantitative, anonymous and follow-up nature. The survey study variables concerned knowledge about pain management and palliative care. Results: An expressive majority of academics showed difficulty in understanding the pathophysiology of pain related to prescribing drugs for pain management purposes, and all of them believe that it is necessary to acquire more knowledge about pain treatment. In parallel, only 9.3% report having received sufficient information regarding palliative care during medical school. Conclusion: The results suggest a certain lack of knowledge and insecurity among medical school students with respect to pain management and care for patients receiving palliative care. The didactical approach to this theme is still deficient in the medical curriculum and requires immediate improvement and new proposals that address the training of these professionals in a more specific and effective way.

The Effect of Reflective Learning on Childbirth Care Competence of Midwifery Students

Background: The skills of midwives in childbirth care competence are still inadequate. This problem is influenced by limitation experience of midwifery students of childbirth care in the field of practice area. That condition related to the proportion of midwifery students and case of childbirth woman was an imbalance. Midwifery students must prepare this competence in an education with childbirth care experience from practice in the laboratory and in the field of practice. Reflective learning is an appropriate learning method that uses experience as the basis of learning to improve childbirth care competence of midwifery students. Objective: This study is to analyze the effect of reflective learning implementation in childbirth care practice to improve students’ competence. Method: This research uses quasi-experimental design with non-equivalent control group design. The respondents were midwifery students in the fourth semester who had experienced the theory of childbirth care. There were totally 64 samples, 34 samples for treatment group and 30 samples for control group. Data were analyzed by using unpaired t test, Mann Whitney U and linear regression. Results: The respondents were homogeny in motivation and grade point of average (GPA). The improvement of childbirth care competency is influenced by treatment of 19.064 with R2 = 57.7%. Conclusion: The implementation of reflective learning in childbirth care practice affected the improvement of students’ competence.

Nursing Students’ Notions about Palliative Care Bogota D.C. 2016

Training in palliative care is a necessity for health care systems. Nursing education should guarantee the development of basic skills in this field of health care. The objective of the study is to explore the notions about palliative care of a group of students from a nursing institute, in the light of the skills established by the Colombian Network of Education in Palliative Care. The method used is a qualitative one, using the analysis of narratives as a research tool in the classroom. The results allow us to infer that the students rely on notions about palliative care in some subject areas, without being able to consolidate an understanding that allows the integral intervention in people with palliative needs. It is necessary to reinforce the training process for symptom control, spirituality, and the organization of palliative care within the health care system.

An Exploratory Study: Reducing Nursing Students Stress Levels Facilitate Perceived Quality of Patient Care

The aim of this project was to examine if stress levels in Associate Degree (AD) nursing students can affect their perceived quality of care provided to patients. Nursing students experience tremendous amounts of stress especially during their clinical experience. High levels of stress may affect the quality of patient care provided. This project implemented a stress reducing workshop and an instructional deep breathing compact disk (CD) to determine the effects of this intervention upon the stress levels of nursing students and the quality of care provided to patients. Nursing students completed a workshop where recognition of stress producing situations and effective ways to deal with them were discussed. Each student was provided with a CD containing a ten minute instructional deep breathing exercise which they were asked to listen to five times a week for six weeks. Nursing students were asked to complete Cohen’s Perceived Stress Scale (PSS) and the Student Perception of Quality of Patient Care Provided questionnaire prior to and after the implementation of the intervention. The results of the two questionnaires were compared to determine effectiveness of the stress reducing interventions. Using paired t scores, results demonstrated that students’ stress levels were decreased and student’s perception of quality of patient care provided improved after the stress reducing interventions.

Midwifery Students’ Confidence in New-Born Care at Completion of Training in Selected Midwifery Schools in Zambia. A Multicentric Study: A Case of Zambia

Background: Quality education is one of the important factors in empowering midwives to provide quality health care services to mothers and newborns irrespective of their practice settings. Due to lack of standardization of the duration, content, and structure of midwifery education and different pathways to midwifery across the world, midwives may lack the confidence to deliver quality health care services in the main domain of the ICM competences. Aim: To assess the confidence of final year midwifery students in the domain of new-born care based on the ICM midwifery competencies. Methods: The first phase consisted of a quick situation analysis of midwifery education and regulation in Zambia, followed by a cross-sectional survey through a self-administered questionnaire to assess the confidence of final year midwifery students. Results: Most (51.9%) of the respondents were aged between 18 and 28 years, and majority of them were placed in Levels 1, 2 and 3 Hospitals and also clinics for their clinical practice, with between one hundred to ten thousand annual births, followed by 16.9% who were placed in Level 3 hospitals only. Most students (38.3%) reported receiving classroom instruction by both Lecture and Demonstration. Few students (22.7%) responded that they were not satisfied with their clinical supervision, while 77.3% were satisfied. There was significant association between confidence to perform skills independently and having enough time to practice on models in the labs (p value = 0.024), confidence when practiced for the first time on mothers (p value = 0.007) and satisfaction with supervision during clinical practice (p value = 0.000). Binary logistic regression of characteristics associated with confidence to perform new-born skills independently revealed significant association between satisfaction with clinical supervision and confidence to perform skills independently, 95% CI [1.83, 15.37]. Conclusion: Midwifery students need quality training both theoretically and practically in order for them to gain confidence in newborn care upon completion of their training. They need adequate time to practice on models in the skills laboratory, and need adequate clinical supervision for them to gain confidence in performing new born skills independently.

医学生“生命关怀与死亡教育”课程的设计与实施

目的:基于医学生的需求设计并开展了“生命关怀与死亡教育”课程,初步评价其效果,以期为国内其他医学院校开展生死教育课程提供参考。方法:以“围死亡期”为时间框架,课程主线贯穿理论内容及实践主题活动,通过“行走的课堂”体验式实践教学方式带领医学生直面生死真实场景,提高照护理念和产生照护行动。结果:课程内容包括“生命与关怀”和“死亡与告别”两大理论授课主题及“生命之旅”“照护力量”“自我关怀”“死亡之思”“告别之日”五大实践授课主题。课程初步实践效果好,多方相关利益人群给予课程高度评价。结论:该课程设计合理,实施方案明确、清晰,在一定程度上满足了医学生对生死教育的学习需求,能够促进医学生对生死问题在思想上的自知和照护行动上的自觉,可推广性强,能够为各医学院校开展生死教育课程提供参考。

基于CARES模式下大学生就业价值取向及提升路径研究——以天津大学为例

就业是最大的民生,党和国家及高校高度重视大学生就业,在新时代,高校大学生就业价值取向出现了新的变化。学生就业意愿降低,“慢就业”现象严重。理想职业岗位与目标发生变化,“求稳”心态加剧。求职高标准高期待,存在“畏难”情绪。文章通过就业认知、就业能力、亲友资源、就业期望和社会环境五个方面,探究学生就业价值取向变化原因,同时给予提升对策,即广泛体验,端正学生就业认知;精准出击,增强学生就业能力;家校合作,科学利用亲友资源;正向引导,合理设置就业期望;多措并举,拓宽就业求职渠道;提高重视,提升政策宣传力度。

Factors Influencing Student Nurses’ Willingness to Care for Mentally Ill Patients with Highly Infectious Diseases in Nigeria: A Cross-Sectional Study

Background: Individuals experiencing mental illness and diagnosed with highly infectious diseases (HID) are doubly stigmatized. Identifying the factors influencing student’s willingness to care for this special population is essential not only to inform stigma reduction strategies but also to provide useful information towards building a critical mass of future compassionate caregivers with ultimate goal of improving the quality of nursing care for mentally ill persons. Methodology: A cross-sectional descriptive research design was utilized to examine 200 participants from a training institution in Ebonyi state. Data was collected using validated author constructed instrument. Descriptive and inferential statistics were utilized to analyze data. Result: Multiple logistic regression analysis revealed that the variables were statistically significant at χ2(4) = 23.133, p < 0.001. This demonstrates that all factors (gender, marital status, incentives, and family type) influence student nurses’ willingness to work with mentally ill patients who have highly infectious diseases. Conclusion: The findings of this study suggest that appropriate institutional policies, additional training, and incentives should be adopted to boost student motivation.

医学生安宁疗护知晓情况的影响因素分析

目的:了解医学生安宁疗护的知晓情况及其影响因素,为开展安宁疗护教育提供参考。方法:采用分层整群随机抽样的方法选取某医科大学2152名医学生为研究对象,采用自编“医学生安宁疗护知晓情况调查问卷”进行现场问卷调查,以卡方检验和Logistic回归分析影响因素。结果:医学生安宁疗护认知平均得分为17.12±6.012分,性别、照护经历、《医学伦理学》课程和安宁疗护教育等是影响医学生安宁疗护知晓率的主要因素。结论:多重因素影响医学生安宁疗护认知水平,需要设置多元立体化的安宁疗护课程补充学生安宁疗护知识盲区、借助性别差异化教学和同伴教育实现认知水平的精准提高,同时拓展医学生安宁疗护实践经验渠道,在医学教育中突出医学的社会性,实现医学观从“病”向“人”的转变。

专科护生联合护士团体上门照护意愿及影响因素分析

目的分析“互联网+护理”背景下专科护生联合护士团体上门照护居家老年人的意愿并探讨其影响因素。方法采取便利抽样法,于2022年5-6月选取湖南省5所高职高专院校1335名护生,采用自行设计的《“互联网+护理”护生联合护士团体照护意愿调查表》进行“互联网+护理”团体照护意愿调查。结果64.12%护生愿意联合护士团队上门为老年人提供居家护理服务,logistic回归分析显示,高年级、参与过志愿服务的经历、有与老年人共同生活的经历、有为居家老年人提供上门服务的经历、接受过“互联网+护理”相关学习、从事过临床或社区护理工作的专科护生愿意参与“互联网+护理”团体照护服务(P<0.05)。结论专科护生参与“互联网+护理”团体照护意愿较高,建议在“互联网+护理”背景下鼓励护士带领护生到老年人家中提供上门服务,同时,高校在开展校院合作的过程中应加强“互联网+护理”培训工作,为老年人提供服务的同时培养“互联网+护理”发展的后备力量,实现“互联网+护理”持续稳定健康发展。

健康中国背景下医学生安宁疗护态度影响因素调查研究

目的了解医学生对安宁疗护的态度及其影响因素,为推动安宁疗护教育与发展提供参考。方法采用分层整群随机抽样法对某医科大学2152名医学生进行问卷调查,利用单因素分析和二项分类Logistic逐步回归探索医学生安宁疗护态度的影响因素。结果本次调查的2152人的安宁疗护态度平均得分为(66.63±9.05)分。不同性别构成、年龄、健康状况、专业、年级、安宁疗护教育接受情况及是否独生子女、学过《医学伦理学》课程等医学生的安宁疗护态度比较,差异均有统计学意义(P<0.05)。二项分类Logistic逐步回归分析结果显示:性别、专业、健康状况、是否独生子女和接受安宁疗护教育情况是医学生安宁疗护态度的影响因素(P<0.05)。结论性别、专业、健康状况、是否独生子女和是否接受安宁疗护教育均是影响医学生安宁疗护态度的因素。鉴于此,学校、家庭、社会教育应并行推进安宁疗护事业发展,多举措引导医学生直视生命末期的尊严之痛,多维度强化安宁疗护分层次教育。

医学模拟教学对重症医学生临床教学效果的meta分析

目的评价医学模拟教学对重症医学生临床知识掌握和技能提升的效果,明确模拟教学在现代重症医学教育中的实际价值和应用前景。方法系统检索中国知网、万方医学网、PubMed、EMBASE、MEDLINE、Education Resources Information Centre、British Education Index、Australian Education Index等数据库建库至2023年12月所有公开发表的关于重症医学生临床教学中比较医学模拟教学与传统教学方法的随机对照研究。通过对纳入文献进行严格的研究质量评估、数据提取和荟萃分析,对医学模拟教学与传统教学在重症医学领域中的效益进行全面量化评价。结果与传统教学方法比较,医学模拟教学在提升重症医学生临床知识和技能方面具有明显优势,特别是高保真模拟教学效果更为明显,差异均有统计学意义(标准化均数差=0.83、0.94,95%可信区间0.42~1.24、0.48~1.40,P<0.001)。结论在重症医学生的临床教学中应用模拟教学较传统教学方法更具有优势,能有效促进重症医学生临床知识和技能的掌握,高保真模拟教学更有效。

基于体验式教学的安宁疗护教育在高职实习护生中的应用

目的:探讨基于体验式教学的安宁疗护教育对高职实习护生的死亡态度、人生意义和共情能力的影响。方法:采用便利抽样法于2021年11月—2022年3月选取某三级甲等医院老年病学科实习的72名护理高职实习护生为研究对象,完成基于体验式教学的安宁疗护教育课程,教学前后采用死亡态度描绘量表(DAP-R)、中文人生意义问卷(MLQ)和中文杰斐逊共情量表(JSE)护生版评价学生的死亡态度、人生意义感和共情能力;并通过访谈了解护生对该课程的评价。结果:教学前后护生的DAP-R、MLQ、JSE得分比较,差异均有统计学意义(P<0.05)。结论:基于体验式教学的安宁疗护教育可改善高职实习护生的死亡态度,提高其人生意义感和共情能力。

护理专业学生从事老年护理意愿现状调查及分析

通过一般资料问卷和老年人态度量表(KAOP)对护理专业学生从事老年护理意愿现状进行调查,调查发现护理专业学生从事老年护理意愿较低,对老年人的态度处于中等偏低水平。究其影响因素来看,是否与老年人共同生活,以及对老年人的态度情况是主要影响因素。相应地,形成尊老爱老的良好社会风尚,改变对老年人的态度则是提高护理专业学生从事老年护理意愿的重要措施。

护理专业学生对安宁疗护认知现况及影响因素分析

目的:了解护理专业学生安宁疗护的认知现况,为后阶段设置相关课程提供依据。方法:采用方便抽样对170名有安宁疗护病房见习经历和50名没有见习经历的学生进行问卷调查。结果:安宁疗护知识平均得分为(9.63±3.39)分,认知平均得分为(74.65±11.59)分,单因素分析结果显示不同性别、是否有过见习经历、是否愿意学习及给他人介绍安宁疗护、是否愿意从事安宁疗护在知识和认知上的得分差异有统计学意义。结论:增加安宁疗护的理论和实践课程,提高护生安宁疗护认知。

混合式教学在不同生源基础护理教学中的应用与效果评价——以武汉铁路职业技术学院护理专业为例

医疗与护理专业生源类型有别、人才培养规格需求多样,为根据不同层次生源进行分类分层教学、因材施教,将2021级高职护理专业287名学生按照不同生源分成了英才班、普高班和中职对口升高职专班。通过分析不同生源学生理论课及实验课成绩探索线上线下混合式教学模式,建设高效课堂,提高教学质量,培养高素质高水平技术技能型人才。教学实践证明,采用混合式教学模式有利于激发学生的学习兴趣,有效实施因材施教,取得较好的教学效果。

情绪智力对护生人文关怀能力的影响:职业自我效能的中介作用

采用护理专业大学生人文关怀能力量表、护生职业自我效能问卷、情绪智力量表对331名本科护生进行问卷调查。结果表明,本科护生的人文关怀能力(121.60±17.11)分、职业自我效能(90.53±9.14)分和情绪智力(63.36±13.30)分,均呈现中等偏上水平;人文关怀能力、职业自我效能和情绪智力之间存在显著正相关(r=0.367~0.449,P<0.001);职业自我效能在情绪智力对人文关怀能力的影响中起部分中介作用。在本科护生的教育中,应重视情绪智力和职业自我效能的培养,从而有效提高本科护生的人文关怀能力。

教育惩戒中的“身体”关怀——基于梅洛·庞蒂知觉现象学的视角

在当下的教育实践中,教育惩戒细则的颁布并不意味着一劳永逸。要想达到有温度的、小惩大戒的理想状态,还有很远的路要走。要想达到这样的境界,就要求教师在教育惩戒的过程中发现学生“身体”的踪影,关怀学生的“身体”。知觉现象学认为,“身体”是“灵肉一体”的、“亲密无间”的、能言说的。而当前教育场域中“身体”处于隐身状态,缺乏对“身体”的关怀。教育惩戒应当关怀学生的“身体”,针对当前教育惩戒过程中教师重手段轻效果、在惩戒中破坏了良好的师生关系、机械执行,以及缺乏沟通等诸多困境,运用“主体体验性”“交往互动性”“能言说性”来保证教育惩戒的准确有效,落实其育人的最终目的。

实习护生医学叙事和共情能力对人文关怀能力影响

目的:探究实习护生医学叙事能力、共情能力、人文关怀能力的路径关系,为实习护生能力的培养提供参考和借鉴。方法:使用医学叙事能力量表、人文关怀量表、杰弗逊共情量表(护生版)对山东省内5所三甲级医院的387名实习护生进行调查。结果:实习护生医学叙事能力、共情能力与人文关怀能力均呈正相关关系(r=0.799,0.623;P<0.01);医学叙事能力对人文关怀能力有直接正向预测作用(β=0.766,P<0.01),共情能力对人文关怀能力有直接正向预测作用(β=0.623,P<0.01),共情能力起中介作用,中介效应值为0.189,总效应值为0.955,中介效应占总效应之比为19.8%。结论:目前我国临床实习护生的人文关怀能力水平较低,共情能力在实习护生医学叙事能力与人文关怀能力之间起中介作用。