Objective To identify the factors which influence the effectiveness of clinical evaluation of undergraduate nursing students. Methods A self-made questionnaire was used in face-to-face interviews with 158 clinical teachers of undergraduate nursing students in four teaching hospitals in Sichuan. Results The main factors that influence the effectiveness of clinical evaluation of undergraduate nursing students included: clinical environment, duration of evaluation, degree of familiarity with the evaluation criteria of clinical teachers, and evaluation methods used by clinical teachers. The less important factors included: “halo-effect” of teachers to students, relationship between teachers and students, attitude towards evaluation and emotional status of clinical teachers. Conclusion It is of great importance to improve the clinical environment, provide enough time for clinical teachers to evaluate, cultivate and improve clinical teachers’ evaluation and competence, and establish a good relationship between teachers and students.This should improve the accuracy, objectivity and fairness of undergraduate nursing students’ clinical evaluation.
【摘要】 目的 分析臨床實習對護理本科生專業認同的影響，探討提高專業認同的措施。 方法 2010年6—10月，對某綜合性大學60名2007級普通全日制護理本科生進行抽樣調查，評價其實習前1個月和實習后3個月的專業認同情況，比較實習前、后的變化并分析影響因素。 結果 實習后專業認同的專業價值觀得分[（3.13±0.85）分]高于實習前[（2.78±1.00）分]，實驗專業期望得分[（12.09±2.13）分]低于實習前[（13.13±1.30）分]，差異有統計學意義（P=0.045，0.002）；而專業認識、情感、意志、技能和專業認同總分方面，實習前、后差異無統計學意義（Pgt;0.05）；其影響因素由強到弱依次為:帶教老師（37.04%）、實際的護理工作（33.33%）、實習科室（22.22%）、他人態度（7.41%）。 結論 臨床實習可提高護理本科生的專業價值觀，帶教老師及實際護理工作對專業認同影響較大。【Abstract】 Objective To analyze the effect of clinical practice on student nurses’ professional identity and explore measures to develop their professional identity. Methods Convenience sampling was used to select 60 general full-time student nurses who entered a comprehensive university in 2007. Then we assessed their professional identity at the time of one month before, and three months after clinical practice, compared the two results, and analyzed the related factors. Results The score of professional value dimension after clinical practice was higher than before (3.13±0.85 vs. 2.78±1.00, P=0.045), while the professional expectation dimension was lower than before (12.09±2.13 vs. 13.13±1.30, P=0.002), and the differences in above-mentioned indexes were statistically significant. There was no statistical difference before and after clinical practice in professional knowledge, professional affection, professional volition, professional skill dimensions, and total score of professional identity (Pgt;0.05). The related factors in a order from b to weak were clinical teacher (37.04%), practice work (33.33%), training department (22.22%), and others’ attitudes (7.41%). Conclusion Clinical practice may improve professional values but impair professional expectations of the student nurses, and clinical teacher and practice work have a great effect on student nurses’ professional identity.
ObjectiveTo investigate the basic situation of existing medical English teaching methods and objects, develop medical English course content and teaching methods, and evaluate teaching effectiveness. Methods The existing medical English teaching methods were summarized based on literature retrieval, and both the basic level of medical students and data related to teaching effectiveness were collected by questionnaire surveys. Results Medical English teaching could be optimized by adjusting the content of medical English teaching, increasing the proportion of English teaching, and emphasizing the application of emerging electronic products in extracurricular English learning. Teaching methods could adopt various forms such as flipped classrooms. A questionnaire survey showed that most of the students (64.94%) were not satisfied with their current English level. These students fully recognized the importance of medical English. Based on the above results, medical English courses were offered in two semesters. This course adopts theoretical lectures, small-class teaching and other teaching methods. Scenario simulation and flipped classroom were also used. Conclusion Medical English courses should include medical vocabulary, clinical medical English, vocational medical English and academic medical English. Flipped classroom and other teaching methods should be flexibly applied.
ObjectiveTo investigate the effect of evidence-based nursing course in undergraduate nursing students' critical thinking ability. MethodsA prospective cohort study design was performed in students from two nursing undergraduate classes, who elected evidence-based nursing course as an observation group and students lacked of the course as a control group. The Chinese Version of Critical Thinking Disposition Inventory (CTDI-CV) was used to test critical thinking ability at the beginning and the end of the semester. The scores of CTDI-CV and rank of scores were compared between the two groups using t test and rank sum test. ResultsA total of 88 students were included, of which 41 students were in the observation group and 47 students were in the control group. Compared to the control group, the observation group demonstrated significantly more improvement in the total scores (MD=22.29, 95%CI 13.477 to 31.114), the search for truth (MD=2.81, 95%CI 0.211 to 5.410), open-minded (MD=3.37, 95%CI 1.280 to 5.471), analysis capabilities (MD=3.41, 95%CI 1.351 to 5.481), systematicity (MD=3.39, 95%CI 1.447 to 5.336), confidence critical thinking (MD=2.83, 95%CI 0.512 to 5.152), curiosity (MD=4.53, 95%CI 2.273 to 6.786) and cognitive maturity (MD=1.93, 95%CI -0.502 to 4.377). The level of total scores, the search for truth, analysis capabilities, systematicty, confidence critical thinking, and curiosity in the observation group were significantly improved. ConclusionEvidence-based nursing course learning can improve the undergraduate nursing students' critical thinking skill.
Objective To explore the role of using a workshop combined with diversified teaching model in undergraduate general practice. Methods Undergraduate students who enrolled in the Class 2022 general medicine course of Shanghai Jiao Tong University School of Medicine were selected between February and June 2023. Two classes were selected from undergraduate students who enrolled in the Class 2022 general medicine course using a simple random sampling method. One class was selected as the control group (using the workshop teaching mode), while the other class was selected as the experimental group (using the workshop combined with diversified teaching mode). The evaluation of teaching effect, teaching satisfaction, career intention and final scores of the control group and the experimental group were compared. Results A total of 120 students were included, with 60 students in each group. There was no statistically significant difference in the gender, age, and previous general medicine course exam scores between the two groups (P>0.05). The evaluation of teaching effect by the experimental group was higher than that of the control group (P<0.05). The teaching satisfaction scores of the experimental group on teaching atmosphere (85.16±9.44 vs. 81.65±8.15), teaching mode (86.30±9.12 vs. 79.27±9.33), and teaching management (84.20±7.05 vs. 80.10±7.15) were higher than those of the control group (P<0.05). The experimental group had a higher career intention than the control group (45 vs. 32 people; χ2=6.125, P=0.013). The theoretical course scores (71.77±7.10 vs. 66.14±7.45), internship scores (10.32±3.34 vs. 8.58±2.56), and total scores (82.09±9.36 vs. 74.58±8.45) of the experimental group were higher than those of the control group (P<0.05). Conclusion The application of workshop combined with diversified teaching mode in undergraduate general medicine course teaching can improve students’ evaluation of teaching effect, teaching satisfaction and final scores, as well as change students’ career intention.
Traditional medical education is to develop uni-professionals,and is lacking of opportunities for interprofessional communication and interprofessional collaboration.The failure of communication and collaboration is an important cause of medical errors.Interprofessional education is a new strategy to remove professional prejudice,promote interprofessional collaborative competency and improve patients'outcomes.From September 2012,we began to provide Interprofessional Education Program for healthcare undergraduates,and achievements have already been made.
ObjectiveTo investigate the status quo of readiness for and attitude towards interprofessional learning among sophomore undergraduates and analyze the correlation between them, so as to provide a reference for the development of interprofessional education in China.MethodsFrom September to November 2018, with the convenience sampling method, the Chinese versions of Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale were used to carry out a cross-sectional study among the second-year undergraduates of 2017 from a medical university in Nanjing.ResultsA total of 341 sophomores were surveyed. The median score of readiness for interprofessional learning was 69.00 with the interquartile range being 11.00, and the median score of attitude towards interprofessional collaboration was 86.00 with the interquartile range being 14.00. Additionally, there was a positive correlation between interprofessional readiness and attitude (rs=0.282, P<0.001).ConclusionSophomore undergraduates are generally in a positive state of readiness for interprofessional learning as well as attitude towards interprofessional collaboration, and there is a positive correlation between interprofessional readiness and attitude, suggesting that it is worth considering to carry out interprofessional education activities among medical sophomore undergraduates.