ObjectiveTo analyze the impact of disaster prevention and preparedness education courses on college students’ awareness, actions and abilities of disaster prevention and preparedness, so as to provide a reference for the establishment and optimization of disaster education-related courses in colleges.MethodsStudents who took the optional course “Disaster Preparedness Education” of Sichuan University in the fall semester of 2019 to 2020 were included. Questionnaires were issued before and after the course to compare the differences in awareness, actions and abilities of disaster prevention and preparedness of college students before and after the course. We also analyzed the differences between college students of different genders and college students of different grades.ResultsFinally, 148 college students were included. After the course, college students’ awareness scores (9.24±0.61 vs. 6.11±0.52), action scores (6.89±0.70 vs. 2.65±0.58) and ability scores (33.73±1.61 vs. 18.55±1.88) of disaster prevention and preparedness were improved compared to those before the course, and the differences were statistically significant (P<0.05). Before the course, boys’ disaster prevention and preparedness awareness score was higher than that of girls (6.48±0.56 vs. 5.23±0.44), the difference was statistically significant (P<0.05); there was no significant difference in the scores of actions or abilities of disaster prevention and preparedness between boys and girls (P>0.05). After the course, there was no statistically significant difference in any of the scores between boys and girls (P>0.05). Before and after the course, there was no statistically significant difference in any of the scores between the senior college students and the lower college students (P>0.05). College students’ overall satisfaction with disaster preparedness education was relatively high, with the highest scores for teaching methods and assessment methods.ConclusionDisaster preparedness education courses have a positive effect on improving the comprehensive qualities of college students’ disaster preparedness awareness, actions, and abilities, but it is necessary to attract more college students to participate and increase the scope of the course.
Objective To evaluate the effect of situational leadership theory training on head nurses’ leadership style in nursing management, and summarize the application methods of situational leadership theory. Methods In December 2013, by means of convenience cluster sampling method, 154 head nurses of West China Hospital of Sichuan University were selected for a Leadership Style Self-rating Questionnaire survey, of whom 84 attended the situational leadership theory training one month ago. The questionnaire score was compared between the trained head nurses (the trained group) and the non-trained ones (the non-trained group). Results A total of 154 questionnaires were issued, and 109 valid ones were recovered, in whom 72 were trained by the situational leadership theory while the other 37 were not. The average scores of head nurses’ flexibility and efficacy in the trained group (22.35±5.12 and 55.67±7.59) were higher than those in the non-trained group (19.03±4.05 and 50.95±5.30), and the proportions of head nurses with high flexibility and high efficacy in the trained group (61.1% and 31.9%) were higher than those in the non-trained group (32.4% and 8.1%), and the differences above were statistically significant (P<0.05). Conclusions The training of the situational leadership theory can improve the application of theory to clinical nursing management and promote the head nurses’ flexibility and efficacy to accelerate their work enthusiasm and personal improvement. It can also promote team cohesion and sense of accomplishment by creating a positive team atmosphere to make the efficient usage of limited human resources.
目的:了解成都市住院老年男性尿失禁患者尿失禁處理用物的使用及并發癥發生情況。方法:用自行設計的量表對188位尿失禁老人的一般情況、尿失禁的分級及處理用物等進行調查。結果:隨著尿失禁的嚴重程度的增加,患者或其家人選擇的處理用物增加。男性尿失禁的不同處理用物被選用的多少依次為:尿布(585%)、尿壺(340%)、一次性尿墊(255%)、保鮮袋(186%)、避孕套式尿袋(69%)、留置導尿(37%)及假性尿器(27%),不同尿失禁分級的患者對處理用物的選擇差異有統計學意義(Plt;005);2周患者399%發生漏尿,133%局部皮膚發紅,27%皮膚糜爛及21%尿路感染。結論:臨床工作中應該根據尿失禁的不同分級及患者的綜合情況指導患者及其照顧者選擇合適的處理用物,目前老年男性尿失禁患者仍然欠缺舒適、經濟、實用的接尿設備。
ObjectiveTo analyze the methods and effects of the reformation of undergraduate course of geriatric nursing in China. MethodsIn the spring semester of 2012 and 2013, we implemented the experiential scenario teaching and autonomous group learning with simulation and heuristic teaching method, and the nursing undergraduates were given scale of Kogan's attitude toward older people and Palmore's Facts on Aging Quiz 1 for investigation. The attitude to and knowledge on the elderly were compared before and after the study. Meanwhile, we also surveyed the interest in geriatric nursing among the students. ResultsThe interest in, attitude to and knowledge on the elderly among the students increased considerably after the teaching reformation. ConclusionThe undergraduate course teaching reformation of geriatric nursing with the simulation and heuristic teaching method has achieved good effects, and it can be widely used in geriatric nursing teaching in China. In the future, the reformation should focus on improving the students' professional interests and career choice.
Objective To investigate the status of knowledge, attitude and practice (KAP) of Standard Practice for Intravenous Nursing among nurses. Methods A total of 140 nurses were recruited and investigated with a self-designed questionnaire on March 16th, 2016. Results A total of 140 questionnaires were collected and 137 valid questionnaires were finally analyzed. Nurses’ KAP scores of Standard Practice for Intravenous Nursing were good. Hospital level, hospital characteristics, position and whether the nurses were specialized in intravenous nursing were influencing factors of the scores (P<0.05). Conclusions The general situation of KAP of Standard Practice for Intravenous Nursing is good, but nurses' knowledge on intravenous treatment is rather weak. Nurses should pay more attention to the knowledge of Standard Practice for Intravenous Nursing. Targeted education should be provided for nurses to promote the formation of positive attitude and healthy behaviors of clinical intravenous nursing practice.