Objective Based on the acquirable and optimized evidences at present, to explore the challenge and countermeasures for the development of nursing discipline in China, and to provide suggestions for promoting the construction of nursing discipline, platform, and talent team. Methods The study materials were searched in the following electronic databases including PubMed, EMbase, Web of Science, CNKI, VIP and CBM, as well as in the official websites of World Health Organization (WHO), International Council of Nurses (ICN), World Bank, the Ministry of Health (MOH) and the Ministry of Education (MOE) of China, and the domestic universities, colleges or technical secondary schools. Then the statistical analysis was conducted using SPSS 13.0 and Microsoft Excel software. Results a) By 2012, there were 855 nursing schools, 38 212 nursing undergraduates enrolled in universities, and 130 837 nursing students enrolled in junior colleges and senior vocational schools; b) The doctor-to-nurse ratio was 1 to 0.9 in 2010. The actual demand for doctors was 2.6 million, and there were still lack of 346 000 nurses; c) The age of nurses younger than 35 years old accounted for 50%. Those with primary professional title accounted for 64% to 69%, while less than 2.5% with advanced professional title; d) The training cost for a doctor and nurse/midwife in China only accounted for 2/5 of that in India and 1/5 to 1/4 in the sub-Sahara Africa; and e) To date, only 30.1% of disaster nursing studies in China provided research data, 30.6% were clinical experience and 38.3% were review. Conclusion Education and health systems need to be extensively reformed. It is necessary to train nursing students with core competencies using transformative learning. It is necessary to update textbooks and teaching methods, and funding should be appropriately increased. Nursing should cooperate with other disciplines, and apply evidence-based nursing methods to improve the quality of healthcare services and patient satisfaction.
Objective To assess the effect of problem-based learning (PBL) versus traditional methods in nursing students. Methods Computer retrieval was conducted to search for controlled studies comparing PBL and traditional methods. The quality of included studies was critically evaluated and data were analyzed by using The Cochrane Collaboration’s RevMan 5.0 software. Results A tota1 of 321 articles were retrieved, but only l1 were included. Metaanalyses showed that there was no significant difference between PBL and traditional methods in the objective knowledge of nursing students (SMD 0.12, 95%CI -0.32 to 0.56, P=0.6gt;0.05); but PBL was superior to traditional methods in the training of critical thinking (WMD 11.52, 95%CI 6.29 to 16.74), conflict resolution skills (WMD 8.09, 95%CI 5.02 to 11.16), clinical problem-solving skills (WMD 0.43, 95%CI 0.22 to 0.64), and communication skills (WMD 1.56, 95%CI 0.17 to 2.95). Although no significant difference was identified in the training of clinical decision-making skills, collaborative skills, and self-directed learning skills, PBL tended to be superior to traditional methods. Conclusion PBL tends are associated with better learning results among nursing students compared with traditional methods. However, most trials included in the review were of low quality, so large-scale randomized controlled trials of higher quality are needed to confirm this.
ObjectiveTo investigate and analyze the knowledge, skills and attitudes of clinical medical students and nursing students to patient safety before internship so as to provide evidence for implementation of patient safety curriculum in medical and nursing students. MethodsFive-year clinical medical undergraduates and nursing students before internship in the Wannan Medical College were recruited. The questionnaire method was performed to investigate the knowledge, attitudes and skills of patient safety. The data were input using EpiData 3.0 software and were analyzed by SPSS 13.0. ResultsA total of 771 questionnaires were distributed, of which 320 clinical medical students and 435 nursing students completed the survey. The results showed that, the totals of both kinds of students were low concerning the knowledge, attitudes and skills of patient safety; scores were significantly higher in nursing students than in clinical medical students concerning the items of "Knowledge about medical errors" (P=0.012), "Feelings about making errors" (P=0.000), "Feelings about making errors" (P=0.001), and "Personal attitudes to patient safety" (P=0.001). Scores of "Feelings about making errors" were significantly higher in female students than in male students. ConclusionBoth nursing students and clinical medical students lack the knowledge of patient safety before internship, and the latter lack more. More attention should be paid to the knowledge of patient safety for both clinical medical and nursing students.
ObjectiveTo explore the effect of patient safety education course on the undergraduate nursing students in terms of knowledge, attitude and skills about patient safety. MethodsWe enrolled five-year undergraduates admitted to Wannan Medical College in 2009. Eighty two nursing students who took part in the elective course of patient safety education course at the first semester of the seniors were selected as the observation group; while the other 359 nursing students who did not took part in the course were selected as the control group. The questionnaire method was performed to investigate the knowledge, attitude and skills about patient safety before and after the course. ResultsThere were significant higher scores in the observation group than in the control group in the following domains:"Knowledge of medical errors" and "What should I do after medical errors occur?". ConclusionSetting up "patient safety education" course could significantly improve the knowledge, attitude and skills about patient safety for undergraduate nursing students.