Objective To systematically evaluate the effect of occupational protection education towards needle stick injuries among nursing students in China. Methods A computerized literature searching was carried out from October 2002 to October 2012 in following databases: PubMed, CNKI, WanFang Data and VIP, so as to collect all controlled studies about the effects of preventing needle stick injuries between students who had occupational protection education and those who had not. Two reviewers independently screened the studies according to the inclusive and exclusive criteria, extracted the data, and assessed the quality. Then RevMan 5.0 software was used for meta-analysis. Results A total of 10 studies involving 2 197 nursing students were included. Ten studies indicated that protection education could reduce the incidence of needle stick injuries by 33%; 3 studies indicated that protection education could increase the awareness rate of protective knowledge by 52%; and 4 studies indicated that protection education could increase the correct treatment rate after injuries by 61%. Conclusion Occupational protection education before internship is effective to prevent needle stick injuries among nursing students. However, because of the limitation of this study, more high quality studies are needed to further confirm its effectiveness and to provide targeted advices for formulating preventive measures.
Objective To investigate the current status of clinical nursing risks to nursing students, so as to provide scientific references for medical universities and policy makers. Methods The self-designed questionnaires were distributed to 360 clinical nursing students in four Third-Level hospitals. The group leaders were trained as investigators regularly. All the other nursing students were asked to fill in the questionnaire alone within 30 minutes. The questions issued were the following four aspects: general information of nursing students, clinical intern operating situation, nursing defects and awareness of nursing risks. Results Among the total 400 questionnaires distributed, 360 valid ones were retrieved (90%). The analysis showed all 21 nursing operations could be performed by students alone, and 80% of the nursing students believed that they were able to do 11 routine operations alone, such as bed-making and vital sign monitoring. The incidence rate of eight nursing defects was between 0.56% and 12.22%. As for the four questions about nursing risks, 49.44% of the nursing students operated alone before getting themselves ready because of their eagerness for such experiences. According to the nursing students, the departments with the highest nursing risks ranked as emergency, operating theatre, surgery, pediatrics, internal medicine, and gynecology and obstetrics. Conclusion The current situation of clinical nursing risks to nursing interns is still far from being satisfactory, so it is necessary to improve the training at university, regulate the clinical education, and ensure the intern safety for nursing students.
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.
Objective To assess the effect of problem-based learning (PBL) to improve clinical practice skills for clinical students after graduation. Methods Computer retrieval was conducted to search for controlled studies comparing PBL with non-PBL. The quality of the included studies was critically evaluated and data were analyzed. Results A total of 16 articles were included. The results showed that in integrated capabilities, PBL teaching was superior to traditional teaching methods. Whether in self-evaluation or objective evaluation, in terms of legal and ethical aspects of health care, research and presentation skills and ability to solve problem, PBL teaching was superior to non-PBL-learning methods. But in other aspects, it was yet controversial whether PBL-learning was better than non-PBL-learning. Conclusion Problem-based learning could improve clinical practice skills for clinical students after graduation. However, most trials included are of low quality, so large-scale randomized controlled trials of higher quality are needed to confirm this.
Objective To assess the affect of problem-based learning (PBL) versus literature based learning(LBL) in clinical medicine students. Methods Computer retrieval was conducted to search for controlled studies comparing PBL with LBL. The quality of included studies was critically evaluated and data was analyzed by using The Cochrane Collaboration’s RevMan 5.0 software. Results Finally 11 articles were included in the review, but most of them were of low quality.There are clinical heterogeneity between different studis which cause descriptive results. The PBL tended to be superior to LBL in the analysis-skill, self-directed learning skill, data-searching skill, and original skill.Conclusion PBL tends to be associated with better learning results among clinical medicine students compared withLBL methods. We need large-scale, randomized controlled trials of higher quality to confirm this.
Objective To identify the clinical evaluation methods used for undergraduate nursing students. Methods A self-made questionnaire about the clinical evaluation methods for undergraduate nursing students was used to collect information from 158 tutors of undergraduate nursing students in 4 teaching hospitals in Sichuan province. Results In terms of consulting evaluation opinion from other nurses, there was no significant difference between the ratios of tutors who really adopted and those who perceived as necessary to do so (Pgt;0.05). As for consulting the self-evaluation of nursing students and patients’ evaluation opinion, the ratio of tutors who really adopted was lower than those who perceived as necessary to do so (Plt;0.01). The majority of tutors used real, ward patients for evaluation, while a minority of tutors used demonstration room and model patients. The most effective methods viewed by the tutors were observation, holistic nursing care examination and test, and the most often used evaluation methods were clinical skill test, observation and theoretical exam. Most tutors adopted a continuous evaluation method for the clinical evaluation of undergraduate nursing students. Conclusion The methods for the clinical evaluation of undergraduate nursing students varies. This may influence the accuracy, objectivity and fairness of the evaluations. Formulating evaluation sheet of patients and self-evaluation sheet of nursing students, establishing standardized clinical skill examination station, training standardized patients and evaluation skills of clinical tutors, standardizing examination content and relevant evaluation standard and methods, and adopting comprehensive evaluation with various methods may help to improve the accuracy, objectivity and fairness of the clinical evaluation of undergraduate nursing students.
目的 探讨实习护士锐器伤发生情况及影响因素，为制订降低实习护士锐器伤政策提供依据。 方法 2012年3月，针对333名临床实习护士进行问卷调查；采用SPSS软件对锐器伤年发生率进行单因素和多因素logistic回归分析。 结果 共322名实习护士完成调查，锐器伤年发生率50.0%，发生频率为1.3次/人年。最近一次发生锐器伤时，仅6.5%上报登记。单因素分析显示，本科生、学校课程未针对预防锐器伤进行培训，临床实习带教老师未进行预防锐器伤培训的实习护士，其锐器伤发生率更高。在临床实习可能接触患者血液和体液的操作中，带手套的频率越高，锐器伤发生率越低；注射完成后，回套针帽的频率越高，锐器伤发生率越高。多因素分析表明，本科实习护士发生锐器伤的风险高于中专或大专实习护士[OR=4.603，95%CI（2.241，9.443）]；注射完成后，回套针帽频率增加，发生锐器伤的风险增加[OR=1.672，95%CI（1.032，2.729）]。 结论 在教学和临床实践过程中，针对实习护士，尤其是本科实习护士，应进一步加强培训，杜绝回套针帽现象；并进一步健全现有锐器伤上报登记制度。
目的 了解高校护理本科生（下称护生）在临床实习阶段对带教教师的具体期望，为临床带教老师的培养提供依据。 方法 以杜威的反思思维理论为基础，使用Van Manen的诠释现象学研究方法暨反思日记分析，于2011年1月对67名护生的临床反思日记进行分析；同时采用自行设计的问卷就护生对临床教学的评价进行调查。 结果 护生对临床带教教师的反思主要集中于5个主题，即期望带教老师制定合理的、有针对性的带教计划并采用灵活多样的教学手段，期望得到带教老师的肯定和鼓励，期望得到独立实践护理角色的机会，期望带教老师注重培养护生的临床思维能力，期望带教老师拥有良好的综合素质；护生对临床教学评价总平均分为（4.51 ± 0.06）分，得分率为87.3%。 结论 临床带教老师在不断提升自身综合素质的同时，应根据护理本科人才能力培养目标制定合理的实习计划，选择恰当的教学方式，提供良好的临床学习环境，以进一步提高临床教学质量。