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 explore the effect of evidence-based nursing education on the critical thinking ability of nursing students. Methods One hundred and two junior college nursing students participated in this study. They were divided into the experimental group and the control group. All of them received standard clinical nursing practice training, and students in the experimental group also attended evidence-based nursing training. All the students completed the Critical Thinking Disposition Inventory before and after training. Results Students in the experimental group had improved critical thinking ability compared with the control group, and the difference was statistically significant (Plt;0.05). Conclusions Evidence-based nursing education can improve the critical thinking ability of 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.
目的 通过调查临床护理实习生在临床实习工作中遭患者拒绝的情况，分析护生被拒绝的原因，引导学生正确面对被拒绝。 方法 2011年5月－6月采用自制调查问卷对实习8个月以上的护生进行调查。 结果 87.5%的护生在实习中遭遇过患者的拒绝，患者和家属的不信任是护生遭遇被拒绝的主要原因，多数护生在被患者拒绝后有不良情绪及消极应对。 结论 护生应加强基本知识和基本技能的学习，提高沟通交流技巧，带教老师要注意护生情商的培养，给予护生正面积极的鼓励才能使护生正确面对患者的拒绝。Objective To investigate the rejection phenomenon in the clinical practice of nursing students, and to analyze the reasons to guide the students to face the refusals appropriately. Methods From May to June 2011, 90 nursing students who had worked for over eight months were surveyed using the self-made questionnaire. Results About 87.5% of nursing students encountered the patient’s refusals in the clinical practice and the most important reason was that the patients and their families did not trust the experience of nursing students. Most of the students showed the negative emotion and response after the refusal. Conclusions Nursing students should strengthen their basic knowledge and basic skills, and improve their communication skills. Furthermore, the teachers also should pay attention to the cultivation of emotional intelligence and positive encouragement, which could assist the nursing students in dealing with the refusals in the right way.
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.
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.
ObjectiveTo investigate and analyze the knowledge, skills and attitudes of nursing students to patient safety before and after internship so as to provide evidence for implementation of patient safety curriculum in nursing students. MethodsUndergraduate nursing students before and after internship in nursing school of Wannan Medical College were recruited. The questionnaire method was performed to investigate the knowledge, attitudes and skills of patient safety before and after the internship. The data were input using EpiData 3.0 software and were analyzed by SPSS 13.0. ResultsA total of 451 questionnaires were distributed before the internship and of which 435 nursing students completed the survey (96.45%), 418 questionnaires were distributed after the internship, of which 412 (98.56%) nursing students completed the survey. There were significant higher scores in female nursing students after the internship in the items of 'Knowledge about medical errors' and 'What am I supposed to do when medical errors occur' (P=0.000 and 0.000, respectively), while lower scores of the items of 'Feelings about making errors' and 'Your intentions regarding patient safety' (P=0.002 and 0.006, respectively). Only the score of the item 'What am I supposed to do when medical errors occur' was significantly higher in male nursing students after the internship (P=0.046). ConclusionThe internship is useful for improving experiencing practice, knowledge on patient safety, reduce the negative feelings about making errors.