To Discuss The Mode Of Nursing Students’ Occupation Safety Education

Objective:1、To construct the questionnaire about nursing students’ occupationsafety knowledge, belief, behavior.2、To understand the situation of nursing students’occupation safetyknowledge,belief,and behavior comprehensively.3、To system integrate the occupation safety contents,and discuss theinfluence of the teaching effect about nursing students’ occupation safetyknowledge, belief and behavior by the different of centralized teachingmode and dispersed teaching mode.Methods:1、Construct the nursing students’ occupation safety knowledge, belief,and behavior questionnaire：Using structured interview and Delphi expertconsultation methods.1.1The structured interview method: extract the relevant topics, list thesemi-structured interview outline, the random sample method is used tointerview ten nursing interns in a3A hospital. the interviews contentsinclude:(1). the situation of accepting the occupation safety education;(2). thesituation of understanding occupation safety knowledge;(3).the ways ofobtaining occupation safety knowledge.(4). the situation of occupation safetybehavior. analyze the result after interview,list questionnaire outline.1.2Delphi expert consultation method.Chose20experts from nursingmanagement, nursing education, health statistics and clinical nurse inShijiazhuang,please experts evaluate the questionnaire construct、contents、items and two level index，after two rounds of expert consultation,adopt theexperts’ reviews、screen and modify the questionnaire items, standard andadjustment the options,And carry on statistic analysis about the questionnaire’s reliability and validity,then determine the questionnairefinally.2、Questionnaire survey method: using the selfdesigned questionnaire tosurvey all the230nursing students in second affiliated of hospital hebeimedical university in Sempter,2010to Sempter,2011to understand thesituation of nursing students’occupation safety knowledge,belief and behavior,recovering195effective questionnaires,recovery efficiency is84.78%.3、Experimental research: the experimental research is devided into twostepts.the first step:choose two undergraduate classes of108nursing studentsof2008nursing major in hebei medical university as the research objects, the108research objects is divided into two groups by the class.Before theexperiment,using the selfdesigned “nursing student’s occupation safetyknowledge、belief and behavior questionnaire” do the basic survey,and donormality、test of homogeneity of variance and two independent samples t test,the results found two groups of students have no difference in occupationsafety knowledge、belief.The second step:choose one group using centralizedteaching modle, full-time teacher concentrate teaches integrated knowledge inJune25,2011to June29,2011,the first day8hours,the other4days7hourseveryday.The other group using dispersed teaching modle, the same full-timeteacher dispersed teaching the same knowledge in March23,2011to June8,2011,every week3hours,a total of12weeks,sum36hours.two groupstudents are surveyed by the same selfdesigned occupation safety knowledge、belief and behavior questionnaire after teaching,and do the track survey in thestudents enter the clinical practice3months,grant the same occupation safetyknowledge、belief and behavior questionnaire again,to understand the studentshave received different methods teaching occupation safety knowledge、belief and behavior situation in clicinal practice3months.4、Statistic method:please20experts evaluate wether the questionnaireentries can measure the hope measured content, Statistics of experts that canrepresent a entries needed to be measured by the number of content,then usethe formula CVR=（ni-N/2）/(N/2) to calculate the content validity ratio,all the survey data using SPSS13.0software package for statistical,test on theconstruct questionnaire’s internal consistency reliability and split halfreliability,all the data are tested on normality and homogeneity test ofvariance,statistical description using x±s，two different teaching.modes result comperation using two independent samples t test,before andafter teaching comperation using paired t test.Results：1、Construct nursing students occupation safety knowledge、believe andbehavior questionnaire that contain26entries,knowledge of which aspects of10entries,belief8entries,safey behavior8entries.2、The questionnaire has high reliability and validity:using spss13.0software package to deal with statistics,the overall questionnaire Cronbach’s0.867, the aspect of knowledge、 belief and behavior Spearman-Brownrespectively is0.763、0.665、0.733,the questionnaire entries are determined byreferencing related literatures and interview20experts(8nursing and2health statistics experts,10of more then5years work experience clinicalnurses) for many times,calculate the three aspects content validity of thequestionnaire:the average validity of knowledge aspect is84%, the averagevalidity of belief aspect is75%, the average validity of behavior aspect is83.75%.3、 Clinical nursing interns have low knowledge score. using thequestionnaire to survey195clinical practice nursing students,we found that allthe students haven’t received occupation safety teaching,the average score ofoccupation safety is50.94,the main way of getting knowledge is nursingspecialty courses99%of students are willing to accept the system ofoccupation safety course.4、Through the experimental study，we found that the students receivedcentralized teaching getting higher score in occupation safety knowledge、belief then those didn’t receive centralized teaching（P＜0.01）, the studentsreceived dispersed teaching getting higher score in occupation safetyknowledge、belief then those didn’t receive dispersed teaching,there are statistical difference between the occupation safety knowledge、belief andbehavior when the two group students enter the clinical3monthes （P＜0.05）,the all aspects of occupation safety knowledge、belief、behavior score afterdispersed teaching are higher then the score of occupation safety knowledge、belief、behavior after centralized teaching.Conclusions:1、Construct the nursing students occupation safety knowledge.belief.behavior questionnaire.2、The nursing students occupation safety knowledge.believe,behaviorquestionnaire has high reliability and validity, through reliability andvalidity test,the questionnaire has better internal consistencyreliability,split-half reliability,content validity,this questionnaire can acchivethe basic statistic quire,and can content with major measure.3、Nursing students’ occupation safety education needs to be improved:Nursing interns occupation safety knowledge grasping situation nots allowhopeful, Although the occupation safety beliefs is higher, but the occupationsafe effective behavior is poor, nursing students’ occupation safety education isworth to take seriously, must be improved.4、 System of occupation safety education can improve students’occupation safety knowledge level, strengthen students’ occupation safetyawareness, promote students to adopt effective occupation safety behavior.5、Dispersed model of education is more suitable for the nursing students’occupation safety education, through comparing effect of two kinds ofoccupation safety education modle, dispersed model is superior to thecentralized model.