| ObjectivesTo explore and analyze the Situation of Clinical Ability of Undergraduate Nursing Students and formulate the comprehensive teaching model and investigate the teaching effect of comprehensive teaching model, discuss the feasibility of comprehensive teaching model.Subjects and Methods1 Investigation The Ready-made scale was used to investigate clinical teaches to understand the Situation of Clinical Ability.2 Study on Reform2.1 Preliminary investigation The self-designed questionnaire were used to investigate student nurses, and nursing undergraduates who had studied the Basic Nursing Experiment.2.2 Implement of control trial 106 nursing undergraduates at school were assigned to intervention group and control group randomly. The traditional teaching mode was used in control group, the comprehensive teaching model was adopted in intervention group, the two groups were assessed by two teachers. After 6 months(One semester),we evaluated the effect of the implement. SPSS13.0 was used to analysis the datas, P<0.05 was considered statistically significant.Results1 In the nursing undergraduate students' clinical competence evaluation scale, the scale' Cronbach'αcoefficient was 0.949. In the experimental teaching adjustment suggestion questionnaire, the scale' Cronbach'α coefficient was 0.970. In the experimental teaching questionnaires of Nursing Students, the scale'Cronbach'a coefficient was 0.882. Those scales had high reliability. Experts Reviewed the questionnaires had good content validity.2 In clinical ability of undergraduate nursing students, Professional psychological quality showed the better, other clinical ability including nursing research capacity, clinical management, clinical teaching capacity and clinical communication skills were not strong, needed to strengthen training and development.3 The results of practice nurses' evaluation3.1 Teaching schedule changes Most of nursing students thought sterile technique, injection method, using the catheter method, gastric lavage need to increase hours, while bed making, putting on or off isolating gown, oxygen inhalation, male patients with urethral catheterization, nasal feeding needed to reduce hours. Most of nursing students thought that the teachers were responsible for directing laboratory exercises for six nursing students, that was suitable. The experimental apprentice should be arranged immediately after the end of the individual experiment.3.2 The differences of experiment teaching and clinical nursing The experimental teaching compared with clinical nursing, most of nursing students thought operating principles were completely the same and process, operating procedures and processes, operating practices, operating items, operating scene were basically the same. The differences between teaching and clinical nursing had a negative impact on nursing students and clinical teaching. Most of nursing students spent 2-7 days for the differences of teaching and clinical care.3.3 Nurses' learning error and insufficiency Most of the nursing students were lack of knowledge on the nature of experimental materials, function, preparing and arrangement. The nursing students practiced hard to imitate actions of teachers, lack of flexibility and not really into the nurse/patient role. Most of the communication were inadequate when nursing students were nurse or patients role. Simulate people sometimes can't t reflect operating process and effect.3.4 Full-time teacher contact clinical situation Part of the nursing students thought that teachers were not closely linked with clinical practice and this situation needed to be improved(23.1%). Full-time teachers were provided opportunities to clinical practice, so to master new technologies and clinical advances in the application.4 The teaching effect evaluation of nursing students who had completed the experimental nursing in the school'curriculum4.1 Most of nursing students were satisfactory with the experimental teaching, but degree of satisfaction was lower proportion.4.2 Laboratory reform Most of nursing students thought the conditions of laboratory teaching, the materials of experimental practice were in general, needed to procure new equipment and the laboratories was generally opened. Most of nursing student suggested that laboratory quantity or space and the appropriate course hours were increased.The laboratory was usually opened to provide more practice opportunities for nursing students, such as the evening, Saturday and Sunday.4.3 Most of nursing students thought teachers should improve teaching methods, and demonstration, take to teach, assessment should be unified standards, be unified as far as possible to strengthen the experimental operation and practice guidance.4.4 Reformed teaching mode Most of nursing students thought that the teaching mode need to be improved teaching(60.4%).53.2% of the nursing students were in favor of the comprehensive analysis of clinical cases.80.6% of the nursing students did not agree watching the video.4.5 Reformed Assessment mode Most of the nursing students thought the proportion of randomly tested project was reasonable, who agreed to the usually results including nursing students attendance, discipline, instrument specifications, performance class experience, did not agree to the after-school questions job. The operation test scores were less fair. Evaluation criteria should be uniformed. Students agreed to reform the examination method and assessment standards.5 The effect of carrying out comprehensive teaching model5.1 Nursing students were educated by integrated teaching, whose experimental total score was higher than the traditional model experimental group'score.5.2 Under comprehensive teaching model, nursing students increased degree of satisfaction on teaching, teachers, teaching experiment, and experimental teaching attitude of teachers.5.3 After carrying out comprehensive teaching model, nursing students experiment teaching harvest had been increased and the acceptance of cultivate ability were increased significantly.5.4 Self-evaluation of nursing students that are interested in the experimental class, take good care of the person operating with the increase in property; self as serious attitude towards learning, classroom discipline, the person to comply with a significant increase.Conclusions1 The Nursing undergraduate students'clinical competence evaluation scale, the experimental teaching adjustment suggestion questionnaire, the and the experimental teaching questionnaires of Nursing Students had high reliability and good content validity.2 Mostof the nursing undergraduate students'clinical competence were the better. The clinical capacity should strengthen and trained.3 The Nursing undergraduate students suggested that we should increase or decrease experiment hours, increase student-staff ratio and improve teaching equipment that behind the experimental items according to the clinical need. Teaching methods should be improved in close contact with clinical practice by the teachers. Clinical teachers should enhance teaching awareness, operate according to operating procedures and abide by with the principles of aseptic. Nursing students expected to participate effectively in the preparation of experimental materials and processing, enhance the simulation results, enter into the nurse/patient role and have good communication.4 The nursing students in school who had completed the experimental courses, suggested should be updated to speed up laboratory equipment, increased laboratory' opening hours to provide more practice opportunities. Experimental teaching and assessment mode were reformed.5 Compared with the traditional teaching model, the total experimental score was significantly improved. the nursing students' satisfaction with the laboratory' opening hours aspects increased. The teaching Harvest increased and the positive self-assessment increased.In conclusion, In clinical ability of undergraduate nursing students, clinical ability scores showed the better. The comprehensive teaching model decrease the divergence between experimental teaching and clinical care, resolve the problems in Basic Nursing Experiment, promote the quality of experimental teaching, train student nurses' critical thinking and comprehensive capacity, improve the students' clinical competence and their satisfaction to experimental teaching. |
PDF Full Text Request