ObjectiveTo understand the adaptation condition of undergraduate nursing students at the early stage of enrollment so as to provide reference frame for the development of college students' adaptability and mental health education. MethodTotally 75 full-time baccalaureate nursing students were recruited from a comprehensive university by convenience sampling method In November 2014. Adaptation condition was investigated with China College Student Adjustment Scale (CCSAS). Statistical analysis methods were applied to analysis differences of the adaptability of college and its various dimensions scores in general data statistics. ResultsThe average score of adaptation ability was (206.88±31.02) points. There were significant differences in the level of getting along with their parents and confidence in nursing speciality (P<0.05) , while no significant differences were found among students in gender, nationality, only China one students, students' regions and reasons of choosing nursing speciality （P>0.05) . ConclusionsThe current adaptation situation of nursing undergraduates freshmen should be improved. It is necessary to carry out a series of targeted activities for the entrance education of college students to promote the adaptability of university life.
ObjectiveTo know the life attitude and its influence factors of nursing undergraduates in a school of nursing,so as to provide the theoretical evidence for the exploration of the way of life education. MethodsA cluster sample of 246 nursing undergraduates were asked to complete the survey,who were sampled from grade 2008 to grade 2011 in a University of Sichuan province between Nevember and December 2011.Then we used the way of questionnaire to analyze and research the life attitude and its influence factors of nursing students,and this study mainly used the Life Attitude Scale (LAS) questionnaire which was made by Taiwan scholar Manying Xie. ResultsThe total score of the investigated nursing students'attitude to life was 365.1±43.6,and the total and each level scores were higher than Taiwan college students and the differences were statistically significant (P<0.01).Female students'total score of attitude to life and the existence sense dimension were significantly higher than male students'(P<0.05).The third grade students'score of love and care level had a significant difference with the second grade and the first grade students (P<0.05).Through correlation analysis,nursing students'life attitude and self-rating interpersonal relationship (r=0.256,P=0.000),the situation of families talking about death (r=0.210,P=0.001),whether there was a Dutch act idea (r=0.172,P=0.007),family income (r=0.151,P=0.017),gender (r=0.130,P=0.042) and whether had siblings (r=-0.143,P=0.025) were positively correlated. ConclusionWe should carry out targeted life and death education for nursing students to promote them to establish positive life attitude and value.
【摘要】护理是一门科学性极强的应用性学科，在临床实习期运用好的带教方法为护理本科生实施带教，以帮助其更快、更好地完成从单纯接受知识到运用知识解决实际问题的转变。文章总结了近年来在护理本科生临床实习过程中所采用的创新带教方法，并对其科学依据和特点进行分析，为本科护理实习临床带教提供理论参考。【Abstract】 Nursing is a discipline of scientific application. In the clinical intern period, with better teaching methods, nursing students can faster and better complete the transformation from simple knowledge acceptance to use of knowledge to solve practical problems. We summarized some innovative teaching methods in the clinical intern period of the nursing undergraduate students in recent years, and analyzed the scientific base and advantages of each method, to provide a theoretical reference for the clinical teaching of undergraduate nursing practice.
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。
ObjectiveTo compare attitudes of nursing undergraduates to patients with mental illness before and after learning psychiatric nursing course and provide evidence for the improvement of teaching of the course. MethodsStigma scale to patients with mental illness was used as a questionnaire for collecting data, which was conducted on nursing undergraduates taking psychiatric nursing course between March and June 2012. Paired t-test was used to compare the differences between students' attitudes before and after learning the course. ResultsSignificant difference was found for danger factor (P<0.05), while there was no statistically significant difference in the social isolation factor and social ability factor before and after the psychiatric nursing course (P>0.05). ConclusionPsychiatric nursing course has a great influence on students' evaluation of the danger of patients with mental illness which reduces the discrimination against the patients.