Objective To investigate the status of knowledge, attitude and practice (KAP) of Standard Practice for Intravenous Nursing among nurses. Methods A total of 140 nurses were recruited and investigated with a self-designed questionnaire on March 16th, 2016. Results A total of 140 questionnaires were collected and 137 valid questionnaires were finally analyzed. Nurses’ KAP scores of Standard Practice for Intravenous Nursing were good. Hospital level, hospital characteristics, position and whether the nurses were specialized in intravenous nursing were influencing factors of the scores (P<0.05). Conclusions The general situation of KAP of Standard Practice for Intravenous Nursing is good, but nurses' knowledge on intravenous treatment is rather weak. Nurses should pay more attention to the knowledge of Standard Practice for Intravenous Nursing. Targeted education should be provided for nurses to promote the formation of positive attitude and healthy behaviors of clinical intravenous nursing practice.
ObjectiveTo analyze the impact of disaster prevention and preparedness education courses on college students’ awareness, actions and abilities of disaster prevention and preparedness, so as to provide a reference for the establishment and optimization of disaster education-related courses in colleges.MethodsStudents who took the optional course “Disaster Preparedness Education” of Sichuan University in the fall semester of 2019 to 2020 were included. Questionnaires were issued before and after the course to compare the differences in awareness, actions and abilities of disaster prevention and preparedness of college students before and after the course. We also analyzed the differences between college students of different genders and college students of different grades.ResultsFinally, 148 college students were included. After the course, college students’ awareness scores (9.24±0.61 vs. 6.11±0.52), action scores (6.89±0.70 vs. 2.65±0.58) and ability scores (33.73±1.61 vs. 18.55±1.88) of disaster prevention and preparedness were improved compared to those before the course, and the differences were statistically significant (P<0.05). Before the course, boys’ disaster prevention and preparedness awareness score was higher than that of girls (6.48±0.56 vs. 5.23±0.44), the difference was statistically significant (P<0.05); there was no significant difference in the scores of actions or abilities of disaster prevention and preparedness between boys and girls (P>0.05). After the course, there was no statistically significant difference in any of the scores between boys and girls (P>0.05). Before and after the course, there was no statistically significant difference in any of the scores between the senior college students and the lower college students (P>0.05). College students’ overall satisfaction with disaster preparedness education was relatively high, with the highest scores for teaching methods and assessment methods.ConclusionDisaster preparedness education courses have a positive effect on improving the comprehensive qualities of college students’ disaster preparedness awareness, actions, and abilities, but it is necessary to attract more college students to participate and increase the scope of the course.
【摘要】 目的 總結開展“優質護理服務示范工程活動”以來，護士滿意度提高的原因與經驗。 方法 分別于2010年1月和11月采用一般情況調查表及明尼蘇達工作滿意度問卷短式量表調查干部/老年科的護士在開展“優質護理服務示范工程活動”前后的工作滿意度。 結果 開展“優質護理服務示范工程活動”1年以來，護士的內在滿意度上升了35.27%，外在滿意度上升了29.25%，一般滿意度上升了27%。 結論 干部/老年科通過提高護士對各崗位的價值與責任的認可，科學規劃護士的職業生涯，完善科室文化建設、薪酬與激勵機制使護士的職業成就感、自身價值滿意度均有不同程度提高。【Abstract】 Objective To summarize the reasons and experience of enhancing nurse′s satisfaction after improving the “high-quality nursing services”. Methods A general questionnaire and Minnesota Satisfaction Questionnaire (MSQ) were used to investigate satisfactions of nurses working at the senior leader/ person′s wards before and after improving the activity on “high-quality nursing service”. Results One year later, the inner satisfactions of participates increased 35.27%, the outer satisfactions increased 29.25%, and the general satisfactions increased 27%. Conclusion Nurse′s professional achievability and the satisfaction on self-value increase after enhancing professional value and responsibility of nurse, planning reasonably professional career of nurse, and perfecting culture construction, and the salary and encourage mechanism.
ObjectiveTo analyze the methods and effects of the reformation of undergraduate course of geriatric nursing in China. MethodsIn the spring semester of 2012 and 2013, we implemented the experiential scenario teaching and autonomous group learning with simulation and heuristic teaching method, and the nursing undergraduates were given scale of Kogan's attitude toward older people and Palmore's Facts on Aging Quiz 1 for investigation. The attitude to and knowledge on the elderly were compared before and after the study. Meanwhile, we also surveyed the interest in geriatric nursing among the students. ResultsThe interest in, attitude to and knowledge on the elderly among the students increased considerably after the teaching reformation. ConclusionThe undergraduate course teaching reformation of geriatric nursing with the simulation and heuristic teaching method has achieved good effects, and it can be widely used in geriatric nursing teaching in China. In the future, the reformation should focus on improving the students' professional interests and career choice.
目的:了解成都市住院老年男性尿失禁患者尿失禁處理用物的使用及并發癥發生情況。方法:用自行設計的量表對188位尿失禁老人的一般情況、尿失禁的分級及處理用物等進行調查。結果:隨著尿失禁的嚴重程度的增加,患者或其家人選擇的處理用物增加。男性尿失禁的不同處理用物被選用的多少依次為:尿布(585%)、尿壺(340%)、一次性尿墊(255%)、保鮮袋(186%)、避孕套式尿袋(69%)、留置導尿(37%)及假性尿器(27%),不同尿失禁分級的患者對處理用物的選擇差異有統計學意義(Plt;005);2周患者399%發生漏尿,133%局部皮膚發紅,27%皮膚糜爛及21%尿路感染。結論:臨床工作中應該根據尿失禁的不同分級及患者的綜合情況指導患者及其照顧者選擇合適的處理用物,目前老年男性尿失禁患者仍然欠缺舒適、經濟、實用的接尿設備。