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To explore the effects of the humanoid figure teaching method on the improvement of humanistic care and job competence of newly recruited nurses. A total of 72 newly recruited nurses in our hospital were selected as the research objects. The research objects were divided into control group and observation group, with 36 in each group. The control group was taught by traditional nursing methods, and the observation group was taught by the humanoid figure teaching method. The clinical teaching effect, core competence and humanistic care ability were compared between the two groups of newly recruited nurses. The results showed that the newly recruited nurses in the observation group had higher academic performance, nursing ward round scores, teaching satisfaction and patient family satisfaction than the control group (P<0.05). The newly recruited nurses in the observation group were better than the newly recruited nurses in the control group in terms of core competence and humanistic care ability (P<0.05). Therefore, the humanoid figure teaching method can effectively improve the clinical teaching effect of nursing work, enhance the clinical competence and humanistic care ability of newly recruited nurses, which is conducive to the development of clinical teaching and work. The humanoid figure teaching method guides newly recruited nurses from the perspective of "whole person", infiltrate the medical humanistic spirit into clinical nursing work, and provide patients with personalized services with in-depth and humanistic care.
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The cultivation of medical students' humanistic care ability is one of the most important tasks of medical education. In this study, "Teddy Bear Simulation Hospital" was launched to cultivate humanistic care ability for pre-clinical medical students in the early stage. Firstly, pre-clinical students were organized to visit clinical functional zoning and diagnosis and treatment processes, listen to pediatrician lectures, and understand the diagnosis and treatment process of pediatric patients. Then, students were organized to build a simulated hospital for kids in the kindergarten with reference to the actual situation and carry out simulated diagnosis and treatment. In the process of implementation, students divide the labor, make the plan and take the action independently. After the simulation scenario was created, the kids played the role of parents of the sick children, and their favorite plush toy was pretended to be the sick baby; the medical students played the various roles of the medical staffs in the simulated hospital to carry out various diagnosis and treatment activities in an orderly manner. The results showed that the activity has provided a safe and friendly simulation diagnosis and treatment platform for pre-clinical students. In the interaction with children, the humanistic care ability of the students was significantly improved.
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Objective:To explore the application effect of Assessmen-Diagnosis-Plan-Implementation-Evaluation(ADPIE) teaching model based on skill competition in the teaching of "basic nursing" skills in higher vocational colleges.Methods:This was a quasi experimental study. Convenience sampling method was adopted to select students from two classes of 2021 vocational nursing major of Pingxiang Health Vocational College from February to July 2022 as the research objects, among which 53 nursing students from Class 9 were selected as the experimental group and 55 nursing students from Class 13 were selected as the control group. The experimental group was taught based on the ADPIE teaching mode of skill competition. The control group was taught according to the conventional teaching mode, and the academic record and humanistic care ability of the nursing students in the two groups were compared.Results:The three dimensions of humanistic care ability in experimental group were cognition (70.82 ± 9.20) points, courage (59.58 ± 6.04) points, patience (57.17 ± 5.26) points, total score (187.57 ± 20.50) points. They were higher than those in the control group,which were (67.40 ± 8.83), (55.98 ± 9.03), (54.37 ± 5.96) and (177.75 ± 20.82) points, and there were statistical differences between the groups (t values were 2.61 to 3.42, all P<0.05). In addition, the three dimensions of academic performance: ordinary score (6.10 ± 1.22)points, course score (57.10 ± 6.27) points, objective structured clinical examination (OSCE) score (27.09 ± 2.13)points, total score (90.29 ± 9.69) points, they were also higher than those of the control group (5.06 ± 1.33), (52.73 ± 5.44), (25.35 ± 3.29), and (83.14 ± 10.06), and the differences between groups were statistically significant ( t values were 2.52-3.34, All P<0.05). Conclusions:ADPIE teaching model based on skills competition can improve the course scores and humanistic care ability of nursing students, and the teaching effect is significant.
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Objective:To explore the effect of the course ideology and politics teaching model based on the Context-Content-Course (3C) model in the nursing experimental class of endocrine diseases for nursing undergraduates.Methods:From March 2021 to June 2021,168 undergraduates from Class 1 of Chongqing Medical University in Grade 2018 were selected as the experimental group and 163 undergraduates from Class 3 of Nursing as the control group .Taking the humanistic care ability as the entry point of the course ideology and politics education, the experimental group carried out teaching and implement humanistic care education using course ideology and politics teaching mode based on the 3C model; the control group used traditional methods to carry out humanistic care education. After the course, the humanistic care ability, professional self-efficacy, and emotional intelligence of the two groups were compared.Results:After the implementation of the new teaching model, the total scores of humanistic care ability, occupational self-efficacy, and emotional intelligence of the students in the experimental group were 147.55 ± 15.95, 110.13 ± 9.26, and 76.24 ± 8.78, respectively, while those in the control group were 121.16 ± 18.44, 90.45 ± 9.49, and 61.67 ± 12.33, respectively; and the differences of the scores between two groups were statistically significant ( t=13.73, 18.80, 12.24, all P<0.01). Conclusions:The application of the course ideology and politics teaching model based on the 3C model in the nursing experimental class of endocrine diseases is helpful to improve the humanistic care ability, professional self-efficacy, and emotional intelligence of nursing students′ and is conducive to cultivating the comprehensive humanistic qualities of nursing students. It is ansignificant manifestation of accurate course ideology and politics education.
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Objective:To examine the effect of applying clinical pathway model in the cultivation of humanistic care ability of nursing college students in clinical practical teaching.Methods:The study collected 52 nursing students who practiced in the department of gynecology of a tertiary first-class hospital in Xi’an from July to October, 2017 as the control group, and 52 nursing students who practiced in the same unit from July to October, 2018 were selected as the experimental group. The control group adopted the teaching method of infiltrating humanistic care education into the training process of operational skills, while the experimental group adopted the teaching method of cultivating humanistic care ability of nursing college students through clinical pathway. The differences of humanistic care ability scores between the two groups were compared. SPSS 19.0 was used for t test. Results:Before the internship, there was no statistically significant difference in humanistic care scores between the two groups ( P>0.05). After the internship, the total scores of nursing students in the experimental group were significantly higher than those in the control group ( P<0.05). Conclusion:Applying the clinical pathway model to the cultivation of humanistic care ability of nursing students in clinical practice teaching is a new cultivation model of humanistic care ability, which is helpful to improve the humanistic care ability of nursing students.
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Selecting outpatient long - term nurses, we conducted the training of Watson humanistic care thoughts and skills to them,created humanistic care facilities,created a humanistic working environment,attached importance to the skills of communicating with patients,paid attention to the details of humanistic care in daily work,strengthened the cultivation of humanistic care consciousness and methods,and constantly improved nurse's ability of humanistic care and service quality of outpatient nursing.
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Objective:To explore the impact of clinical nurses ' humanistic care knowledge reserve on their hu-manistic care ability .Methods:With the method of convenience sampling , a questionnaire survey was conducted among 1200 clinical nurses in post in 8 three grade hospitals in Shaanxi province .We analyzed the correlation be-tween nurses ' humanistic knowledge reserve and humanistic careability and sifted the independent influencing fac -tors of nursing humanistic care ability .Results:The total score of humanistic care ability was negatively associated with the four variables(P<0.05), such as thinking of the influence of humanistic care on their career development and so on, and was positively associated with other two variables (P<0.05), such as the main source of humanis-tic knowledge .Among them , four factors , such as thinking of the influence of humanistic care on their career de-velopment , the main source of humanistic knowledge and so on , were the independent influencing factors of nur-ses' humanistic care knowledge reserve .Conclusion: Nursing schools and hospitals should improve nurse ' s hu-manistic care ability by establishing the nursing concept of humanistic care , adding humanistic care courses , strengthening humanistic care education and carrying out humanistic care training and continuing education .
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Objective To do a longitudinal study of nursing undergraduates′ humanistic care ability in different period of clinical practice, and analyze its trend, aiming to provide reference about how to intervene to enhance the nursing undergraduates' humanistic care ability. Methods A total of 67 nursing undergraduates were investigated about their humanistic care ability with the Care Ability Inventory (Caring Ability Inventory, CAI) at the beginning, middle and end of the internship. Results The scores of seniors′ humanistic care ability at the beginning, middle and end of the internship were 194.97±22.93, 192.18±26.87, 187.24±22.15, and there was a statistically significant difference among the three time points (F=3.234, P<0.05), there was significant difference of the dimension of courage in different periods (F=7.511, P<0.01). Conclusions There is a downtrend of nursing undergraduates′humanistic care ability in different stages of clinical practice, and we suggest that nursing educators and administrators should consider the characteristics of different periods in the clinical practice, and then do a targeted training to foster nursing students′humanistic care ability.
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Objective:To explore the impact of clinical nurses ' humanistic care knowledge reserve on their hu-manistic care ability .Methods:With the method of convenience sampling , a questionnaire survey was conducted among 1200 clinical nurses in post in 8 three grade hospitals in Shaanxi province .We analyzed the correlation be-tween nurses ' humanistic knowledge reserve and humanistic careability and sifted the independent influencing fac -tors of nursing humanistic care ability .Results:The total score of humanistic care ability was negatively associated with the four variables(P<0.05), such as thinking of the influence of humanistic care on their career development and so on, and was positively associated with other two variables (P<0.05), such as the main source of humanis-tic knowledge .Among them , four factors , such as thinking of the influence of humanistic care on their career de-velopment , the main source of humanistic knowledge and so on , were the independent influencing factors of nur-ses' humanistic care knowledge reserve .Conclusion: Nursing schools and hospitals should improve nurse ' s hu-manistic care ability by establishing the nursing concept of humanistic care , adding humanistic care courses , strengthening humanistic care education and carrying out humanistic care training and continuing education .
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Objective To explore the correlation between humanistic care ability of nursing students and their family environmental factors. Methods A sample of 198 nursing students was recruited with cluster sampling method. Demographic data, humanistic caring capacity, and family environmental factors were collected using a self-designed questionnaire, Caring Ability- Inventory (CAI) and Family Environment Scale (FES- CV) and then an analysis was conducted. Results Han nationality students accounted for 32.83%(65/198), minority students accounted for 67.17%(133/198) . The total average score of humanistic care ability was 190.79±18.84, the average score of items was 5.16±0.99. There were significant differences between our participants and those regarded as international norms on the three dimensions of humanistic care ability (t=-16.27--8.12, P < 0.01). The total average score of family environment was 42.57±8.88. Significant differences were also presented between our participants and those of domestic norms on the ten factors of the family environment (t=-10.94-30.04, P < 0.01). The significant correlation was not documented between the total scores of humanistic care ability and family environment. However, the correlations were documented between the six domains of family environment (intimacy, emotional expression, knowledge, entertainment, contradiction, sense of organization) and the total score and each dimension of humanistic caring capacity (P < 0.05 or 0.01). Conclusions The humanistic care ability of nursing students in minority area is relatively low. The humanistic care ability and family environment are correlated on the multi- dimen-sional facets. School educational strategies should be combined with family environment factors of nursing students to jointly promote the humanistic care ability of nursing students.
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Objective To study current situations of occupational burnout and humanistic care ability of the nurses in our hospital and explore the relationship between them. Method Nursing burnout scale (NBS) and caring ability inventory(CAI) were adopted in the investigation among 542 nurses in our hospital. Results The total score on the nursing burnout of the nurses of my hospital was 96 to 214, with an average of (155.04 ± 17.01). The burnout among 245 of them (45.20%) was in mild to moderate degree and that among 155 of them (28.60%) in a severe level. The score on humanistic care ability was 94 to 253 with an average of (178.14 ± 23.66). The ability among 46.31%of them was at a middle level and that among 25.46%of them at a low level. The occupational burnout of the nurses was negatively correlated with their humanistic care ability as well as with its three dimensions of cognition, courage and patience (P<0.01). Conclusions The occupational burnout can be alleviated by reducing the pressure in their caregiving practice. Their humanistic care ability can be enhanced by improving humanistic care nursing education and bettering humanistic care system.