Application of mind mapping in combination with scenario simulation teaching based on symptom management theory in geriatric symptom nursing education / 中华医学教育探索杂志

Objective:To evaluate the application of mind mapping in combination with scenario simulation teaching based on symptom management theory (SMT) in geriatric symptom nursing education, and to provide a basis for improving the quality of geriatric symptom nursing education.Methods:A total of 80 nursing students who interned in the Department of Geriatric Medicine of Peking Union Medical College Hospital from August 2022 to April 2023 were included in the study. They were divided into control group and experimental group according to the order of enrollment, with 40 students in each group. The control group employed traditional teaching methods, while the experimental group implemented a method of mind mapping in combination with scenario simulation teaching based on SMT. The general data, training assessment results, and teaching quality satisfaction were compared and analyzed between the two groups. SPSS 22.0 statistical software was used for t-test and chi-square test. Results:There were no significant differences between the two groups in general data such as age, gender, educational background, academic performance, and school of study. The experimental group showed higher scores in geriatric symptom nursing theory assessment [(86.57±8.41) vs. (80.83±9.16), P=0.018] and comprehensive skill assessment [(91.26±7.29) vs. (81.92±8.64), P<0.001], as compared with the control group. The experimental group also showed higher scores in teaching process [(24.52±1.56) vs. (20.18±0.98), P<0.001], teaching methods [(24.49±1.72) vs. (20.65±1.02), P<0.001], teaching effectiveness [(24.35±1.19) vs. (20.01±0.86), P<0.001], teaching content [(24.31±1.83) vs. (20.27±1.21), P<0.001], and overall satisfaction [(97.67±2.80) vs. (81.11±2.53), P<0.001]. Conclusions:The method of mind mapping in combination with scenario simulation teaching based on SMT has a significant positive effect on geriatric symptom nursing education. This method can improve the theoretical and comprehensive skill levels as well as the teaching quality satisfaction of nursing interns.

Application of teach-back-based role transition shock model in knee arthroplasty nursing internship teaching / 中华医学教育探索杂志

Objective:To explore the application of a role transition shock model based on the teach-back technique in knee arthroplasty nursing teaching.Methods:We assigned 50 nursing student interns practicing in the knee arthroplasty team of Orthopedics Department of Nanjing First Hospital between August 2020 and August 2022 into control group ( n=25, traditional teaching) and observation group ( n=25, teach-back-based role transition shock model teaching) according to the order of admission. At the end of internship, the examination scores, the impact of transition shock on comprehensive abilities, and teaching satisfaction of the students were assessed and analyzed using the t test and Fisher's exact test with the use of SPSS 22.0. Results:Compared with the control group, the observation group scored significantly lower in the physical, psychological, knowledge and skills, and sociocultural and developmental dimensions of the transition shock assessment scale ( P<0.05). The observation group showed significantly higher scores of nurse-patient communication, nursing practice, disease observation, health education, humanistic care, team cooperation, clinical thinking, and emergency response than the control group ( P<0.05). The examination results of the observation group were significantly better than those of the control group ( t=12.31, 11.52, P<0.001). The teaching satisfaction rate of the observation group was significantly higher than that of the control group [100.00% (25/25) vs. 68.00% (17/25), χ2=9.52, P=0.002]. Conclusions:The teach-back-based role transition shock model can help alleviate the transition impact faced by nursing student interns when entering clinical practice, and also improve their comprehensive abilities as well as satisfaction with teaching.

Application of 4R problem analysis method combined with reverse teaching in nursing teaching in the pediatric operating room / 中华医学教育探索杂志

Objective:To explore the application of the 4R problem analysis method combined with reverse teaching in nursing teaching in the pediatric operating room.Methods:In this study, 480 nursing students who were assigned to the operating room of Hunan Children's Hospital for internship from August 2020 to August 2022 were selected as research subjects. They were divided into control group and observation group in order of admission, with 240 students in each group. The control group received traditional teaching, while the observation group received the 4R problem analysis method combined with reverse teaching. At the end of the internship, the two groups were compared for comprehensive ability assessment scores, recognition of nursing teaching, and degree of satisfaction with the teaching. The t-test and χ2 test were performed using SPSS 22.0. Results:The scores of theoretical knowledge, basic nursing skills, specialized nursing skills in the operating room, and comprehensive nursing skill assessment of the observation group were significantly higher than those of the control group ( P<0.05). The recognition of nursing teaching among the nursing interns in the observation group was significantly higher than that in the control group ( P<0.001). There was a significant difference in the degree of satisfaction with the teaching between the two groups of nursing interns ( χ2=118.35, P<0.001). Conclusions:The 4R problem analysis method combined with reverse teaching can effectively improve the nursing teaching quality and the degree of satisfaction with the teaching among nursing interns in the pediatric operating room, enabling them to better grasp theoretical and practical skills.

Profissão e vocação: a enfermagem em questão / Profession and vocation: nursing in question / Profesión y vocación: la enfermería en cuestión

Objetivo: Identificar os motivos pelos quais levaram os estudantes a escolherem a formação universitário em Enfermagem. Metodologia: Estudo exploratório- descritivo, sob abordagem qualitativa, desenvolvido com 276 acadêmicos de Enfermagem de uma universidade pública do Noroeste do estado do Ceará, Brasil. As informações foram coletadas por meio de um questionário eletrônico, aplicado por meio da plataforma Google Forms®. Essas por sua vez, foram analisadas a partir de análise de conteúdo proposto por Minayo, com o suporte do software N VIVO 11®. Resultados: As palavras mais referidas pelos estudantes ao serem questionados acerca dos motivos na escolha do curso de Enfermagem, foram: "Área", "Saúde", "Curso" e "Profissão", as quais suscitam que em algumas situações a escolha do curso aconteceu pela área da Saúde e não pelo curso em específico. Entretanto, outras palavras com maior quantitativo de repetição foram identificadas: "Sempre", "Gosto" e "Enfermagem", que por sua vez, demonstram a identificação com o curso de Enfermagem em específico e com o fazer da profissão. A partir de então, foram definidas seis categorias de análise, a saber "Identificar-se com a profissão", "Determinação Social e Mercado de Trabalho", "Enfermagem como segunda ou única opção", "Influências externas", "Permanência na área da Saúde" e "Vocação e visão solidária-romântica". Considerações finais: A partir dos discursos dos participantes em estudo, evidenciou-se que os motivos pelos quais levaram esses a ingressarem no curso universitário em Enfermagem estão associados ao imaginário da vocação, da concepção da Enfermagem enquanto profissão voltada para o cuidar/cuidado, bem como pelo o interesse de atuação na área da saúde.

Objective: To identify the reasons why students chose a university degree in Nursing. Methodology: Exploratory-descriptive study, under a qualitative approach, developed with 276 Nursing students from a public university in the Northwest of the state of Ceará, Brazil. Information was collected through an electronic questionnaire, applied through the Google Forms® platform. These, in turn, were analyzed based on the content analysis proposed by Minayo, with the support of the N VIVO 11® software. Results: The words most mentioned by students when asked about the reasons for choosing the Nursing course were: "Area", "Health", "Course" and "Profession", which suggest that in some situations the choice of course happened by the Health area and not by the specific course. However, other words with a higher number of repetitions were identified: "Always", "I like" and "Nursing", which, in turn, demonstrate identification with the Nursing course in particular and with the profession. From then on, six categories of analysis were defined, namely "Identifying with the profession", "Social Determination and the Labor Market", "Nursing as a second or only option", "External influences", "Permanence in the area of Health" and "Vocation and solidarity-romantic vision". Final considerations: From the speeches of the participants in the study, it was evident that the reasons why they entered the university course in Nursing are associated with the imaginary of the vocation, of the conception of Nursing as a profession focused on care/care, as well as as well as the interest in acting in the health area.

Objetivo: Identificar las razones por las cuales los estudiantes eligieron la carrera universitaria de Enfermería. Metodología: Estudio exploratorio-descriptivo, con abordaje cualitativo, desarrollado con 276 estudiantes de Enfermería de una universidad pública del Noroeste del estado de Ceará, Brasil. La información se recolectó a través de un cuestionario electrónico, aplicado a través de la plataforma Google Forms®. Estos, a su vez, fueron analizados con base en el análisis de contenido propuesto por Minayo, con el apoyo del software N VIVO 11®. Resultados: Las palabras más mencionadas por los estudiantes cuando se les preguntó acerca de los motivos de la elección de la carrera de Enfermería fueron: "Área", "Salud", "Curso" y "Profesión", lo que sugiere que en algunas situaciones la elección de la carrera pasó por la carrera de Enfermería. área y no por el curso específico. Sin embargo, fueron identificadas otras palabras con mayor número de repeticiones: "Siempre", "Me gusta" y "Enfermería", que, a su vez, demuestran identificación con la carrera de Enfermería en particular y con la profesión. A partir de ahí, se definieron seis categorías de análisis, a saber, "Identificación con la profesión", "Determinación social y mercado de trabajo", "Enfermería como segunda o única opción", "Influencias externas", "Permanencia en el área de la Salud". " y "Vocación y visión solidaria-romántica". Consideraciones finales: A partir de los discursos de los participantes en el estudio, se evidenció que las razones por las cuales ingresaron a la carrera universitaria en Enfermería están asociadas al imaginario de la vocación, de la concepción de la Enfermería como profesión enfocada en el cuidado, así como el interés por actuar en el área de la salud.

Study on the application of sound thinking combined with Sandwich teaching method in oncology nursing teaching / 中华医学教育探索杂志

Objective:To explore the application of sound thinking combined with Sandwich teaching in oncology nursing practice teaching.Methods:A total of 68 nursing students who were interns in the Department of Oncology, The First Affiliated Hospital of Air Force Medical University from 2020 to 2021 were included in the study, and they were divided into a control group ( n=34) and an observation group ( n=34). The control group took routine teaching for interns, while the observation group took sound thinking combined with Sandwich teaching. The examination results, critical thinking abilities, and the evaluation of nursing teaching effectiveness of the two groups of nursing interns were evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The examination scores of nursing students in the observation group were higher than those in the control group ( t=3.44, 2.87, 3.45, P<0.05). Compared with those before training, the scores of critical thinking ability of nursing interns in both groups increased after the training, and the observation group was better than the control group ( t=0.180, 3.64, 0.61, 2.92, 0.31, 2.74, 0.45, 2.65, 0.25, 3.58, 1.16, 2.85, 0.36, 3.20, 0.33, 2.38, P<0.05). The scores of autonomous learning ability, communication and collaboration ability, independent thinking ability, clinical reasoning ability, and problem-analyzing and -solving ability in the observation group were higher than those in the control group ( t=2.82, 3.46, 2.68, 3.29, 2.44, P<0.05). Conclusion:Combining sound thinking with Sandwich teaching in nursing clinical practice teaching in department of oncology can improve the examination scores of nursing students, improve their critical thinking abilities, and enable them to give a high evaluation of nursing teaching effectiveness.

Application of "4C" teaching method combined with two-way evaluation method in nursing teaching of gastrointestinal surgery / 中华医学教育探索杂志

Objective:To explore the application effect of "connections, concepts, concrete practice and conclusions (4C)" teaching method combined with two-way evaluation method in nursing teaching of gastrointestinal surgery, so as to provide reference for personnel training and quality control of practice.Methods:A historical controlled study was conducted to prospectively include the nursing interns received by the Department of Gastrointestinal Surgery of the hospital from May 2020 to May 2022 as the subjects of this study. The interns were divided into the control group (64 interns from May 2020 to May 2021) and the research group (93 interns from June 2021 to May 2022) according to the order of admission of nursing interns. The control group was taught by traditional nursing teaching method, while the research group was taught by "4C" teaching method combined with two-way evaluation method. The scores of theoretical knowledge and operation of nursing students in the two groups were compared after 6 weeks of practice. The self-directed learning ability of nursing students in the two groups was compared before and after 6 weeks of practice [Chinese version of self-rating scale of self-directed learning (SRSSDL)]. The evaluation of teaching quality between two groups of nursing students were compared. SPSS 25.0 was used for t-test and Chi-square test. Results:One person in the control group voluntarily quit the internship, and two in the observation group voluntarily quit the internship. Finally, 63 people in the control group and 91 people in the research group entered the study. There was no statistical significant difference between the two groups in baseline data ( P>0.05). At 6 weeks of practice, the scores of theoretical knowledge (87.96±4.62) and operation (92.60±4.25) in the study group were higher than those in the control group [(86.02±4.53) and (88.27±4.31)] ( P<0.05). At 6 weeks of practice, the total scores of learning awareness, learning behavior, learning strategies, learning evaluation, interpersonal skills and self-directed learning ability of the two groups were higher than those before practice, and the study group was higher than the control group ( P<0.05). After 2 weeks, 4 weeks and 6 weeks of practice, the scores of the two groups of nursing students in evaluating the teaching quality of the teachers increased gradually compared with that of the first week of practice ( P<0.05). Conclusion:The "4C" teaching method combined with the two-way evaluation method in the nursing teaching of gastrointestinal surgery can improve the nursing students' theoretical knowledge, practical operation ability and self-directed learning ability, and is conducive to the improvement of teaching quality.

The application research of analogical thinking combined with situational teaching method to create a happy learning situation in ophthalmic nursing teaching / 中华医学教育探索杂志

Objective:To explore the application of analogical thinking combined with situational teaching method to create a happy learning situation in ophthalmic nursing practice teaching.Methods:A total of 90 nursing students who had practice in Department of Ophthalmology, Xijing Hospital, Air Force Medical University, from October 2020 to January 2022 were selected as the research objects. According to different teaching methods, they were divided into control group and observation group. The control group ( n=45) adopted conventional teaching, while the observation group ( n=45) adopted analogical thinking combined with situational teaching method. The two groups of nursing students were evaluated by comprehensive examination results, teaching effect questionnaire and students' overall satisfaction with their teachers. SPSS 22.0 was used for t-test and Chi-square test. Results:The test scores of theoretical knowledge [(85.39±1.57) vs. (84.41±1.34)] and nursing skills [(87.52±0.04) vs. (82.64±0.05)] of observation group were both higher than those of control group. In the observation group, the students' awareness of medication safety, professional interest and independent learning, cooperation and organization ability, independent thinking and independent learning ability, the purpose of multi-disciplinary knowledge integration, information and knowledge range improvement, clinical thinking communication ability enhancement, flexible application of theoretical knowledge, practical operation ability enhancement, and the cultivation of innovation consciousness were all improved. And all the scores were better than those of the control group. The satisfaction of teachers in the observation group on students' learning attitude, language expression, calling communication ability and independent problem-solving ability was higher than that in the control group ( P < 0.05). Conclusion:The combination of analogical thinking and the situational teaching method to create a happy learning situation can improve the average scores of nursing students and nursing skills, and significantly improve the satisfaction of students to the teachers.

Application of simulation teaching in basic nursing practical teaching / 中华医学教育探索杂志

Objective:To investigate the application effect of simulation teaching in basic nursing practical teaching for undergraduates.Methods:A total of 271 nursing undergraduate intern students in the classes of 2018 and 2019 were selected as subjects, among whom 135 students in the class of 2018 were established as control group and 136 students in the class of 2019 were established as experimental group. The students in the control group received conventional practical training, and those in the experimental group received simulation teaching. The two groups were compared in terms of test scores and self-efficacy scores after practical teaching, and a questionnaire survey was conducted to investigate the degree of satisfaction with practical teaching among students. SPSS 20.0 was used for the t-test and the chi-square test. Results:Compared with the control group, the experimental group had significantly higher average scores of theoretical examination (88.78±5.17 vs. 82.04±4.36, P<0.05) and practical examination (96.90±5.05 vs. 90.48±5.34, P<0.05), as well as a significantly higher self-efficacy score (29.80±3.83 vs. 28.76±2.75, P<0.05). The experimental group had a significantly higher degree of satisfaction with clinical teaching than the control group ( P<0.05). Conclusion:Simulation teaching can effectively increase the practical score of nursing students, enhance their sense of self-efficacy, and improve their satisfaction with clinical teaching.

Application of objective-based teaching combined with Roy adaptive situational teaching in emergency nursing teaching / 中华医学教育探索杂志

Objective:To investigate the application of objective-based teaching combined with Roy adaptive situational teaching in emergency nursing teaching.Methods:A total of 110 nursing students who were assigned to Emergency Department of Xijing Hospital, The First Affiliated Hospital of Air Force Medical University, as interns were selected and divided into control group and observation group according to the order of admission, with 55 students in each group. The students in the control group received traditional teaching, while those in the observation group received objective-based teaching combined with Roy adaptive situational teaching. The two groups were evaluated in terms of the assessment score of situational simulation and the ability for emergency medicine and treatment. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:For the nursing students in the observation group, the mean scores of theoretical knowledge objective, skill objective, and attitude objective were (9.09±1.21) points, (13.98±1.87) points, and (9.32±0.95) points, respectively, and for those in the control group, the mean scores of these objectives were (8.41±1.17) points, (12.43±1.72) points, and (8.72±0.83) points, respectively, suggesting that compared with the control group, the observation group had a significantly higher mastery degree of the teaching objectives (theoretical knowledge objective, skill objective, and attitude objective) ( P < 0.05). The observation group had significantly better abilities for emergency medicine and treatment than the control group ( P < 0.05). Conclusion:Objective-based teaching combined with Roy adaptive situational teaching can be used in emergency nursing teaching and may help to improve the theoretical and practical skills of nursing students and cultivate the abilities for emergency medicine and treatment.

Soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors / 中华医学教育探索杂志

Objective:To investigate the soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors.Methods:A total of 438 nursing teachers from the Department of Gastroenterology of 12 grade A tertiary hospitals in our province were selected as the subjects by cluster sampling. The general information questionnaire, nursing soft skill assessment scale, and clinical nursing mentors' behavior scale were used for a questionnaire survey. The scores for soft skills and teaching behaviors of nursing teachers were evaluated. A Pearson correlation analysis was conducted to discuss the correlation between soft skills and teaching behaviors. The independent sample t test and variance analysis were performed for univariate analysis of teaching behaviors. A multivariate analysis of teaching behaviors was performed by multiple linear regression analysis. Results:The total score of the nursing soft skill assessment scale was (164.75±18.49), and the average score of items was (3.43±0.49). The total score of the clinical nursing mentors' behavior scale was (94.26±8.48), and the average score of items was (4.10±0.46). The total score of nursing soft skills was positively correlated with the total score of teaching behaviors ( r=0.31, P<0.05). The total score of the behavior scale of nursing teachers varied significantly across different education backgrounds, professional titles, nursing ages, and teaching years ( P<0.05). The multiple linear regression analysis found that professional title, teaching years, and nursing soft skills were important factors affecting the teaching behavior level of nursing teachers, which could explain 39.50% of the teaching behavior level. Conclusion:Soft skills of nursing teachers in the Department of Gastroenterology are at a middle level. Professional title, teaching years, and soft skills are important factors affecting teaching behaviors. Improving soft skills of nursing teachers may help improve teaching behaviors.

Application of the 7E teaching model combined with standardized patients in nursing practice teaching for general surgery / 中华医学教育探索杂志

Objective:To investigate the application of the 7E teaching model (i.e., Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend) combined with standardized patients (SP) in nursing practice teaching for general surgery.Methods:A total of 80 nursing students who were assigned to Department of General Surgery in our hospital were selected and divided into control group and observation group according to the order of admission, with 40 students in each group. The students in the control group received traditional teaching, while those in the observation group received the 7E teaching model combined with SP. Theoretical and practical operation scores were assessed for both groups, and the scores of non-technical skills were compared between the two groups. SPSS 22.0 was used to perform the t-test. Results:Compared with the control group, the observation group had significantly better scores of theoretical assessment (89.36±2.13 vs. 87.64±2.07, P<0.05) and practical operation (92.07±4.33 vs. 85.19±3.46, P<0.05). The observation group had significantly higher scores of non-technical skills (humanistic care ability, ability to stimulate learning interest, communication ability with patients, depth of the understanding of diseases and nursing ability, knowledge extension ability, team collaboration ability, clinical thinking ability, and clinical decision-making ability) than the control group ( P<0.05). Conclusion:The 7E teaching model combined with SP in nursing practice teaching for general surgery can better enhance the theoretical and practical abilities of nursing interns and help to improve the level of non-technical skills.

Estratégias de ensino voltadas à assistência de enfermagem no acidente vascular cerebral: revisão integrativa* / Estrategias de enseñanza de la asistencia de enfermería en el ictus: una revisión integradora / Teaching strategies for nursing care in stroke: an integrative review

Objetivo: identificar as estratégias pedagógicas utilizadas no ensino da assistência de enfermagem às vítimas de acidente vascular cerebral. Método: revisão integrativa, realizada entre setembro de 2022 e março de 2023 em sete fontes de informações. Utilizou-se o aplicativo Rayyan para a seleção e a análise temática dos 485 manuscritos, destes, sete compuseram a amostra. Resultados: evidenciou-se como estratégias pedagógicas a simulação clínica, instrução interativa assistida por computador, videotape conduzido por instrutor, vinhetas, ferramenta multimídia de e-learning e o workshop. Conclusão: identificaram-se seis estratégias, com destaque para a simulação clínica por ter sido o método mais abordado pelos estudos como a única capaz de desenvolver, em conjunto, as habilidades cognitivas, psicomotoras e afetivas nos estudantes de enfermagem.

Objective: to identify the pedagogical strategies used in teaching nursing care to stroke victims. Method: integrative review, carried out between September 2022 and March 2023 in seven sources of information. The Rayyan application was used for the selection and thematic analysis of the 485 manuscripts, of which seven constituted the sample. Results: Clinical simulation, interactive computer-assisted instruction, instructor-led videotape, vignettes, multimedia e-learning tool and workshop were identified as pedagogical strategies. Conclusion: Six strategies were identified, with clinical simulation standing out as the method most often mentioned in studies as the only one capable of developing cognitive, psychomotor, and affective skills in nursing students.

Objetivo: identificar las estrategias pedagógicas utilizadas en la enseñanza de los cuidados de enfermería a las víctimas de accidentes cerebrovasculares. Método: revisión integradora, realizada entre septiembre de 2022 y marzo de 2023 sobre siete fuentes de información. Se utilizó la aplicación Rayyan para seleccionar y analizar temáticamente los 485 manuscritos, de los cuales siete constituyeron la muestra. Resultados: la simulación clínica, la enseñanza interactiva asistida por ordenador, los vídeos dirigidos por un instructor, las viñetas, las herramientas multimedia de aprendizaje electrónico y los talleres fueron las principales estrategias de enseñanza. Conclusión: Se identificaron seis estrategias, destacando la simulación clínica como el método más mencionado en los estudios como el único capaz de desarrollar habilidades cognitivas, psicomotoras y afectivas en los estudiantes de enfermería.

Aprendizagem baseada em equipes na educação de enfermeiros: uma revisão integrativa / Team-based learning in nurse education: an integrative review / Aprendizaje en educación de enfermedades basado en equipo: un examen integrativo

Introdução: As mudanças nas estratégias de ensino ao longo dos anos têm proporcionado destaque na procura por metodologias ativas que sejam flexíveis e que garantem um melhor aproveitamento dos conteúdos ministrados em sala de aula, nesse sentindo, a aprendizagem baseada em equipe ou team-based learning é uma metodologia ativa que envolve trabalho em equipe, raciocínio e pensamento lógico para estimular os discentes podendo ser efetiva para o ensino em enfermagem. Objetivo: avaliar a efetividade da aprendizagem baseada em equipes na educação de enfermeiros. Metodologia: Trata-se de um estudo de revisão integrativa, com a seguinte questão de pesquisa: O que as evidências mostram sobre a aprendizagem baseada em equipes na educação de enfermeiros? As buscas foram realizadas em três bases de dados, usando descritores do Decs e Mesh terms. Resultados: Ao todo foram selecionados dez estudos na amostra final, que versavam sobre desempenho acadêmico, desenvolvimento de habilidades emocionais e físicas, competências fundamentais para desenvolvimento de aptidões na prática clínica. O estudo permitiu compreender sobre a aprendizagem baseada em equipes e afirmar sua eficácia para atuar na educação de enfermeiros, onde foi evidenciado que os estudantes obtiveram maior conhecimento individual e coletivo, puderam trocar experiências com colegas e foram estimulados a trabalhar em equipe. Conclusão: Dessa forma, considera-se que novas pesquisas devem ser realizadas nesta linha de investigação, a fim de afirmar a necessidade de mais estudos que apoiem a utilização do método no ensino de enfermagem.

Introduction: The changes in teaching strategies over the years have provided an emphasis in the search for active methodologies that are flexible and that guarantee a better use of the contents taught in the classroom, in this sense, team-based learning is an active methodology that involves teamwork, reasoning and logical thinking to stimulate students and can be effective for nursing education. Objective: To evaluate the effectiveness of team-based learning in nursing education. Methodology: This is an integrative review study, with the following research question: What does the evidence show about team-based learning in nursing education? Searches were conducted on three databases, using Decs descriptors and Mesh terms. Results: All in all, ten studies were selected in the final sample, which dealt with academic performance, emotional and physical skills development, fundamental competencies for the development of skills in clinical practice. The study allowed us to understand about team-based learning and to affirm its effectiveness in nursing education, where it was evidenced that students gained greater individual and collective knowledge, were able to exchange experiences with colleagues and were stimulated to work as a team. Conclusion: Thus, it is considered that new research should be carried out in this line of investigation, in order to affirm the need for more studies that support the use of the method in nursing teaching.

Introducción: Los cambios en las estrategias de enseñanza a lo largo de los años han puesto de relieve la demanda de metodologías activas que sean flexibles y que garanticen un mejor uso del contenido que se enseña en el aula, en este sentido, team- based learning en el equipo o el aprendizaje basado en el equipo es una metodología activa que implica trabajo en equipo, razonamiento y pensamiento lógico para estimular a los alumnos y que puede ser eficaz para la enfermería. Objetivo: evaluar la eficacia del aprendizaje en equipo en la educación de enfermeras. Metodología: Se trata de un estudio de revisión integrador, con la siguiente pregunta de investigación: ¿Qué muestra la evidencia sobre el aprendizaje basado en equipos en la educación de enfermeras? Las búsquedas se realizaron en tres bases de datos utilizando descriptores de términos Decs y Mesh terms. Resultados: En total, se seleccionaron diez estudios en la muestra final, que abarcaron el desempeño académico, el desarrollo de habilidades emocionales y físicas, competencias fundamentales para el desarrollo de aptitudes en la práctica clínica. El estudio permitió comprender el aprendizaje basado en equipos y establecer su efectividad en la educación de enfermeras, donde se evidenció que los estudiantes obtuvieron mayor conocimiento individual y colectivo, fueron capaces de intercambiar experiencias con sus colegas y se les estimuló a trabajar en equipo. Conclusión: De esta manera, se considera que se debe realizar una investigación adicional en esta línea de investigación para confirmar la necesidad de realizar nuevos estudios que apoyen el uso del método en la educación de enfermería.

Ensino da história da Enfermagem: reflexões e contribuições / Teaching of nursing history: reflections and contributions / Enseñanza de la historia de la Enfermería: reflexiones y contribuciones

Objetivo: refletir acerca do ensino da história de enfermagem mediante suas contribuições para a formação profissional. Conteúdo: trata-se de ensaio teórico-reflexivo, cujos dados foram organizados de acordo com os conteúdos relacionados à problemática e discutidos apoiados nos objetos referentes à história da enfermagem, com ênfase no período pós-Florence Nightingale. Delinearam-se duas seções teóricas: ensino da história da enfermagem e contribuições para a formação profissional. Considerações Finais: constatou-se que o ensino da história da enfermagem vem enfrentando desafios crescentes. Espera-se fomentar novas reflexões com o intuito de colaborar com o ensino da história da enfermagem de maneira crítica, reflexiva e emancipatória, reverberando na consolidação e fortalecimento da profissão na sociedade.

Objective: to think about teaching of the history of nursing history through its contributions to professional training. Content: in this theoretical-reflexive study, data was organized by content relating to the subject and discussed on the basis of the objects relating to nursing history, with emphasis on the period post-Florence Nightingale. Two theoretical sections were outlined: teaching of nursing history and contributions to professional training. Final remarks: teaching of nursing history was found to be facing mounting challenges. It is hoped to encourage new thinking with a view to contributing towards the critical, thoughtful and emancipatory teaching of nursing history, reflected in a consolidation and strengthening of the profession in society.

Objetivo: reflexionar acerca de la enseñanza de la historia de la enfermería mediante sus contribuciones para la formación profesional. Contenido: se trata de un ensayo teórico-reflexivo, cuyos datos fueron organizados según los contenidos relacionados a la problemática y discutidos con base en los objetos referentes a la historia de la enfermaría, con énfasis al periodo post-Florence Nightingale. Se delinearon dos secciones teóricas: enseñanza de la historia de la enfermería y contribuciones para la formación profesional. Consideraciones Finales: se constató que la enseñanza de la historia de la enfermería ha enfrentado crecientes desafíos. Se espera fomentar nuevas reflexiones con el intuito de colaborar con la enseñanza de la historia de la enfermería de manera crítica, reflexiva y emancipatoria, reverberando en la consolidación y fortalecimiento de la profesión en la sociedad.

Ensino técnico de enfermagem e as metodologias ativas de ensino- aprendizagem: uma revisão integrativa / Technical nursing education and active teaching-learning methodologies: an integrative review / La enseñanza técnica de la enfermería y las metodologías activas de enseñanza-aprendizaje: una revisión integradora

Técnicos de enfermagem compreendem a maior força de trabalho na área da saúde, contudo, existem poucas publicações sobre a formação deste profissional. Este estudo objetivou identificar na literatura as metodologias ativas de ensino-aprendizagem utilizadas no processo formativo dos cursos técnicos em enfermagem. O método utilizado foi uma revisão integrativa de literatura que incluiu estudos indexados nas bases de dados Biblioteca Virtual em Saúde (BVS), SciELO, MEDLINE, CINAHL, Web of Science e SCOPUS, publicados entre 2011 e 2021. Esta revisão foi estruturada em cinco passos metodológicos e os dados foram analisados qualitativamente. Identificou-se 988 registros, dos quais foram selecionados 6 artigos, totalizando 151 sujeitos e 24 instituições de ensino públicas e privadas. As intervenções identificadas foram: storytelling, mentoring, feedback, problematização e prática simulada. Docentes e discentes reconheceram a influência positiva das metodologias ativas no processo formativo de técnicos em enfermagem. Apesar de qualificados, os docentes manifestaram insegurança para uso deste método, sendo necessário um investimento e apoio institucional e a valorização do corpo docente para fomentar essa prática. Destaca-se ainda uma escassez de estudos com qualidade metodológica acerca da educação técnica em enfermagem, evidenciando um interesse científico incipiente nesta área.

Nursing technicians comprise the largest workforce in the health area, however, there are few publications on the training of this professional. This study aimed to identify in the literature the active teaching-learning methodologies used in the formative process of technical courses in nursing. The method used was an integrative literature review that included studies indexed in the databases Virtual Health Library (VHL), SciELO, MEDLINE, CINAHL, Web of Science, and SCOPUS, published between 2011 and 2021. This review was structured into five methodological steps and the data were analyzed qualitatively. It identified 988 records, from which 6 articles were selected, totaling 151 subjects and 24 public and private educational institutions. The interventions identified were: storytelling, mentoring, feedback, problematization, and simulated practice. Teachers and students recognized the positive influence of active methodologies in the formative process of nursing technicians. Despite being qualified, the teachers expressed insecurity about using this method, and institutional investment and support is needed, as well as an appreciation of the teaching staff in order to promote this practice. A scarcity of studies with methodological quality about technical education in nursing is also noteworthy, showing an incipient scientific interest in this area.

Los técnicos de enfermería constituyen la mayor fuerza de trabajo en el área de la salud, sin embargo, existen pocas publicaciones sobre la formación de este profesional. Este estudio tuvo como objetivo identificar en la literatura las metodologías activas de enseñanza-aprendizaje utilizadas en el proceso formativo de los cursos técnicos de enfermería. El método utilizado fue una revisión bibliográfica integradora que incluyó estudios indexados en las bases de datos Virtual Health Library (BVS), SciELO, MEDLINE, CINAHL, Web of Science y SCOPUS, publicados entre 2011 y 2021. Esta revisión se estructuró en cinco pasos metodológicos y los datos se analizaron cualitativamente. Se identificaron 988 registros, de los que se seleccionaron 6 artículos, con un total de 151 sujetos y 24 instituciones educativas públicas y privadas. Las intervenciones identificadas fueron: narración de historias, tutoría, retroalimentación, problematización y práctica simulada. Docentes y estudiantes reconocieron la influencia positiva de las metodologías activas en el proceso de formación de los técnicos de enfermería. Además de estar cualificados, los profesores manifiestan inseguridad en el uso de este método, por lo que es necesaria una inversión y apoyo institucional y la valoración del cuerpo docente para fomentar esta práctica. También destaca la escasez de estudios con calidad metodológica sobre la formación técnica en enfermería, lo que demuestra un incipiente interés científico en esta área.

Vivências de estudantes de enfermagem na preceptoria em saúde / Experiences of nursing students on preceptorship in health / Experiencias de estudiantes de enfermería sobre la preceptoría en salud

Objetivo:conhecer as vivências de estudantes de enfermagem na preceptoria em saúde. Método: estudo exploratório e com abordagem qualitativa, realizado entre o primeiro semestre de 2019 e o último de 2020, junto a 24 alunos do último semestre do curso de enfermagem, em uma universidade pública de Mato Grosso, Brasil. A coleta de dados foi realizada de forma remota. Para a análise dos dados, utilizou-se a análise temática. Resultados: o processo de transição do formato tradicional do estágio supervisionado de enfermagem para uma nova modalidade de ensino-aprendizagem e acompanhamento em campo prático, foi concebido pelos estudantes com certa apreensão, pelo desconhecimento da estratégia, mas remetendo a ideia de maior liberdade e autonomia. Consideram que um preceptor deve ser comprometido com a ética e a formação de qualidade. Quanto a coordenação do estágio, veem como importante interlocução entre alunos e preceptores, estreitando laços e oportunizando momentos de trocas, com direcionamentos e apoio para o melhor aproveitamento. Conclusão: as vivências dos estudantes de enfermagem na preceptoria foram positivas, o que pode impactar na atuação profissional futura.

Objective:to know the experiences of nursing students in health preceptorship. Method:exploratory study with a qualitative approach, carried out between the first semester of 2019 and the last semester of 2020, with 24 students from the last semester of the nursing course, at a public university in Mato Grosso, Brazil. Data collection was performed remotely. For data analysis, thematic analysis was used. Results:the transition process from the traditional format of the supervised nursing internship to a new modality of teaching-learning and monitoring in the practical field, was conceived by the students with some apprehension, due to the lack of knowledge of the strategy, but referring to the idea of greater freedom and autonomy. They consider that a preceptor must be committed to ethics and quality training. As for the coordination of the internship, they see it as an important dialogue between students and preceptors, strengthening ties and providing opportunities for exchanges, with directions and support for the best use. Conclusion:the experiences of nursing students in the preceptorship were positive, which can impact their future professional performance.

Objetivo:conocer las experiencias de los estudiantes de enfermería en la preceptoría en salud. Método:estudio exploratorio con enfoque cualitativo, realizado entre el primer semestre de 2019 y último semestre de 2020, con 24 estudiantes del último semestre de enfermería, en una universidad pública de Mato Grosso, Brasil. La recolección de datos se realizó de forma remota. Para el análisis de los datos se utilizó el análisis temático. Resultados:el proceso de transición del formato tradicional de pasantía de enfermería supervisada a una nueva modalidad de enseñanza-aprendizaje y acompañamiento en el campo práctico, fue concebido por los estudiantes con cierta aprensión, debido al desconocimiento de la estrategia, pero refiriéndose a la ideade mayor libertad y autonomía. Consideran que un preceptor debe estar comprometido con la ética y la formación de calidad. En cuanto a la coordinación de la pasantía, la ven como un importante diálogo entre alumnos y preceptores, estrechando lazos y brindando oportunidades de intercambio, con orientaciones y apoyos para el mejor aprovechamiento. Conclusión:las experiencias de los estudiantes de enfermería en la preceptoría fueron positivas, lo que puede impactar en su futuro desempeño profesional.

Application of evidence-based nursing teaching mode in clinical teaching for undergraduate nursing students in surgical ward / 中国实用护理杂志

Objective:To examined the effects of the evidence-based nursing teaching mode for undergraduate nursing students on evidence-based practice ability, critical thinking and creativity.Methods:From July 2019 to November 2021, 79 undergraduate nursing students from 14 groups who practiced in Department of Colorectal Surgery/Thyroid Surgery of Qilu Hospital of Shandong University were randomly assigned to evidence-based nursing teaching group (33 cases) and traditional teaching group (46 cases) by random number method. The traditional teaching group conducts one-to-one teaching according to the general clinical practice plan, the teaching plan of the department, and the list of training items; the evidence-based nursing teaching group, on the basis of traditional teaching, implements three courses and corresponding practice guidance of evidence-based nursing teaching for 4 weeks. The evidence-based practice ability, critical thinking and creativity tendency of undergraduate nursing students were evaluated by the Evidence-Based Practice Competence Questionnaire, Critical Thinking Disposition Inventory-Chinese Version, and Williams Creativity Tendency Scale before and immediately after the intervention. Generalized linear models (repeated measures) were used in the analyses.Results:After the intervention, the scores of evidence-based practical knowledge, truth seeking (the dimension of critical thinking) and creative tendency in evidence-based nursing teaching group were 22.09 ± 3.15, 39.61 ± 5.26, and 109.88 ± 11.76, respectively, the traditional teaching group was 20.56 ± 3.00, 37.93 ± 4.38, and 109.37 ± 10.78, respectively. Before the intervention, the scores of evidence-based practical knowledge, truth seeking (the dimension of critical thinking) and creative tendency in evidence-based nursing teaching group were 19.54 ± 3.54, 39.24 ± 3.54 and 104.88 ± 10.97, respectively, the traditional teaching group were 19.89 ± 3.15, 40.48 ± 4.12, and 108.72 ± 10.72, respectively. The increased scores of evidence-based practical knowledge, truth-seeking (dimension of critical thinking), and creativity tendency after the intervention in the evidence-based nursing teaching group were significantly higher than those of the traditional teaching group ( F=4.51, 10.03, 4.21, all P<0.05). Conclusions:The evidence-based nursing teaching mode is conducive to the increase of evidence-based practical knowledge, improvement of the critical thinking ability and creativity of undergraduate nursing students.

Research of reflective circulation fusion link teaching in nursing teaching of operating room / 中华医学教育探索杂志

Objective:To explore the application of reflective circulation fusion link teaching in operating room nursing teaching.Methods:A total of 60 nursing students of operating room accepted by our unit from October 2019 to October 2020 were divided into the control group (30 cases, using routine nursing instruction of operating room) and the experimental group (30 cases, taking reflective circulation fusion link teaching). The assessment results, self-directed learning ability and satisfaction with the teaching before and after the teaching were compared between the two groups. SPSS 26.0 was used for t test and chi-square test. Results:The scores of theoretical knowledge and nursing skills assessment in the two groups were improved, and the scores of the experimental group after teaching were higher than those of the control group[(92.84±5.91) vs. (87.25±7.29); (91.68±7.14) vs. (85.96±8.62)] ( P<0.05); the two groups were both improved in terms of learning awareness, learning behaviors, learning strategies, and learning evaluation and interpersonal skills dimensions, and the scores of the above-mentioned dimensions of the test group after teaching were higher than those of the control group ( P<0.05); the satisfaction scores of improving learning initiative, deepening the understanding and mastery of theoretical knowledge, and enhancing operational skills were higher than those of the control group ( P<0.05). Conclusion:The application of reflective circulation fusion link teaching in nursing students of the operating room can not only enhance the students' assessment results and self-directed learning ability, but also improve their satisfaction of the teaching.

The application of narrative education model in clinical teaching of nurses in operating room / 中华医学教育探索杂志

Objective:To analyze the application value of narrative education model in clinical teaching of nurses in operating room.Methods:A total of 90 nursing students in the Department of Operating Room, Shanghai Tenth People's Hospital from January 2018 to January 2020 were selected as the research objects and randomly divided into observation group and control group, 45 in each group. The control group was taught by traditional mentoring method, and the observation group was taught by narrative education model. The two groups of nursing students practiced for 4 weeks. After the teaching, the scores of theoretical knowledge and operation were compared between the two groups. The scores of career identity scale and caring ability evaluation scale of the two groups were compared, the scores of each dimension of Chinese registered nurse core competence scale (CIRN) were evaluated, and the feedback of the two groups of nursing students on the teaching methods was analyzed. SPSS 22.0 was used to conduct t-test and chi-square test. Results:The scores of theoretical knowledge and operation in the observation group were (94.52±5.34) points and (88.67±3.98) points, respectively, which were significantly higher than those [(85.67±5.26), (82.24±4.16)] in the control group ( t=7.92, 7.49, all P<0.001). The scores of professional identity scale and caring ability evaluation scale in the observation group were (39.12±5.12) points and (193.14±11.24) points, respectively, which were significantly higher than those [(34.21±4.23), (180.23±11.35)] in the control group ( t=4.96, 5.42, all P<0.001). The scores of various dimensions of CIRN in the observation group were significantly higher than those in the control group ( t=4.72, 7.57, 4.13, 4.66, 6.19, 4.27, 5.48, all P<0.001). The feedback of nursing students in the observation group on teaching methods was significantly better than that in the control group ( χ2=4.29, 6.48, 12.26, 4.44, 7.60, 5.03, P<0.05). Conclusion:Narrative education model can significantly improve the internship effect of operating room interns, with clinical value.

The role of task-driven teaching combined with behavior-guided teaching in teaching practice nursing students of endoscopy center / 中华医学教育探索杂志

Objective:To observe the role of task-driven teaching combined with behavior-guided teaching in teaching practice nursing students of endoscopy center.Methods:The 38 nursing students who practiced in 2019 were set as the control group, and the routine teaching was adopted; another 38 nursing students who practiced in 2020 were set as the observation group, and the task-driven teaching combined with behavior-guided teaching was adopted. The scores of internship performance, comprehensive nursing ability, critical thinking ability, classroom atmosphere and internship satisfaction were compared between the two groups. SPSS 22.0 was used for t-test, Chi-square test or rank sum test. Results:The theoretical knowledge [(91.43±3.31) vs. (84.52±4.16)] and practical performance [(93.37±2.26) vs. (88.46±2.54)] of the observation group were better than those of the control group; the communication ability, self-learning ability, problem-solving ability, collaboration ability, clinical thinking ability and CTDI-CV score were all improved, with significant differences between the two groups after teaching ( P<0.05); the scores of all dimensions and the total scores of the observation group were higher than those of the control group. Conclusion:Task-driven combined behavior-guided teaching can improve the teaching effect, improve the comprehensive nursing ability and critical thinking ability of the practice nursing students in the endoscopy center, which is worthy of promotion.