【摘要】 目的 分析臨床實習對護理本科生專業認同的影響，探討提高專業認同的措施。 方法 2010年6—10月，對某綜合性大學60名2007級普通全日制護理本科生進行抽樣調查，評價其實習前1個月和實習后3個月的專業認同情況，比較實習前、后的變化并分析影響因素。 結果 實習后專業認同的專業價值觀得分[（3.13±0.85）分]高于實習前[（2.78±1.00）分]，實驗專業期望得分[（12.09±2.13）分]低于實習前[（13.13±1.30）分]，差異有統計學意義（P=0.045，0.002）；而專業認識、情感、意志、技能和專業認同總分方面，實習前、后差異無統計學意義（Pgt;0.05）；其影響因素由強到弱依次為:帶教老師（37.04%）、實際的護理工作（33.33%）、實習科室（22.22%）、他人態度（7.41%）。 結論 臨床實習可提高護理本科生的專業價值觀，帶教老師及實際護理工作對專業認同影響較大。【Abstract】 Objective To analyze the effect of clinical practice on student nurses’ professional identity and explore measures to develop their professional identity. Methods Convenience sampling was used to select 60 general full-time student nurses who entered a comprehensive university in 2007. Then we assessed their professional identity at the time of one month before, and three months after clinical practice, compared the two results, and analyzed the related factors. Results The score of professional value dimension after clinical practice was higher than before (3.13±0.85 vs. 2.78±1.00, P=0.045), while the professional expectation dimension was lower than before (12.09±2.13 vs. 13.13±1.30, P=0.002), and the differences in above-mentioned indexes were statistically significant. There was no statistical difference before and after clinical practice in professional knowledge, professional affection, professional volition, professional skill dimensions, and total score of professional identity (Pgt;0.05). The related factors in a order from b to weak were clinical teacher (37.04%), practice work (33.33%), training department (22.22%), and others’ attitudes (7.41%). Conclusion Clinical practice may improve professional values but impair professional expectations of the student nurses, and clinical teacher and practice work have a great effect on student nurses’ professional identity.
Objective To analyze the challenges and growth of the clinical medicine undergraduates who participated in the China Scholarship Council funded international research exchange program, to provide a basis for the policy formulation and management of the follow-up projects. MethodsClinical medicine undergraduates from West China School of Medicine, Sichuan University who participated in the China Scholarship Council funded international research exchange program from 2013 to 2019 were selected. The survey was conducted using a self-designed questionnaire. Results A total of 64 clinical medicine undergraduates were surveyed. The laboratory safety training rates in the United States, Canada, and China were 100.00% (34/34), 100.00% (30/30), and 70.31% (45/64), respectively. The laboratory technical training rates were 97.06% (33/34), 90% (27/30), and 43.75% (28/64), respectively. During the experimental process, clinical medicine undergraduates from the United States [94.12% (32/34)], Canada [93.33% (28/30)], and China [65.63% (42/64)] would seek assistance from relevant personnel. The difficulty (H=47.798, P<0.001) and convenience (H=30.135, P<0.001) of booking laboratory instruments and equipment vary among the three countries. There were no statistically significant difference in the frequency, form, and research direction sources of guidance from mentors (P＞0.05). Majority of students thought the experience was helpful for scientific research thinking (59 people) and experimental skills (52 people), with 23 people obtained research output. Despite encountering challenges in study (11 people), life (8 people), language (14 people), and culture (11 people), the experience had positive impact on hobbies (35 people), independent living ability (55 people), and self-confidence (41 people). The students also had developed an international perspective (61 people), improved English ability (59 people), and progressed self-learning ability (57 people). Conclusions By participating in international research exchange programs, undergraduates can enhance their comprehensive research ability. Although there may be problems and challenges during the adaptation process, it also brings growth and self-confidence at the same time.
Objective To find the best teaching method of summer EBM course to help students understand and apply EBM principles in research. Methods Training medical students to participate in an international team of clinical research for best evidence. We used a step-by-step method to teach how to write Cochrane systematic review and apply its method to other researches. Results Since our training program was launched three years ago, 38 medical students have taken part in the training. Five Cochrane systematic reviews and 19 protocols were published in The Cochrane L ibrary. Three medical students were the principal investigators and played an important role in another 2 studies. Seven articles were published in Chinese medical key journals, and 1 was indexed by SCI. Eleven students were funded to participate in the international academic conferences.Conclusions Medical students will benefit from taking part in the EBM research. This activity will help them not only understand method of clinical research and EBM , improve the quality of research and their cooperative skills but also master related clinical knowledge.
ObjectiveTo investigate the status quo of readiness for and attitude towards interprofessional learning among sophomore undergraduates and analyze the correlation between them, so as to provide a reference for the development of interprofessional education in China.MethodsFrom September to November 2018, with the convenience sampling method, the Chinese versions of Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale were used to carry out a cross-sectional study among the second-year undergraduates of 2017 from a medical university in Nanjing.ResultsA total of 341 sophomores were surveyed. The median score of readiness for interprofessional learning was 69.00 with the interquartile range being 11.00, and the median score of attitude towards interprofessional collaboration was 86.00 with the interquartile range being 14.00. Additionally, there was a positive correlation between interprofessional readiness and attitude (rs=0.282, P<0.001).ConclusionSophomore undergraduates are generally in a positive state of readiness for interprofessional learning as well as attitude towards interprofessional collaboration, and there is a positive correlation between interprofessional readiness and attitude, suggesting that it is worth considering to carry out interprofessional education activities among medical sophomore undergraduates.
Objective To explore the role of using a workshop combined with diversified teaching model in undergraduate general practice. Methods Undergraduate students who enrolled in the Class 2022 general medicine course of Shanghai Jiao Tong University School of Medicine were selected between February and June 2023. Two classes were selected from undergraduate students who enrolled in the Class 2022 general medicine course using a simple random sampling method. One class was selected as the control group (using the workshop teaching mode), while the other class was selected as the experimental group (using the workshop combined with diversified teaching mode). The evaluation of teaching effect, teaching satisfaction, career intention and final scores of the control group and the experimental group were compared. Results A total of 120 students were included, with 60 students in each group. There was no statistically significant difference in the gender, age, and previous general medicine course exam scores between the two groups (P>0.05). The evaluation of teaching effect by the experimental group was higher than that of the control group (P<0.05). The teaching satisfaction scores of the experimental group on teaching atmosphere (85.16±9.44 vs. 81.65±8.15), teaching mode (86.30±9.12 vs. 79.27±9.33), and teaching management (84.20±7.05 vs. 80.10±7.15) were higher than those of the control group (P<0.05). The experimental group had a higher career intention than the control group (45 vs. 32 people; χ2=6.125, P=0.013). The theoretical course scores (71.77±7.10 vs. 66.14±7.45), internship scores (10.32±3.34 vs. 8.58±2.56), and total scores (82.09±9.36 vs. 74.58±8.45) of the experimental group were higher than those of the control group (P<0.05). Conclusion The application of workshop combined with diversified teaching mode in undergraduate general medicine course teaching can improve students’ evaluation of teaching effect, teaching satisfaction and final scores, as well as change students’ career intention.
ObjectiveTo explore the status of clinical learning environment in undergraduate nursing students in the late clinical practice stage in Sichuan Province.
MethodThe sampling was performed in a layered-randomized and geometric proportional way. A total of 1 027 nursing students from 6 nursing schools in Sichuan Province between May and July 2012 were included. Data were collected by the self-rating questionnaires, including demographic sheet, and the nursing clinical learning environment scale.
ResultsThe general score of evaluation for clinical learning environment by the nursing undergraduates was 144.99±26.60, and the average score of the items was 3.45±0.63. The average scores were 3.41±0.74, 3.59±0.64, 3.43±0.69, 3.45±0.73, 3.35±0.77, and 3.49±0.69, representing the personality, task orientation, working atmosphere and team spirit, innovation, interpersonal relation, and student participation, respectively.
ConclusionsThe assessments about clinical learning environment of nursing undergraduates in Sichuan province are medium grade and the evaluation dimensions of personality and interpersonal relationships low. It is necessary to improve clinical learning environment in the future.
