Objective
To investigate the status quo of implementation ofIntravenous Practice Standard in a tertiary A hospital in Sichuan.
Methods
At 09:00-11:30 am, on March 16th, 2016, a questionnaire designed by intravenous team (IV Team) was used to conduct the investigation in all the inpatiets according to inclusion and exclusion criteria. The SPSS 17.0 software was used to perform all statistical analysis.
Results
The intravenous infusion rate in the hospital was 76.87%, while the rate in Emergency Department peaked up to 96.11%. Indwelling needle was the most common used device for intravenous therapy in clinical practice, which was used in 77.91% of the inpatients, and steel needle, peripherally inserted central catheter (PICC), central venous catheter, and implantable venous access port were also widely used. Peripheral intravenous catheter was used in 2 990 inpatients, and 78.12% of the puncture sites met the standard; PICC was used in 397 inpatients, and 90.17% of the puncture sites met the standard. The incidence of intravenous infusion related-complications was 15.08%, the incidence of drug exosmosis / exudation was 10.06%, and the incidence of catheter-related blood stream infection (CRBSI) was 2.89%.
Conclusions
On the whole, the intravenous infusion rate in this hospital accords with the national average level, but the rate in some departments should be controlled. The selection of device for intravenous therapy is reasonable, but the selection of intravenous site should be more standardized. The incidence of intravenous infusion related-complications is low, but the prevention and control of drug exosmosis / exudation and CRBSI should be reinforced. Health care organizations should pay more attention to enforce the Intravenous Practice Standard into practice to promote clinical medical service.
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.
