Objective:This study aimed to explore the effect of standardized patient(SP)-narrative nursing in the experimental teaching of surgical nursing.Methods:A quasi-experimental study design was adopted.A total of 200 unde...Objective:This study aimed to explore the effect of standardized patient(SP)-narrative nursing in the experimental teaching of surgical nursing.Methods:A quasi-experimental study design was adopted.A total of 200 undergraduate nursing students were recruited from the Nursing College of Guilin Medical University in China from March 2023 to December 2024.The intervention group recruited students from the Class of 2022(n=100),and the control group recruited students from the Class of 2021(n=100).The intervention group adopted a teaching model combining standardized patients with narrative nursing based on traditional scenariobased simulation teaching,which was applied to the nursing of perioperative patients(4 class hours)and scenario-based case drills(4 class hours)in the experimental teaching of surgical nursing.The control group used traditional scenario-based simulation teaching.The Nurse Humanistic Care Quality Evaluation Scale,Clinical Thinking Ability Evaluation Index System Scale for Medical Students,and Nurse-Patient Communication Ability Evaluation Scale for Nursing Students were used to investigate and compare the teaching effects between the two groups of students.Results:The total scores of the intervention group on humanistic care(91.39±3.97),clinical thinking(79.64±6.33),and nurse-patient communication(157.22±7.95)abilities were significantly higher than those of the control group(82.29±3.62,65.11±7.24,and 147.05±7.84,respectively),with statistically significant differences(P<0.01).Conclusion:This study confirms that integrating the dual teaching model of standardized patients and narrative nursing in experimental teaching of surgical nursing has significantly optimized the theoretical and practical structure of teaching strategies.This innovative teaching method provides a promotable paradigm for nursing humanities education and is of positive significance for improving the effectiveness of cultivating the core literacy of nursing talents.展开更多
Objective:To investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics.Methods:Sixt...Objective:To investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics.Methods:Sixty-five clinical physicians from other departments who rotated into the Geriatric Medicine Department for training between August 2024 and July 2025 were randomly divided into a control group(n=32)and an observation group(n=33).The control group received traditional centralized theoretical lectures combined with instructor-led clinical mentoring,while the observation group underwent standardized patient scenario simulation training.The two groups were compared on post-rotation examination scores and teaching satisfaction metrics.Results:The observation group achieved significantly higher post-rotation examination scores(88.37±3.04)than the control group(80.17±3.29)(p<0.01).Teaching satisfaction surveys revealed that trainees in the observation group demonstrated significantly higher satisfaction than the control group(p<0.05)regarding the teaching method’s effectiveness in enhancing learning interest,independent learning ability,comprehensive clinical problem-solving skills,patient communication skills,teamwork capabilities,and research conceptualization abilities.Conclusion:Standardized patient scenario simulation teaching effectively improves clinical teaching quality in geriatric medicine,enhances trainees’comprehensive clinical competencies,and holds value for broader application.展开更多
BACKGROUND Student standardized patients(SSPs)can serve as valuable tools in teaching acute and severe gastrointestinal tumors.AIM To explore the effect of SSP on scenario simulation teaching and its impact on teachin...BACKGROUND Student standardized patients(SSPs)can serve as valuable tools in teaching acute and severe gastrointestinal tumors.AIM To explore the effect of SSP on scenario simulation teaching and its impact on teaching outcomes.METHODS From July 2021 to June 2024,200 nursing interns were taught about severe gastrointestinal tumor disease.In July 2022 the SSP scenario simulation teaching method was introduced to an observation group of 100 students.A control group of 100 students was taught using traditional methods from July 2021 to June 2022.The traditional teaching included classroom theoretical instruction,laboratory practical teaching,and course assessments.During the practical laboratory sessions,students performed operations using simulation mannequins,and course assessments were based on theoretical test scores combined with practical assessments using the mannequins.The teaching effects of both groups were compared in terms of comprehensive quality and student satisfaction.RESULTS The observation group exhibited significantly higher theoretical and operational scores(P<0.05),a notably livelier classroom atmosphere(P<0.05),and a higher learning satisfaction than the control group(98.00%vs 91.00%)(P<0.05).CONCLUSION SSP combined with scenario simulation teaching enhanced the effectiveness of acute and severe gastrointestinal tumor disease education,improved students’overall quality,and increased their learning satisfaction,making it a valuable approach for wider adoption.展开更多
Objectives To validate the reliability of the Chinese version of the Consultation and Relational Empathy(CARE)in physician-standardized patient(SP)encounter.We also tried to examine the agreement between video-based r...Objectives To validate the reliability of the Chinese version of the Consultation and Relational Empathy(CARE)in physician-standardized patient(SP)encounter.We also tried to examine the agreement between video-based ratings and in-room ratings,as well as the agreement between the faculty ratings and SP ratings.Methods The CARE was translated into Chinese.Forty-eight anesthesia residents were recruited to make preoperative interview in SP-counter.Performance of each resident was graded by in-room raters,video raters and SP raters.Consistency between different raters was examined.Results The Chinese-CARE measure demonstrated high scale reliability with a Cronbach's alpha value of 0.95 and high consistency in the in-room ratings in intraclass correlation(coefficient=0.888,P<0.001).Despite a good consistency in intraclass correlation,video ratings were significantly higher than in-room ratings(39.6±7.1 vs.24.0±10.0,P<0.001),and Wilcoxon signed-rank test indicated that the pass/fail rate was significantly higher based on video ratings than based on in-room ratings(45/48 vs.22/48,P<0.001).SP ratings had a moderate consistency with in-room faculty ratings(coefficient=0..568,P<0.001),and there was no significant difference between the pass/fail rates based on the in-room ratings and SP ratings(22/48vs.28/48,P=0.12).Conclusions The Chinese-CARE measure is reliable in the assessment of empathy during preoperative anesthesia interview.In-room and video ratings are not equivalent,while SP may provide a feasible alternative for the faculty rater in the assessment of communication skills with an appropriate measure.展开更多
Background:In recent years,with the gradual expansion of the scale of medical education,the shortage of medical teaching resources and the reluctance of patients to cooperate with teaching have become increasingly pro...Background:In recent years,with the gradual expansion of the scale of medical education,the shortage of medical teaching resources and the reluctance of patients to cooperate with teaching have become increasingly prominent.Objective:To explore the application effect of student standardized patient(SSP)in the clinical teaching of acute abdomen.Methods:Fifty-four fifth-year general medical students from class 1826 of the general department of The First Affiliated Hospital of Xi’an Medical University were selected as the research subjects and randomly divided into two groups,with 27 students in the experimental teaching group,and the remaining 27 students in the conventional teaching group.The experimental teaching group adopted the SSP teaching approach.The SSPs were generated from the training students of the hospital through the recruitment and training process of SSP.In this study,seven qualified SSPs were selected for the clinical teaching of acute abdomen.At the end of the course,a periodic assessment was held.The rank sum test was used to compare the excellent and good rates between the two groups,while t-test was used to compare the difference between the two groups.Results:The results showed that the excellent and good rate of the experimental teaching group was significantly higher than that of the conventional group,in which the difference between the two groups was statistically significant(p<0.05).In terms of the assessment results,the theoretical scores and skills scores of the experimental teaching group were better than those of the conventional teaching group,in which the differences between the two groups were statistically significant(p<0.05).Conclusion:Through the training of SSP for acute abdomen and its application in surgical teaching and examination,the superiority of SSP is emphasized.Although there are still some shortcomings in the application of SSP in clinical teaching,it is a relatively new and effective teaching method,and it will play an increasingly critical role in clinical skills training pertaining to the medical specialty.展开更多
Objective: to explore the application value of teachers' situational teaching and standardized patients in psychiatric practice. Methods: all the patients included in the study were newly admitted to psychiatric d...Objective: to explore the application value of teachers' situational teaching and standardized patients in psychiatric practice. Methods: all the patients included in the study were newly admitted to psychiatric department for practice nursing from October 2019 to November 2020. They were divided into two groups, in which 69 nurses in the control group were given traditional teaching;In the experimental group, 69 nursing staff standardized the teaching of patients combined with situational model on the basis of traditional teaching, and compared the two groups of nursing staff's practical examination and theoretical examination with teaching satisfaction. Results: through comparison, it was found that the practice assessment scores of the two groups of practice nurses were significantly different, and the experimental group was significantly better than the control group (P < 0.05). There was no significant difference in theoretical knowledge assessment between the two groups (P > 0.05). By comparing the teaching satisfaction of the two groups of practice nurses, it was found that the teaching satisfaction of the experimental group was higher (P < 0.05). Conclusion: situational model teaching and standardized patients can increase their practical ability on the basis of increasing their theoretical knowledge in psychiatric practice teaching, and further improve the teaching satisfaction score of practice nurses, with high application value.展开更多
Purpose: Aim of this single center study was to determine whether elderly patients benefit from individualized treatment not excluding full standard therapy. Additionally predictive and prognostic factors influencing ...Purpose: Aim of this single center study was to determine whether elderly patients benefit from individualized treatment not excluding full standard therapy. Additionally predictive and prognostic factors influencing outcome in this patient’s population were evaluated. Material and Methods: Between 1997 and 2010, 119 patients equal or older than 60 years were enrolled in this retrospective review. All patients had neuropathology confirmed diagnosis of glioblastoma. Treatment outcome concerning progression free survival was measured by MRI. For evaluation of O6-Methylguanin-DNA-methyltransferase (MGMT) Methylation-specific PCR was used. The log rank test and the Cox proportional hazards model were used to analyze the data. Factors considered in univariate and multivariate analyses included age, gender, Karnofsky performance scale (KPS), extent of resection, treatment with radioand chemotherapy and MGMT status. Survival probabilities were estimated by means of the Kaplan Meier method. Results: Multivariate analysis demonstrated age, KPS and treatment more than surgery as prognostic factors for survival and sex, KPS, type of surgery and standard treatment as independent factors for PFS. MGMT status revealed no difference in survival between the methylated and unmethylated tumours in the whole study population (12.7 and 12.0, respectively). Surgery had an impact on survival with a significant advantage for complete resection. Conclusion: Extent of resection is essential even in elderly patients. Full standard treatment should be offered to elderly GBM patients with good clinical performance, there is no reason to withhold radioor chemotherapy from these patients. MGMT promotor methylation of the tumour is not relevant for treatment decision.展开更多
目的:探讨教师标准化病人联合案例分析法(Teacher Standardized Patient Combined with Case-Based Learning,TSP-CBL)对心血管内科规培医师医患沟通能力的提升效果。方法:纳入2023—2024年本院心血管内科60名规培学员,随机均分为对照组...目的:探讨教师标准化病人联合案例分析法(Teacher Standardized Patient Combined with Case-Based Learning,TSP-CBL)对心血管内科规培医师医患沟通能力的提升效果。方法:纳入2023—2024年本院心血管内科60名规培学员,随机均分为对照组(传统PPT联合床边教学)与实验组(增加TSP-CBL)。结合医患沟通技能评价量表(Set Elicit Give Understand End framework,SEGUE)对2组学员在培训前后的沟通情况进行效果分析。结果:实验组学员在信息收集、传递及人文关怀等核心能力提升优于对照组(均P<0.05)。结论:TSP-CBL教学模式可有效提升心血管内科规培医师的医患沟通能力及临床胜任力,为住培医师培养提供创新路径。展开更多
基金supported by the Undergraduate Teaching Innovation Project of Guangxi Higher Education(grant number:2023JGB307,Department of Education of Guangxi Zhuang Autonomous Region,China)the Guangxi Autonomous Regionlevel Research and Practice Project on New Engineering,New Medicine,New Agriculture and New Liberal Arts"Research on the Reform of the Integration of Undergraduate Courses in Nursing Major under the Background of Grand Health"(grant number:XYK202414).
文摘Objective:This study aimed to explore the effect of standardized patient(SP)-narrative nursing in the experimental teaching of surgical nursing.Methods:A quasi-experimental study design was adopted.A total of 200 undergraduate nursing students were recruited from the Nursing College of Guilin Medical University in China from March 2023 to December 2024.The intervention group recruited students from the Class of 2022(n=100),and the control group recruited students from the Class of 2021(n=100).The intervention group adopted a teaching model combining standardized patients with narrative nursing based on traditional scenariobased simulation teaching,which was applied to the nursing of perioperative patients(4 class hours)and scenario-based case drills(4 class hours)in the experimental teaching of surgical nursing.The control group used traditional scenario-based simulation teaching.The Nurse Humanistic Care Quality Evaluation Scale,Clinical Thinking Ability Evaluation Index System Scale for Medical Students,and Nurse-Patient Communication Ability Evaluation Scale for Nursing Students were used to investigate and compare the teaching effects between the two groups of students.Results:The total scores of the intervention group on humanistic care(91.39±3.97),clinical thinking(79.64±6.33),and nurse-patient communication(157.22±7.95)abilities were significantly higher than those of the control group(82.29±3.62,65.11±7.24,and 147.05±7.84,respectively),with statistically significant differences(P<0.01).Conclusion:This study confirms that integrating the dual teaching model of standardized patients and narrative nursing in experimental teaching of surgical nursing has significantly optimized the theoretical and practical structure of teaching strategies.This innovative teaching method provides a promotable paradigm for nursing humanities education and is of positive significance for improving the effectiveness of cultivating the core literacy of nursing talents.
文摘Objective:To investigate the effectiveness of standardized patient scenario simulation teaching in geriatric medicine clinical education and provide references for improving teaching methods in geriatrics.Methods:Sixty-five clinical physicians from other departments who rotated into the Geriatric Medicine Department for training between August 2024 and July 2025 were randomly divided into a control group(n=32)and an observation group(n=33).The control group received traditional centralized theoretical lectures combined with instructor-led clinical mentoring,while the observation group underwent standardized patient scenario simulation training.The two groups were compared on post-rotation examination scores and teaching satisfaction metrics.Results:The observation group achieved significantly higher post-rotation examination scores(88.37±3.04)than the control group(80.17±3.29)(p<0.01).Teaching satisfaction surveys revealed that trainees in the observation group demonstrated significantly higher satisfaction than the control group(p<0.05)regarding the teaching method’s effectiveness in enhancing learning interest,independent learning ability,comprehensive clinical problem-solving skills,patient communication skills,teamwork capabilities,and research conceptualization abilities.Conclusion:Standardized patient scenario simulation teaching effectively improves clinical teaching quality in geriatric medicine,enhances trainees’comprehensive clinical competencies,and holds value for broader application.
文摘BACKGROUND Student standardized patients(SSPs)can serve as valuable tools in teaching acute and severe gastrointestinal tumors.AIM To explore the effect of SSP on scenario simulation teaching and its impact on teaching outcomes.METHODS From July 2021 to June 2024,200 nursing interns were taught about severe gastrointestinal tumor disease.In July 2022 the SSP scenario simulation teaching method was introduced to an observation group of 100 students.A control group of 100 students was taught using traditional methods from July 2021 to June 2022.The traditional teaching included classroom theoretical instruction,laboratory practical teaching,and course assessments.During the practical laboratory sessions,students performed operations using simulation mannequins,and course assessments were based on theoretical test scores combined with practical assessments using the mannequins.The teaching effects of both groups were compared in terms of comprehensive quality and student satisfaction.RESULTS The observation group exhibited significantly higher theoretical and operational scores(P<0.05),a notably livelier classroom atmosphere(P<0.05),and a higher learning satisfaction than the control group(98.00%vs 91.00%)(P<0.05).CONCLUSION SSP combined with scenario simulation teaching enhanced the effectiveness of acute and severe gastrointestinal tumor disease education,improved students’overall quality,and increased their learning satisfaction,making it a valuable approach for wider adoption.
基金the Undergraduate Teaching Reform Project from Peking Union Medical College(Grant number:2017zlgc0102).
文摘Objectives To validate the reliability of the Chinese version of the Consultation and Relational Empathy(CARE)in physician-standardized patient(SP)encounter.We also tried to examine the agreement between video-based ratings and in-room ratings,as well as the agreement between the faculty ratings and SP ratings.Methods The CARE was translated into Chinese.Forty-eight anesthesia residents were recruited to make preoperative interview in SP-counter.Performance of each resident was graded by in-room raters,video raters and SP raters.Consistency between different raters was examined.Results The Chinese-CARE measure demonstrated high scale reliability with a Cronbach's alpha value of 0.95 and high consistency in the in-room ratings in intraclass correlation(coefficient=0.888,P<0.001).Despite a good consistency in intraclass correlation,video ratings were significantly higher than in-room ratings(39.6±7.1 vs.24.0±10.0,P<0.001),and Wilcoxon signed-rank test indicated that the pass/fail rate was significantly higher based on video ratings than based on in-room ratings(45/48 vs.22/48,P<0.001).SP ratings had a moderate consistency with in-room faculty ratings(coefficient=0..568,P<0.001),and there was no significant difference between the pass/fail rates based on the in-room ratings and SP ratings(22/48vs.28/48,P=0.12).Conclusions The Chinese-CARE measure is reliable in the assessment of empathy during preoperative anesthesia interview.In-room and video ratings are not equivalent,while SP may provide a feasible alternative for the faculty rater in the assessment of communication skills with an appropriate measure.
基金Shaanxi Undergraduate and Higher Continuing Education Teaching Reform Research Project in 2021 by Shaanxi Education Department,“Construction and Practice of Faculty Construction and Quality Assurance System Based on Online Learning Platform for Clinical Faculty of Western Medical College”(Project Number:21BZ066)Education and Teaching Reform Research Project in 2020 by Xi’an Medical University,“Construction and Practice of‘Double-Qualified’Teaching Staff Construction and Quality Assurance System in Affiliated Hospitals Based on‘Clinical Teachers Online Learning Platform’”(Project Number:2020JG-02)。
文摘Background:In recent years,with the gradual expansion of the scale of medical education,the shortage of medical teaching resources and the reluctance of patients to cooperate with teaching have become increasingly prominent.Objective:To explore the application effect of student standardized patient(SSP)in the clinical teaching of acute abdomen.Methods:Fifty-four fifth-year general medical students from class 1826 of the general department of The First Affiliated Hospital of Xi’an Medical University were selected as the research subjects and randomly divided into two groups,with 27 students in the experimental teaching group,and the remaining 27 students in the conventional teaching group.The experimental teaching group adopted the SSP teaching approach.The SSPs were generated from the training students of the hospital through the recruitment and training process of SSP.In this study,seven qualified SSPs were selected for the clinical teaching of acute abdomen.At the end of the course,a periodic assessment was held.The rank sum test was used to compare the excellent and good rates between the two groups,while t-test was used to compare the difference between the two groups.Results:The results showed that the excellent and good rate of the experimental teaching group was significantly higher than that of the conventional group,in which the difference between the two groups was statistically significant(p<0.05).In terms of the assessment results,the theoretical scores and skills scores of the experimental teaching group were better than those of the conventional teaching group,in which the differences between the two groups were statistically significant(p<0.05).Conclusion:Through the training of SSP for acute abdomen and its application in surgical teaching and examination,the superiority of SSP is emphasized.Although there are still some shortcomings in the application of SSP in clinical teaching,it is a relatively new and effective teaching method,and it will play an increasingly critical role in clinical skills training pertaining to the medical specialty.
文摘Objective: to explore the application value of teachers' situational teaching and standardized patients in psychiatric practice. Methods: all the patients included in the study were newly admitted to psychiatric department for practice nursing from October 2019 to November 2020. They were divided into two groups, in which 69 nurses in the control group were given traditional teaching;In the experimental group, 69 nursing staff standardized the teaching of patients combined with situational model on the basis of traditional teaching, and compared the two groups of nursing staff's practical examination and theoretical examination with teaching satisfaction. Results: through comparison, it was found that the practice assessment scores of the two groups of practice nurses were significantly different, and the experimental group was significantly better than the control group (P < 0.05). There was no significant difference in theoretical knowledge assessment between the two groups (P > 0.05). By comparing the teaching satisfaction of the two groups of practice nurses, it was found that the teaching satisfaction of the experimental group was higher (P < 0.05). Conclusion: situational model teaching and standardized patients can increase their practical ability on the basis of increasing their theoretical knowledge in psychiatric practice teaching, and further improve the teaching satisfaction score of practice nurses, with high application value.
文摘Purpose: Aim of this single center study was to determine whether elderly patients benefit from individualized treatment not excluding full standard therapy. Additionally predictive and prognostic factors influencing outcome in this patient’s population were evaluated. Material and Methods: Between 1997 and 2010, 119 patients equal or older than 60 years were enrolled in this retrospective review. All patients had neuropathology confirmed diagnosis of glioblastoma. Treatment outcome concerning progression free survival was measured by MRI. For evaluation of O6-Methylguanin-DNA-methyltransferase (MGMT) Methylation-specific PCR was used. The log rank test and the Cox proportional hazards model were used to analyze the data. Factors considered in univariate and multivariate analyses included age, gender, Karnofsky performance scale (KPS), extent of resection, treatment with radioand chemotherapy and MGMT status. Survival probabilities were estimated by means of the Kaplan Meier method. Results: Multivariate analysis demonstrated age, KPS and treatment more than surgery as prognostic factors for survival and sex, KPS, type of surgery and standard treatment as independent factors for PFS. MGMT status revealed no difference in survival between the methylated and unmethylated tumours in the whole study population (12.7 and 12.0, respectively). Surgery had an impact on survival with a significant advantage for complete resection. Conclusion: Extent of resection is essential even in elderly patients. Full standard treatment should be offered to elderly GBM patients with good clinical performance, there is no reason to withhold radioor chemotherapy from these patients. MGMT promotor methylation of the tumour is not relevant for treatment decision.
文摘目的:探讨教师标准化病人联合案例分析法(Teacher Standardized Patient Combined with Case-Based Learning,TSP-CBL)对心血管内科规培医师医患沟通能力的提升效果。方法:纳入2023—2024年本院心血管内科60名规培学员,随机均分为对照组(传统PPT联合床边教学)与实验组(增加TSP-CBL)。结合医患沟通技能评价量表(Set Elicit Give Understand End framework,SEGUE)对2组学员在培训前后的沟通情况进行效果分析。结果:实验组学员在信息收集、传递及人文关怀等核心能力提升优于对照组(均P<0.05)。结论:TSP-CBL教学模式可有效提升心血管内科规培医师的医患沟通能力及临床胜任力,为住培医师培养提供创新路径。
