Objective:To explore the application of the Registered Nurses'Association of Ontario(RNAO)Best Practice Guideline(BPG)for Developing and Sustaining Nursing Leadership through the lens of nursing students transitio...Objective:To explore the application of the Registered Nurses'Association of Ontario(RNAO)Best Practice Guideline(BPG)for Developing and Sustaining Nursing Leadership through the lens of nursing students transitioning from classroom learning to clinical practice.Through this reflection,the authors hope to inspire and empower future nursing leaders to champion innovation,resilience,and excellence in healthcare.Methods:By integrating evidence-based leadership principles,the authors reflect on their personal experiences,challenges,and successes in implementing these guidelines in real-world settings.Results:The paper highlights the significance of leadership in fostering healthy work environments and improving patient outcomes,emphasizing the role of nursing students as emerging leaders.Practical strategies for applying BPG,the RNAO BPG suggests leadership skills on professional development,and recommendations for embedding leadership principles into nursing education and practice are discussed.Conclusions:Implementing nursing leadership from the beginning of a nursing student's journey is vital for shaping the next generation of healthcare leaders.By integrating leadership principles early in nursing education,students can develop the skills needed to navigate clinical challenges,collaborate effectively with healthcare teams,and advocate for positive change.Starting with leadership guidelines in nursing school ensures that future nurses are equipped to foster supportive work environments,improve patient outcomes,and drive innovation from the very start of their careers,making leadership an inherent part of their professional identity.展开更多
Objective: The importance of culture in nursing lies in its influence on patients’ health perceptions, behaviors, and responses to care. Despite the challenges posed by the complexity of studying culture, there remai...Objective: The importance of culture in nursing lies in its influence on patients’ health perceptions, behaviors, and responses to care. Despite the challenges posed by the complexity of studying culture, there remains a critical need to develop cultural competence in nursing. This study investigated how nursing students in rural Indonesia enhance their cultural competence through education and practice. Methods: This study employed a qualitative descriptive phenomenological approach. It conducted face-to-face interviews with 32 students across 6 regions, selected purposively. Thematic analysis was employed to evaluate the results. Results: Five themes emerge in this research: perceptions of cultural competence, learning cultural competence in the classroom, practical experience, learning expectations related to cultural competence, and cultural learning barriers. Conclusions: Enhancing cultural competence necessitates enriched curricula, adept clinical mentors, and continual student evaluation. This iterative assessment informs tailored strategies for nurturing cultural proficiency.展开更多
association with academic and clinical performance.This study aimed to determine the EI level of hospital-based nursing students and examine differences between full-time and part-time students.Methods:We conducted a ...association with academic and clinical performance.This study aimed to determine the EI level of hospital-based nursing students and examine differences between full-time and part-time students.Methods:We conducted a cross-sectional study in a hospital-based nursing school.EI level was measured using the Schutte Self-report Emotional Intelligence Scale(SSEIS).Results:We recruited 287 participants(mean age:21.9 years).Their mean SSEIS score was 119.6(95%CI=118.57-120.65).The mean SSEIS scores of 172 full-time and 115 part-time nurses were 120.7(95%CI=119.3-122.0)and 118.1(95%CI=116.5-119.6),respectively.There was no significant difference between the groups.Conclusion:The EI difference between full-time and part-time nursing students was statistically insignificant.The need for further EI development among both full-time and part-time students must be addressed.展开更多
This study investigates the mental health challenges faced by international nursing students in the Philippines during a global health disruption like the COVID-19 pandemic,particularly focusing on symptoms of depress...This study investigates the mental health challenges faced by international nursing students in the Philippines during a global health disruption like the COVID-19 pandemic,particularly focusing on symptoms of depression,anxiety,and stress(DAS).With the first incidence of global outbreak in the Philippines reported in 2020,the pandemic has intensified psychological distress among international students,who already struggle with sociocultural adjustment issues such as alienation and culture shock.The study aimed to determine the prevalence and contributing factors of DAS among this group.Using descriptive statistics and the DASS-21 tool,the research found that international nursing students exhibited alarmingly high levels of depression,anxiety,and stress.Pearson’s test of association was employed to explore relationships between DAS symptoms and demographic variables.Results highlighted key predictors of mental health distress,including age,gender,length of stay in the country,and sleep patterns.These findings address a significant gap in existing literature concerning international students’mental health in the Philippines during pandemics.The study concludes by urging healthcare providers and policymakers to integrate these insights into emergency preparedness plans and educational reforms,emphasizing the importance of supporting the psychological well-being of international students during crises.Replication with additional variables is recommended for a more comprehensive understanding.展开更多
Objectives:The objective of this study is to evaluate the effect of simulation-based education(SBE)on the knowledge and skills of nursing students in managing childhood epileptic seizures.Materials and Methods:A quasi...Objectives:The objective of this study is to evaluate the effect of simulation-based education(SBE)on the knowledge and skills of nursing students in managing childhood epileptic seizures.Materials and Methods:A quasi-experimental design was conducted among 160 third-year B.Sc.nursing students at a SUM nursing college in Bhubaneswar,India.The experimental group(n=80)participated in a structured simulation-based session,while the control group(n=80)received routine lecture-demonstration sessions.Knowledge was measured using a 20-item multiple-choice questionnaire and skills were assessed through an Objective Structured Clinical Examination checklist.Results:The experimental group demonstrated significant improvements in posttest knowledge(13.15±1.40 vs.9.56±2.10;t=11.24,P<0.001)and skill scores(17.28±1.82 vs.12.42±2.18;t=10.96,P<0.001)compared with the control group.Ranked data analysis further confirmed higher postintervention knowledge and skill levels(Z=−-6.42 and−-6.55,respectively;P<0.001).These results indicated that SBE produced substantial gains in both cognitive and psychomotor domains.Conclusion:SBE significantly enhances nursing students’knowledge and skills in managing childhood epileptic seizures compared to traditional teaching.Incorporating structured simulation modules into pediatric nursing curricula can improve clinical competence,reduce anxiety,and bolster patient safety in pediatric emergency care.展开更多
Objective:To assess the level of nursing students’knowledge about delirium and its associated risk factors.Delirium is a clinical syndrome characterized by alterations in cognition and psychomotor activity.Since deli...Objective:To assess the level of nursing students’knowledge about delirium and its associated risk factors.Delirium is a clinical syndrome characterized by alterations in cognition and psychomotor activity.Since delirium is common among geriatric patients,adequate preparedness of nursing students to assess and manage delirious geriatric patients is necessary to improve potential nurses’quality of care and communication with this group.Limited research work was conducted to address nursing students’knowledge about delirium.Methods:This cross-sectional descriptive study was conducted from October 2022 to February 2023.A convenience sampling was used,and 319 valid questionnaires were obtained from nursing students from six Jordanian governmental and private universities,who were at least in their third academic year.An adopted delirium knowledge scale was used to collect data.Descriptive statistics and an independent t-test were used for data analysis.Results:The mean for general knowledge about delirium was 57.5%.The mean for knowledge of delirium risk factors was 61.8%.Nursing students in their fourth academic year scored significantly higher on both general knowledge and risk knowledge scales than students in the third academic year.Conclusions:Nursing students’knowledge regarding delirium and its risk factors was low.Educational efforts should be maximized for incorporating and addressing the topic of delirium in the undergraduate nursing curriculum.Implications of this study include revising nursing curricula to ensure that students receive enough education on delirium,including its detection,diagnosis,and management.The implications also include giving nursing students the chance to gain experience in caring for delirious patients and providing them with the tools and resources they need to assess and manage delirium.展开更多
Objective:This study aimed to investigate the learning expectations of undergraduate nursing students regarding the flipped Health Assessment course.Methods:This descriptive,qualitative study was conducted at a medica...Objective:This study aimed to investigate the learning expectations of undergraduate nursing students regarding the flipped Health Assessment course.Methods:This descriptive,qualitative study was conducted at a medical university in Fuzhou,Fujian Province,China.An interview outline was designed based on the core dimensions of Expectation Confirmation Theory(expectation sources,expectation content,and expectation importance).Thirty second-year undergraduate nursing students who had completed first-year basic medical courses and were about to take the flipped Health Assessment course were interviewed between June and July 2022.Interview data were analyzed using qualitative content analysis.Results:Five major themes and thirteen subthemes were identified.Theme 1 was expectation sourcesperceived learning difficulties from past experiences,which included four subthemes:insufficient autonomous learning ability,confusion regarding learning methods,insufficient engagement in learning,and low professional identity.Theme 2 included knowledge and information expectations,which comprised three subthemes:knowledge to improve professional competence,knowledge to enhance academic competitiveness,and knowledge to boost self-efficacy.Theme 3 comprised logical expectations and included two subthemes:flexible teaching methods and efficient instructional tools.Theme 4,pleasure expectations,included two subthemes:vivid teaching styles and diversified teaching evaluations.Theme 5 comprised professional value expectations and included two subthemes:teachers'responsible professional attitudes and gentle emotional support.Conclusion:Students'learning expectations originate from perceived learning difficulties,such as insufficient learning autonomy and engagement,confusion about learning methods,and a lack of professional identity.They showed various learning expectations for the flipped Health Assessment course,including knowledge and information,logic,pleasure,and professional value expectations.展开更多
Objective:To translate and adapt the dementia knowledge assessment scale(DKAS)into Sinhala version and to evaluate its psychometric properties among nursing students.Methods:A cross-sectional validation study was cond...Objective:To translate and adapt the dementia knowledge assessment scale(DKAS)into Sinhala version and to evaluate its psychometric properties among nursing students.Methods:A cross-sectional validation study was conducted in two phases:(i)translation and adaptation and(ii)evaluating psychometric properties(N=394 nursing students).Results:The DKAS was adapted to the Sinhala(Si-DKAS)version,and the content validity index(CVI=0.9)was satisfactory.Exploratory factor analysis(EFA)and confirmatory factor analysis(CFA)resulted in an 18-item Si-DKAS with a four-factor model:“care considerations,”“causes and characteristics of dementia,”“health promotion,”and“misconceptions about dementia.”The model fit indices were suboptimal(comparative fix index[CFI]=0.809 and Turker-Lewis index[TLI]=0.773),and some indices were acceptable(standardized root-mean-squared residual[SRMR]=0.040 and root-mean-squared error of approximation[RMSEA]=0.053).Internal consistency(0.7)and test-retest correlation(0.9)were acceptable.Discriminant validity was confirmed by knowledge score differences based on academic years.Conclusions:This is a valid and reliable tool for assessing knowledge of dementia among Sinhala-speaking nursing students.展开更多
BACKGROUND Death anxiety is a common emotional response to death,and it varies in intensity across cultures and regions.However,there is a paucity of research on death anxiety among nursing students during their clini...BACKGROUND Death anxiety is a common emotional response to death,and it varies in intensity across cultures and regions.However,there is a paucity of research on death anxiety among nursing students during their clinical internship,especially in relation to their emotional experiences and behavioral responses.AIM To explore the relationship between empathy and death anxiety as well as to identify factors influencing students’empathetic skills during their initial clinical experiences.METHODS This cross-sectional study included 473 nursing students enrolled from across vocational colleges in Quanzhou(Fujian Province,China)during June–July 2023.These students were trained at three Grade-A general hospitals.The Empathy Scale and Death Anxiety Scale were applied to assess their empathetic skills and death anxiety levels during the early stages of the clinical internship.Data ana-lyses employed descriptive statistics,correlation analyses,independent sample t-tests,one-way analysis of variance,and multiple linear regression analysis.RESULTS The mean death anxiety score was 46.33±6.29,with 95.6%of participants exhi-biting high death anxiety.The mean scores across dimensions were as follows:Cognitive-affective,18.08±3.15;pain and illness,13.25±2.41;awareness of the passage of time,5.58±1.40;stimuli related to death,9.40±1.56.The mean empathy score was 63.78±11.49.Regression analysis revealed that students’subject major,total death anxiety level,and pain and stress dimensions acted as significant predictors of their empathetic skills during early clinical practice(P<0.05).CONCLUSION Vocational nursing students,especially those in midwifery with higher death anxiety,exhibited lower empathetic skills during the early stages of their clinical internship.Nursing educators should take measures to enhance the empathetic skills of students through appropriate training and support for students with high death anxiety levels.展开更多
Objective:To gain insight into the potential factors that may cause perceived stress and anxiety in simulation education.Methods:A secondary qualitative analysis study using qualitative thematic synthesis.A local high...Objective:To gain insight into the potential factors that may cause perceived stress and anxiety in simulation education.Methods:A secondary qualitative analysis study using qualitative thematic synthesis.A local higher education institution that conducted pre-registration nursing programs.A total of 189 undergraduate nursing students that were never attained any clinical placement prior to the parent study.Focus group interviews were conducted to collect data that were then transcribed and analyzed through the qualitative thematic synthesis approach to develop themes.Results:Three themes were emerged from the participants’simulation experiences in terms of peoples(the observers vs the observed),actions(the prepared vs the unprepared),and settings(the realism vs the simulation).Conclusions:By considering and reviewing the current design and development of the simulation practice,the findings of this study contribute to the body of knowledge with valuable insights on stress and anxiety that may affect students’learning in simulation.展开更多
With the continuous improvement of the medical industry’s requirements for the professional capabilities of nursing talents,traditional nursing teaching models can hardly meet the needs of complex nursing work in neu...With the continuous improvement of the medical industry’s requirements for the professional capabilities of nursing talents,traditional nursing teaching models can hardly meet the needs of complex nursing work in neurology.This paper focuses on nursing education for neurology nursing students and explores the construction of the“one-on-one”teaching model,aiming to achieve a paradigm shift in nursing education.By analyzing the current status of neurology nursing education,this paper identifies the problems in traditional teaching models.Combining the advantages of the“one-on-one”teaching model,it elaborates on the construction path of this model from aspects such as the selection and training of teaching instructors,the design of teaching content,the innovation of teaching methods,and the improvement of the teaching evaluation system.The research shows that the“one-on-one”teaching model can significantly enhance nursing students’mastery of professional knowledge,clinical operation skills,communication skills,and emergency response capabilities,as well as strengthen their professional identity and sense of responsibility.It provides an effective way to cultivate high-quality nursing talents who can meet the needs of neurology nursing work and promotes the innovative development of nursing education.展开更多
Objective:To investigate the preference characteristics and relative importance of each core factor in the teaching program for undergraduate nursing students during clinical practice,and to provide empirical support ...Objective:To investigate the preference characteristics and relative importance of each core factor in the teaching program for undergraduate nursing students during clinical practice,and to provide empirical support for the creation of a student-centered,formalized clinical teaching system that meets the actual needs of nursing students.Methods:The quantitative research method of discrete choice experiment was adopted,and the questionnaire was designed based on the random utility theory.Through a systematic literature review,semi-structured interviews,and two rounds of Delphi expert consultations,six core attributes of the instructor,namely educational qualifications,teaching methods,frequency of individualized guidance,operational practice opportunities,feedback timeliness,and instructor title,and their corresponding levels were determined.The study period was from January 2024 to January 2025,and 158 undergraduate nursing students who chose to intern at Deyang People’s Hospital were selected as the research subjects.A survey tool with 12 choice sets was created using Ngene software,and then statistical analysis was performed on the obtained data using the conditional Logit model to measure the impact of each attribute on the choice behavior of nursing students.Results:The results showed that the conditional Logit model fitted well(likelihood ratio chi-square=85.32,p<0.001).The analysis results indicated that the most important teaching attributes for undergraduate nursing students were,in order:the academic qualifications of the teaching instructor(master vs.Junior college,β=0.42,p<0.01),individualized guidance frequency(daily vs.Weekly,β=0.38,p<0.01),operational practice opportunities(more vs.less,β=0.31,p<0.05),and the timeliness of feedback(timely versus delayed,β=0.29,p<0.05).The influence of the title of the instructor was not statistically significant(p>0.05).Conclusion:Undergraduate nursing students show a clear and systematic preference structure for clinical teaching,with a high expectation of frequent personalized guidance from highly educated teachers,as well as sufficient operational opportunities and timely teaching feedback.展开更多
Objective:To explore the application effect of high-fidelity simulation teaching in the training of emergency management for difficult airways among anesthesia nursing students,providing practical references for enhan...Objective:To explore the application effect of high-fidelity simulation teaching in the training of emergency management for difficult airways among anesthesia nursing students,providing practical references for enhancing their clinical emergency response capabilities.Methods:Eighty-four anesthesia nursing students who interned in the Department of Anesthesiology of our hospital from September 2023 to March 2024 were selected as the research subjects.They were randomly divided into a control group(n=42)and an observation group(n=42)using the random number table method.The control group adopted the traditional teaching mode(theoretical lectures+video demonstrations),while the observation group adopted the high-fidelity simulation teaching mode.After the training,the theoretical assessment scores,operational assessment scores,emergency response capability scores,and teaching satisfaction of the two groups of students were compared.Results:The observation group scored significantly higher than the control group in both theoretical assessment(90.35±4.82)points and practical assessment(92.17±3.96)points,with scores of(79.26±5.78)points and(81.34±5.21)points,respectively,in the control group.The differences were statistically significant(p<0.05).The observation group also scored higher than the control group in all dimensions of emergency response capabilities and total scores,including airway assessment(18.92±2.05)points vs.(14.56±2.37)points,equipment selection(19.15±1.83)points vs.(13.89±2.24)points,operation execution(19.36±1.78)points vs.(14.23±2.41)points,teamwork(18.73±2.11)points vs.(13.98±2.53)points,and total score(76.16±6.84)points vs.(56.66±7.92)points.All differences were statistically significant(p<0.05).The teaching satisfaction rate in the observation group was 97.62%(41/42),significantly higher than that in the control group at 78.57%(33/42),with a statistically significant difference(p<0.05).Conclusion:High-fidelity simulation teaching can effectively enhance the theoretical knowledge,practical skills,and emergency response capabilities of anesthesia nursing students in managing difficult airways,as well as improve teaching satisfaction.It is an efficient clinical teaching model for anesthesia nursing and is worthy of promotion and application.展开更多
Objective:To investigate the implementation effects of the workshop teaching model based on the DEU(Dedicated Education Unit)philosophy in clinical nursing education for intern nurses,and analyze its impacts on stude...Objective:To investigate the implementation effects of the workshop teaching model based on the DEU(Dedicated Education Unit)philosophy in clinical nursing education for intern nurses,and analyze its impacts on students’critical thinking abilities,operational skill levels,and satisfaction.Methods:A total of 80 undergraduate nursing students interning at a tertiary hospital in Deyang City from January to June 2025 were randomly divided into an experimental group(40 students)and a control group(40 students).The control group received conventional lecture-based instruction,while the experimental group adopted the DEU-based workshop teaching model.Comparative analyses were conducted on theoretical scores,operational assessment results,Critical Thinking Inventory(CTDI-CV)scores,and satisfaction surveys between the two groups.Results:The experimental group demonstrated significantly higher theoretical scores,operational skill assessments,and critical thinking dimension scores compared to the control group(P<0.05),with notable improvements in teaching satisfaction.Conclusion:Integrating the DEU philosophy with workshop teaching models can effectively enhance clinical teaching quality,strengthen nursing students’comprehensive competencies,and boost learning motivation.This approach is recommended for widespread adoption in clinical nursing education.展开更多
Objective:To assess the method of empathy intervention in nursing students in relation to the three dimensions of empathy:cognitive,affective,and behavioral.Methods:A systematic literature review was conducted followi...Objective:To assess the method of empathy intervention in nursing students in relation to the three dimensions of empathy:cognitive,affective,and behavioral.Methods:A systematic literature review was conducted following the Preferred Reporting Items for Systematic Review and Meta-Analysis(PRISMA)2020 guideline.A search for articles in two databases(ScienceDirect and Taylor&Francis)revealed 99 articles.One author independently assessed articles for inclusion,resulting in 10 articles that met the inclusion criteria.Results:Based on a review of ten extracted journal articles,nine interventions showed increases in empathy,while one intervention did not show such outcomes.Four studies(the simulation-based empathic communication training intervention,the situated teaching program,high-fidelity simulation[HFS]training,and the structured empathy educational model[EEM])discussed the impact of interventions on the empathy dimension,while the remaining five only explained the impact of the intervention on empathy in general.Conclusions:The result of this study highlight the need for future research to design empathy interventions for nursing students that effectively target both the affective and behavioral dimensions of empathy.展开更多
Objective:To explore the application effect of scenario simulation teaching method based on Debriefing-GAS mode in the teaching of clinical nursing students in neurosurgery and its influence on critical thinking,clini...Objective:To explore the application effect of scenario simulation teaching method based on Debriefing-GAS mode in the teaching of clinical nursing students in neurosurgery and its influence on critical thinking,clinical practice ability and teaching satisfaction.Methods:A total of 100 nursing students who were doing their internship in the Department of Neurosurgery at a tertiary hospital in Sichuan Province from July 2024 to June 2025 were selected and divided into a control group and an experimental group,with 50 students in each group,using the historical control grouping method.The control group used the traditional teaching method for scenario simulation,while the experimental group used the Debriefing-GAS model for scenario simulation teaching.The teaching effect was evaluated using the DASH scale,the CIDI-CV scale,the clinical practice ability scale and the self-made teaching satisfaction questionnaire,and statistical analysis was conducted using SPSS 25.0.Results:The total DASH score of the experimental group(6.45±0.41)was significantly higher than that of the control group(5.12±0.47,t=14.01,p<0.001);The total score of critical thinking ability(338.6±22.5)was higher than that of the control group(307.8±24.1,t=6.55,p<0.001);The score of clinical practice ability(189.4±15.2)was significantly higher than that of the control group(168.7±14.9,t=6.49,p<0).Teaching satisfaction was 96%in the experimental group and 82%in the control group,statistically significant(χ^(2)=4.32,p=0.038).Conclusion:The scenario simulation teaching method based on the Debriefing-GAS model can significantly improve the learning initiative,reflective ability,critical thinking level and clinical practice ability of clinical nursing students,and enhance teaching satisfaction.展开更多
This study explored the mediating role of moral courage in the relationship between emotional intelligence and perceptions of patient safety competence among nursing students in clinical practice.The study sample comp...This study explored the mediating role of moral courage in the relationship between emotional intelligence and perceptions of patient safety competence among nursing students in clinical practice.The study sample comprised 220 nursing students from a teaching hospital(female=93.6%;mean age=20.64 years,SD=1.78 years).Nursing students completed standardized measures of Emotional Intelligence Scale,the Moral Courage Scale,and the Health Professional Education in Patient Safety Survey.Following hierarchical regression analysis and bootstrap analysis,the results showed that emotional intelligence and moral courage significantly predicted high levels of the perceptions of patient safety competence among nursing students in clinical practice.Moreover,moral courage partially mediated the relationship emotional intelligence and perceptions of patient safety competence.The results indicate measures focused on improving emotional intelligence and moral courage levels among nursing students in clinical practice will be effective at increasing their perceptions of patient safety competence.展开更多
Objective:To investigate the impact of MDT-oriented CBL model on teaching for cardiac nursing interns.Methods:A convenience sampling study was conducted with 100 cardiac nursing interns from September 2023 to June 202...Objective:To investigate the impact of MDT-oriented CBL model on teaching for cardiac nursing interns.Methods:A convenience sampling study was conducted with 100 cardiac nursing interns from September 2023 to June 2024 as subjects.The cohort was divided into two groups:50 interns(control group,traditional teaching method)from September 2023 to January 2024,and 50 interns(experimental group,MDT-oriented CBL model)from February 2024 to June 2024.Comparative analyses were performed on theoretical assessments,practical skill evaluations,and teaching satisfaction.Results:The experimental group demonstrated higher scores in both theoretical and practical knowledge assessments(p<0.05)compared to the control group.The experimental group also scored higher in all skill assessment categories(communication,teamwork,emergency response,medical history acquisition,organizational skills,humanistic care,and clinical competence)(p<0.05).Satisfaction ratings for teaching objectives,content,methods,process,and outcomes were significantly higher in the experimental group(p<0.05).Conclusion:Implementing the MDT-oriented CBL model in cardiac nursing education significantly improves interns’theoretical and practical knowledge assessment scores,enhances nursing skills,and increases teaching satisfaction.This teaching model demonstrates significant potential for widespread application.展开更多
Nursing students often exhibit emotional suppression,avoidance,or over-expression when confronted with high-pressure work environments and emotional challenges.These disorders affect nursing students mental health,pro...Nursing students often exhibit emotional suppression,avoidance,or over-expression when confronted with high-pressure work environments and emotional challenges.These disorders affect nursing students mental health,professional adaptation,and quality of communication with patients.The causes of emotional expression difficulties include individual personality,emotional intelligence,educational background,and socio-cultural pressures.To address this issue,it is recommended to enhance nursing students emotional expression and regulation capabilities through psychological interventions,emotional intelligence training,and optimization of educational systems,thereby improving their mental health and career development,ultimately enhancing nursing service quality and doctor-patient relationships.展开更多
Objective:To explore the application effect of the path for improving humanistic literacy of operating room nursing students based on the ORTCC model,in order to make up for the deficiency of systematic humanistic edu...Objective:To explore the application effect of the path for improving humanistic literacy of operating room nursing students based on the ORTCC model,in order to make up for the deficiency of systematic humanistic education in the traditional teaching model.Methods:120 nursing students who practiced in the operating room from June 2023 to June 2024 were randomly divided into the experimental group and the control group,with 60 students in each group.The control group received routine teaching,while the experimental group applied the ORTCC model on the basis of routine and intervened through setting humanistic literacy goals,formulating behavioral norms,conducting diversified training,implementing two-way assessment,and creating departmental culture.The effect of the intervention was evaluated using the Nurse Humanistic Quality Scale,the Clinical Communication Ability Assessment Scale for Operating Room Nursing Students,and a self-made nursing satisfaction questionnaire.Results:After the intervention,the total score of humanistic literacy in the experimental group(4 weeks of intervention:161.43±10.06 points,12 weeks of intervention:165.71±9.45 points)was significantly higher than that in the control group(139.38±10.95 points,143.31±10.52 points)(all p<0.001);The total score of clinical communication ability in the experimental group(109.69±8.05 points for 4 weeks of intervention,116.90±7.21 points for 12 weeks of intervention)was also significantly better than that in the control group(99.14±9.23 points,103.03±8.78 points)(all p<0.001);The total score of patient care satisfaction in the experimental group(94.2±4.3)was significantly higher than that in the control group(82.6±5.7)(p<0.001).Conclusion:The ORTCC model can systematically enhance the humanistic literacy,clinical communication skills and patient satisfaction of operating room nursing students,providing an effective approach for optimizing clinical teaching in the operating room.展开更多
文摘Objective:To explore the application of the Registered Nurses'Association of Ontario(RNAO)Best Practice Guideline(BPG)for Developing and Sustaining Nursing Leadership through the lens of nursing students transitioning from classroom learning to clinical practice.Through this reflection,the authors hope to inspire and empower future nursing leaders to champion innovation,resilience,and excellence in healthcare.Methods:By integrating evidence-based leadership principles,the authors reflect on their personal experiences,challenges,and successes in implementing these guidelines in real-world settings.Results:The paper highlights the significance of leadership in fostering healthy work environments and improving patient outcomes,emphasizing the role of nursing students as emerging leaders.Practical strategies for applying BPG,the RNAO BPG suggests leadership skills on professional development,and recommendations for embedding leadership principles into nursing education and practice are discussed.Conclusions:Implementing nursing leadership from the beginning of a nursing student's journey is vital for shaping the next generation of healthcare leaders.By integrating leadership principles early in nursing education,students can develop the skills needed to navigate clinical challenges,collaborate effectively with healthcare teams,and advocate for positive change.Starting with leadership guidelines in nursing school ensures that future nurses are equipped to foster supportive work environments,improve patient outcomes,and drive innovation from the very start of their careers,making leadership an inherent part of their professional identity.
基金supported by an internal grant from Universitas Citra Bangsa(Number 6/VI/LP3M/UCB/22).
文摘Objective: The importance of culture in nursing lies in its influence on patients’ health perceptions, behaviors, and responses to care. Despite the challenges posed by the complexity of studying culture, there remains a critical need to develop cultural competence in nursing. This study investigated how nursing students in rural Indonesia enhance their cultural competence through education and practice. Methods: This study employed a qualitative descriptive phenomenological approach. It conducted face-to-face interviews with 32 students across 6 regions, selected purposively. Thematic analysis was employed to evaluate the results. Results: Five themes emerge in this research: perceptions of cultural competence, learning cultural competence in the classroom, practical experience, learning expectations related to cultural competence, and cultural learning barriers. Conclusions: Enhancing cultural competence necessitates enriched curricula, adept clinical mentors, and continual student evaluation. This iterative assessment informs tailored strategies for nurturing cultural proficiency.
文摘association with academic and clinical performance.This study aimed to determine the EI level of hospital-based nursing students and examine differences between full-time and part-time students.Methods:We conducted a cross-sectional study in a hospital-based nursing school.EI level was measured using the Schutte Self-report Emotional Intelligence Scale(SSEIS).Results:We recruited 287 participants(mean age:21.9 years).Their mean SSEIS score was 119.6(95%CI=118.57-120.65).The mean SSEIS scores of 172 full-time and 115 part-time nurses were 120.7(95%CI=119.3-122.0)and 118.1(95%CI=116.5-119.6),respectively.There was no significant difference between the groups.Conclusion:The EI difference between full-time and part-time nursing students was statistically insignificant.The need for further EI development among both full-time and part-time students must be addressed.
文摘This study investigates the mental health challenges faced by international nursing students in the Philippines during a global health disruption like the COVID-19 pandemic,particularly focusing on symptoms of depression,anxiety,and stress(DAS).With the first incidence of global outbreak in the Philippines reported in 2020,the pandemic has intensified psychological distress among international students,who already struggle with sociocultural adjustment issues such as alienation and culture shock.The study aimed to determine the prevalence and contributing factors of DAS among this group.Using descriptive statistics and the DASS-21 tool,the research found that international nursing students exhibited alarmingly high levels of depression,anxiety,and stress.Pearson’s test of association was employed to explore relationships between DAS symptoms and demographic variables.Results highlighted key predictors of mental health distress,including age,gender,length of stay in the country,and sleep patterns.These findings address a significant gap in existing literature concerning international students’mental health in the Philippines during pandemics.The study concludes by urging healthcare providers and policymakers to integrate these insights into emergency preparedness plans and educational reforms,emphasizing the importance of supporting the psychological well-being of international students during crises.Replication with additional variables is recommended for a more comprehensive understanding.
文摘Objectives:The objective of this study is to evaluate the effect of simulation-based education(SBE)on the knowledge and skills of nursing students in managing childhood epileptic seizures.Materials and Methods:A quasi-experimental design was conducted among 160 third-year B.Sc.nursing students at a SUM nursing college in Bhubaneswar,India.The experimental group(n=80)participated in a structured simulation-based session,while the control group(n=80)received routine lecture-demonstration sessions.Knowledge was measured using a 20-item multiple-choice questionnaire and skills were assessed through an Objective Structured Clinical Examination checklist.Results:The experimental group demonstrated significant improvements in posttest knowledge(13.15±1.40 vs.9.56±2.10;t=11.24,P<0.001)and skill scores(17.28±1.82 vs.12.42±2.18;t=10.96,P<0.001)compared with the control group.Ranked data analysis further confirmed higher postintervention knowledge and skill levels(Z=−-6.42 and−-6.55,respectively;P<0.001).These results indicated that SBE produced substantial gains in both cognitive and psychomotor domains.Conclusion:SBE significantly enhances nursing students’knowledge and skills in managing childhood epileptic seizures compared to traditional teaching.Incorporating structured simulation modules into pediatric nursing curricula can improve clinical competence,reduce anxiety,and bolster patient safety in pediatric emergency care.
文摘Objective:To assess the level of nursing students’knowledge about delirium and its associated risk factors.Delirium is a clinical syndrome characterized by alterations in cognition and psychomotor activity.Since delirium is common among geriatric patients,adequate preparedness of nursing students to assess and manage delirious geriatric patients is necessary to improve potential nurses’quality of care and communication with this group.Limited research work was conducted to address nursing students’knowledge about delirium.Methods:This cross-sectional descriptive study was conducted from October 2022 to February 2023.A convenience sampling was used,and 319 valid questionnaires were obtained from nursing students from six Jordanian governmental and private universities,who were at least in their third academic year.An adopted delirium knowledge scale was used to collect data.Descriptive statistics and an independent t-test were used for data analysis.Results:The mean for general knowledge about delirium was 57.5%.The mean for knowledge of delirium risk factors was 61.8%.Nursing students in their fourth academic year scored significantly higher on both general knowledge and risk knowledge scales than students in the third academic year.Conclusions:Nursing students’knowledge regarding delirium and its risk factors was low.Educational efforts should be maximized for incorporating and addressing the topic of delirium in the undergraduate nursing curriculum.Implications of this study include revising nursing curricula to ensure that students receive enough education on delirium,including its detection,diagnosis,and management.The implications also include giving nursing students the chance to gain experience in caring for delirious patients and providing them with the tools and resources they need to assess and manage delirium.
基金This research received grant from 2022 Undergraduate Education and Teaching Research Project of Fujian Medical University(22028).
文摘Objective:This study aimed to investigate the learning expectations of undergraduate nursing students regarding the flipped Health Assessment course.Methods:This descriptive,qualitative study was conducted at a medical university in Fuzhou,Fujian Province,China.An interview outline was designed based on the core dimensions of Expectation Confirmation Theory(expectation sources,expectation content,and expectation importance).Thirty second-year undergraduate nursing students who had completed first-year basic medical courses and were about to take the flipped Health Assessment course were interviewed between June and July 2022.Interview data were analyzed using qualitative content analysis.Results:Five major themes and thirteen subthemes were identified.Theme 1 was expectation sourcesperceived learning difficulties from past experiences,which included four subthemes:insufficient autonomous learning ability,confusion regarding learning methods,insufficient engagement in learning,and low professional identity.Theme 2 included knowledge and information expectations,which comprised three subthemes:knowledge to improve professional competence,knowledge to enhance academic competitiveness,and knowledge to boost self-efficacy.Theme 3 comprised logical expectations and included two subthemes:flexible teaching methods and efficient instructional tools.Theme 4,pleasure expectations,included two subthemes:vivid teaching styles and diversified teaching evaluations.Theme 5 comprised professional value expectations and included two subthemes:teachers'responsible professional attitudes and gentle emotional support.Conclusion:Students'learning expectations originate from perceived learning difficulties,such as insufficient learning autonomy and engagement,confusion about learning methods,and a lack of professional identity.They showed various learning expectations for the flipped Health Assessment course,including knowledge and information,logic,pleasure,and professional value expectations.
文摘Objective:To translate and adapt the dementia knowledge assessment scale(DKAS)into Sinhala version and to evaluate its psychometric properties among nursing students.Methods:A cross-sectional validation study was conducted in two phases:(i)translation and adaptation and(ii)evaluating psychometric properties(N=394 nursing students).Results:The DKAS was adapted to the Sinhala(Si-DKAS)version,and the content validity index(CVI=0.9)was satisfactory.Exploratory factor analysis(EFA)and confirmatory factor analysis(CFA)resulted in an 18-item Si-DKAS with a four-factor model:“care considerations,”“causes and characteristics of dementia,”“health promotion,”and“misconceptions about dementia.”The model fit indices were suboptimal(comparative fix index[CFI]=0.809 and Turker-Lewis index[TLI]=0.773),and some indices were acceptable(standardized root-mean-squared residual[SRMR]=0.040 and root-mean-squared error of approximation[RMSEA]=0.053).Internal consistency(0.7)and test-retest correlation(0.9)were acceptable.Discriminant validity was confirmed by knowledge score differences based on academic years.Conclusions:This is a valid and reliable tool for assessing knowledge of dementia among Sinhala-speaking nursing students.
基金Supported by 2021 Annual Routine Project of the 14th Five-Year Plan of Fujian Education Science,No.FJJKGZ21-110.
文摘BACKGROUND Death anxiety is a common emotional response to death,and it varies in intensity across cultures and regions.However,there is a paucity of research on death anxiety among nursing students during their clinical internship,especially in relation to their emotional experiences and behavioral responses.AIM To explore the relationship between empathy and death anxiety as well as to identify factors influencing students’empathetic skills during their initial clinical experiences.METHODS This cross-sectional study included 473 nursing students enrolled from across vocational colleges in Quanzhou(Fujian Province,China)during June–July 2023.These students were trained at three Grade-A general hospitals.The Empathy Scale and Death Anxiety Scale were applied to assess their empathetic skills and death anxiety levels during the early stages of the clinical internship.Data ana-lyses employed descriptive statistics,correlation analyses,independent sample t-tests,one-way analysis of variance,and multiple linear regression analysis.RESULTS The mean death anxiety score was 46.33±6.29,with 95.6%of participants exhi-biting high death anxiety.The mean scores across dimensions were as follows:Cognitive-affective,18.08±3.15;pain and illness,13.25±2.41;awareness of the passage of time,5.58±1.40;stimuli related to death,9.40±1.56.The mean empathy score was 63.78±11.49.Regression analysis revealed that students’subject major,total death anxiety level,and pain and stress dimensions acted as significant predictors of their empathetic skills during early clinical practice(P<0.05).CONCLUSION Vocational nursing students,especially those in midwifery with higher death anxiety,exhibited lower empathetic skills during the early stages of their clinical internship.Nursing educators should take measures to enhance the empathetic skills of students through appropriate training and support for students with high death anxiety levels.
基金supported by School Research Grant of Tung Wah College(SRG210401).
文摘Objective:To gain insight into the potential factors that may cause perceived stress and anxiety in simulation education.Methods:A secondary qualitative analysis study using qualitative thematic synthesis.A local higher education institution that conducted pre-registration nursing programs.A total of 189 undergraduate nursing students that were never attained any clinical placement prior to the parent study.Focus group interviews were conducted to collect data that were then transcribed and analyzed through the qualitative thematic synthesis approach to develop themes.Results:Three themes were emerged from the participants’simulation experiences in terms of peoples(the observers vs the observed),actions(the prepared vs the unprepared),and settings(the realism vs the simulation).Conclusions:By considering and reviewing the current design and development of the simulation practice,the findings of this study contribute to the body of knowledge with valuable insights on stress and anxiety that may affect students’learning in simulation.
文摘With the continuous improvement of the medical industry’s requirements for the professional capabilities of nursing talents,traditional nursing teaching models can hardly meet the needs of complex nursing work in neurology.This paper focuses on nursing education for neurology nursing students and explores the construction of the“one-on-one”teaching model,aiming to achieve a paradigm shift in nursing education.By analyzing the current status of neurology nursing education,this paper identifies the problems in traditional teaching models.Combining the advantages of the“one-on-one”teaching model,it elaborates on the construction path of this model from aspects such as the selection and training of teaching instructors,the design of teaching content,the innovation of teaching methods,and the improvement of the teaching evaluation system.The research shows that the“one-on-one”teaching model can significantly enhance nursing students’mastery of professional knowledge,clinical operation skills,communication skills,and emergency response capabilities,as well as strengthen their professional identity and sense of responsibility.It provides an effective way to cultivate high-quality nursing talents who can meet the needs of neurology nursing work and promotes the innovative development of nursing education.
基金Teaching Reform Research Project at Southwest Medical University(Project No.:JG2023jdyb034)Humanities and Social Sciences Research Project at Sichuan Vocational College of Nursing(Project No.:2022RWSY45)。
文摘Objective:To investigate the preference characteristics and relative importance of each core factor in the teaching program for undergraduate nursing students during clinical practice,and to provide empirical support for the creation of a student-centered,formalized clinical teaching system that meets the actual needs of nursing students.Methods:The quantitative research method of discrete choice experiment was adopted,and the questionnaire was designed based on the random utility theory.Through a systematic literature review,semi-structured interviews,and two rounds of Delphi expert consultations,six core attributes of the instructor,namely educational qualifications,teaching methods,frequency of individualized guidance,operational practice opportunities,feedback timeliness,and instructor title,and their corresponding levels were determined.The study period was from January 2024 to January 2025,and 158 undergraduate nursing students who chose to intern at Deyang People’s Hospital were selected as the research subjects.A survey tool with 12 choice sets was created using Ngene software,and then statistical analysis was performed on the obtained data using the conditional Logit model to measure the impact of each attribute on the choice behavior of nursing students.Results:The results showed that the conditional Logit model fitted well(likelihood ratio chi-square=85.32,p<0.001).The analysis results indicated that the most important teaching attributes for undergraduate nursing students were,in order:the academic qualifications of the teaching instructor(master vs.Junior college,β=0.42,p<0.01),individualized guidance frequency(daily vs.Weekly,β=0.38,p<0.01),operational practice opportunities(more vs.less,β=0.31,p<0.05),and the timeliness of feedback(timely versus delayed,β=0.29,p<0.05).The influence of the title of the instructor was not statistically significant(p>0.05).Conclusion:Undergraduate nursing students show a clear and systematic preference structure for clinical teaching,with a high expectation of frequent personalized guidance from highly educated teachers,as well as sufficient operational opportunities and timely teaching feedback.
基金Mechanism of HSP90 Regulating DRP1 Acetylation-Induced Mitochondrial Dynamics Imbalance in Endothelial Cells Promoting Atherosclerosis Progression,Shaanxi Provincial People’s Hospital(Project No.:2025JCYBBQN-1163)。
文摘Objective:To explore the application effect of high-fidelity simulation teaching in the training of emergency management for difficult airways among anesthesia nursing students,providing practical references for enhancing their clinical emergency response capabilities.Methods:Eighty-four anesthesia nursing students who interned in the Department of Anesthesiology of our hospital from September 2023 to March 2024 were selected as the research subjects.They were randomly divided into a control group(n=42)and an observation group(n=42)using the random number table method.The control group adopted the traditional teaching mode(theoretical lectures+video demonstrations),while the observation group adopted the high-fidelity simulation teaching mode.After the training,the theoretical assessment scores,operational assessment scores,emergency response capability scores,and teaching satisfaction of the two groups of students were compared.Results:The observation group scored significantly higher than the control group in both theoretical assessment(90.35±4.82)points and practical assessment(92.17±3.96)points,with scores of(79.26±5.78)points and(81.34±5.21)points,respectively,in the control group.The differences were statistically significant(p<0.05).The observation group also scored higher than the control group in all dimensions of emergency response capabilities and total scores,including airway assessment(18.92±2.05)points vs.(14.56±2.37)points,equipment selection(19.15±1.83)points vs.(13.89±2.24)points,operation execution(19.36±1.78)points vs.(14.23±2.41)points,teamwork(18.73±2.11)points vs.(13.98±2.53)points,and total score(76.16±6.84)points vs.(56.66±7.92)points.All differences were statistically significant(p<0.05).The teaching satisfaction rate in the observation group was 97.62%(41/42),significantly higher than that in the control group at 78.57%(33/42),with a statistically significant difference(p<0.05).Conclusion:High-fidelity simulation teaching can effectively enhance the theoretical knowledge,practical skills,and emergency response capabilities of anesthesia nursing students in managing difficult airways,as well as improve teaching satisfaction.It is an efficient clinical teaching model for anesthesia nursing and is worthy of promotion and application.
基金2023 Educational Reform Project of Chengdu University of Traditional Chinese Medicine JGJD202320:Research on the Application of Workshop Teaching Model Based on DEU Concept in Teaching of Internship Nursing Students。
文摘Objective:To investigate the implementation effects of the workshop teaching model based on the DEU(Dedicated Education Unit)philosophy in clinical nursing education for intern nurses,and analyze its impacts on students’critical thinking abilities,operational skill levels,and satisfaction.Methods:A total of 80 undergraduate nursing students interning at a tertiary hospital in Deyang City from January to June 2025 were randomly divided into an experimental group(40 students)and a control group(40 students).The control group received conventional lecture-based instruction,while the experimental group adopted the DEU-based workshop teaching model.Comparative analyses were conducted on theoretical scores,operational assessment results,Critical Thinking Inventory(CTDI-CV)scores,and satisfaction surveys between the two groups.Results:The experimental group demonstrated significantly higher theoretical scores,operational skill assessments,and critical thinking dimension scores compared to the control group(P<0.05),with notable improvements in teaching satisfaction.Conclusion:Integrating the DEU philosophy with workshop teaching models can effectively enhance clinical teaching quality,strengthen nursing students’comprehensive competencies,and boost learning motivation.This approach is recommended for widespread adoption in clinical nursing education.
文摘Objective:To assess the method of empathy intervention in nursing students in relation to the three dimensions of empathy:cognitive,affective,and behavioral.Methods:A systematic literature review was conducted following the Preferred Reporting Items for Systematic Review and Meta-Analysis(PRISMA)2020 guideline.A search for articles in two databases(ScienceDirect and Taylor&Francis)revealed 99 articles.One author independently assessed articles for inclusion,resulting in 10 articles that met the inclusion criteria.Results:Based on a review of ten extracted journal articles,nine interventions showed increases in empathy,while one intervention did not show such outcomes.Four studies(the simulation-based empathic communication training intervention,the situated teaching program,high-fidelity simulation[HFS]training,and the structured empathy educational model[EEM])discussed the impact of interventions on the empathy dimension,while the remaining five only explained the impact of the intervention on empathy in general.Conclusions:The result of this study highlight the need for future research to design empathy interventions for nursing students that effectively target both the affective and behavioral dimensions of empathy.
基金2023 Teaching Reform Project of Chengdu University of Traditional Chinese Medicine(Project No.:JGJD202322)。
文摘Objective:To explore the application effect of scenario simulation teaching method based on Debriefing-GAS mode in the teaching of clinical nursing students in neurosurgery and its influence on critical thinking,clinical practice ability and teaching satisfaction.Methods:A total of 100 nursing students who were doing their internship in the Department of Neurosurgery at a tertiary hospital in Sichuan Province from July 2024 to June 2025 were selected and divided into a control group and an experimental group,with 50 students in each group,using the historical control grouping method.The control group used the traditional teaching method for scenario simulation,while the experimental group used the Debriefing-GAS model for scenario simulation teaching.The teaching effect was evaluated using the DASH scale,the CIDI-CV scale,the clinical practice ability scale and the self-made teaching satisfaction questionnaire,and statistical analysis was conducted using SPSS 25.0.Results:The total DASH score of the experimental group(6.45±0.41)was significantly higher than that of the control group(5.12±0.47,t=14.01,p<0.001);The total score of critical thinking ability(338.6±22.5)was higher than that of the control group(307.8±24.1,t=6.55,p<0.001);The score of clinical practice ability(189.4±15.2)was significantly higher than that of the control group(168.7±14.9,t=6.49,p<0).Teaching satisfaction was 96%in the experimental group and 82%in the control group,statistically significant(χ^(2)=4.32,p=0.038).Conclusion:The scenario simulation teaching method based on the Debriefing-GAS model can significantly improve the learning initiative,reflective ability,critical thinking level and clinical practice ability of clinical nursing students,and enhance teaching satisfaction.
基金funded by the Demonstration Project for Consolidating the Scientific and Educational Support for Medical Talents(Scientific Research Team for Improving the Service Quality of“the Elderly and the Young”).
文摘This study explored the mediating role of moral courage in the relationship between emotional intelligence and perceptions of patient safety competence among nursing students in clinical practice.The study sample comprised 220 nursing students from a teaching hospital(female=93.6%;mean age=20.64 years,SD=1.78 years).Nursing students completed standardized measures of Emotional Intelligence Scale,the Moral Courage Scale,and the Health Professional Education in Patient Safety Survey.Following hierarchical regression analysis and bootstrap analysis,the results showed that emotional intelligence and moral courage significantly predicted high levels of the perceptions of patient safety competence among nursing students in clinical practice.Moreover,moral courage partially mediated the relationship emotional intelligence and perceptions of patient safety competence.The results indicate measures focused on improving emotional intelligence and moral courage levels among nursing students in clinical practice will be effective at increasing their perceptions of patient safety competence.
文摘Objective:To investigate the impact of MDT-oriented CBL model on teaching for cardiac nursing interns.Methods:A convenience sampling study was conducted with 100 cardiac nursing interns from September 2023 to June 2024 as subjects.The cohort was divided into two groups:50 interns(control group,traditional teaching method)from September 2023 to January 2024,and 50 interns(experimental group,MDT-oriented CBL model)from February 2024 to June 2024.Comparative analyses were performed on theoretical assessments,practical skill evaluations,and teaching satisfaction.Results:The experimental group demonstrated higher scores in both theoretical and practical knowledge assessments(p<0.05)compared to the control group.The experimental group also scored higher in all skill assessment categories(communication,teamwork,emergency response,medical history acquisition,organizational skills,humanistic care,and clinical competence)(p<0.05).Satisfaction ratings for teaching objectives,content,methods,process,and outcomes were significantly higher in the experimental group(p<0.05).Conclusion:Implementing the MDT-oriented CBL model in cardiac nursing education significantly improves interns’theoretical and practical knowledge assessment scores,enhances nursing skills,and increases teaching satisfaction.This teaching model demonstrates significant potential for widespread application.
基金Supported by National Natural Science Foundation of China(71774049).
文摘Nursing students often exhibit emotional suppression,avoidance,or over-expression when confronted with high-pressure work environments and emotional challenges.These disorders affect nursing students mental health,professional adaptation,and quality of communication with patients.The causes of emotional expression difficulties include individual personality,emotional intelligence,educational background,and socio-cultural pressures.To address this issue,it is recommended to enhance nursing students emotional expression and regulation capabilities through psychological interventions,emotional intelligence training,and optimization of educational systems,thereby improving their mental health and career development,ultimately enhancing nursing service quality and doctor-patient relationships.
文摘Objective:To explore the application effect of the path for improving humanistic literacy of operating room nursing students based on the ORTCC model,in order to make up for the deficiency of systematic humanistic education in the traditional teaching model.Methods:120 nursing students who practiced in the operating room from June 2023 to June 2024 were randomly divided into the experimental group and the control group,with 60 students in each group.The control group received routine teaching,while the experimental group applied the ORTCC model on the basis of routine and intervened through setting humanistic literacy goals,formulating behavioral norms,conducting diversified training,implementing two-way assessment,and creating departmental culture.The effect of the intervention was evaluated using the Nurse Humanistic Quality Scale,the Clinical Communication Ability Assessment Scale for Operating Room Nursing Students,and a self-made nursing satisfaction questionnaire.Results:After the intervention,the total score of humanistic literacy in the experimental group(4 weeks of intervention:161.43±10.06 points,12 weeks of intervention:165.71±9.45 points)was significantly higher than that in the control group(139.38±10.95 points,143.31±10.52 points)(all p<0.001);The total score of clinical communication ability in the experimental group(109.69±8.05 points for 4 weeks of intervention,116.90±7.21 points for 12 weeks of intervention)was also significantly better than that in the control group(99.14±9.23 points,103.03±8.78 points)(all p<0.001);The total score of patient care satisfaction in the experimental group(94.2±4.3)was significantly higher than that in the control group(82.6±5.7)(p<0.001).Conclusion:The ORTCC model can systematically enhance the humanistic literacy,clinical communication skills and patient satisfaction of operating room nursing students,providing an effective approach for optimizing clinical teaching in the operating room.
