| ObjectiveTo analyze preliminarily the status of clinical teaching quality ofclinical nurses and quality of nursing students in clinical practices,and to discuss the influence of clinical learning contract on clinicalteaching quality that nursing department signed with nursing students andnursing teachers respectively, so as to provide reference evidence forfurther discussing on the methods of improving clinical nursing teachingquality.Methods1.The study was conducted in August2011,650clinical nursing teachersand700nursing students were enrolled in by cluster random sample,which were chosen from three general hospitals of Hunan Province. All ofthem were invited to finish a homemade questionnaire about clinicalnursing teaching quality and the quality of nursing students in clinicalpractices respectively. Among them,650nursing teachers issued thisquestionnaire, while only610were valid, the effective recovery rate was93.8%;700nursing students finished the questionnaire and610were valid,the effective recovery rate was87.1%.Constituent ratio and descriptivestatistical analysis were applied to analyze the status of clinicalnursing teaching quality and nursing students practicing quality.2.In September2011,124clinical nursing teachers and124nursingstudents from one general hospital random sample. Clinical nursingteachers were randomly divided into the intervention group (n=62) and thecontrol group (n=62) and the same as nursing students. Clinical nursingteachers and nursing students in the intervention groups signed clinical learning contracts with the nursing department, neither the controlgroups. Students in the intervention group were taught by the interventiongroup teachers using method in accordance with the contract plus theconventional teaching methods. While the teachers in the control grouptaught the control group students only according to the conventionalmethods. The two groups would attend the clinical practices for ten monthssimultaneously. Before and after the intervention, each of the two groupsof teachers and students took the same tests.SPSS13.0software was appliedto compare the differences in areas of theory examination, skillsassessment and nursing quality.The statistical methods includeddescriptive analysis, t-tests, chi-square tests, and etc.Results1.Among610clinical nursing teachers, most of them were between25to35years old (58%),43%of them had been working for5to9years,48%ofthem had got college degree and48%were practice nurses. Among610nursingstudents,98.7%were females,97%were under25years old，68%came fromonly-child families,58%lived in city or town,61%got the collegedegree,71%were League members.2.Attitudes of57%nursing teachers toward teaching mostly was medium and51%attitudes toward working was medium, too.Quality of49%nurses weremedium,59%of them had a sense of labor discipline, but50%did not likenursing work at all,47%were not satisfied with existing clinical nursingteaching mode. Attitudes of52%nursing students toward learning weremedium,46%attitudes toward working were medium,48%quality of nurseswere medium,43%of them had a lower sense of labor discipline,51%did notlike nursing work and52%were not satisfied with existing clinicalnursing teaching mode.3.Before the intervention, there were no statistical differences in age,degree of literacy, political affiliation, family address and whether or not she/he was a only-child, between intervention group and control groupamong nursing students (P>0.05).At the same time, there were no obviousdifferences among clinical nursing teachers in age, duration of workingexperiences, degree of literacy and professional title (p>0.05).4.Before the intervention, scores of the control group students in theoryexamination, professional skill and nursing quality were (63.81±11.03),(59.76±10.88),(54.81±14.56);intervention group were (63.51±10.17),(58.54±11.78),(57.77±12.92);there were no statisticaldifferences between them(p>0.05).Meantime, scores of the control groupnursing teachers in theory examination, professional skill and nursingquality were (70.81±8.77),(73.44±8.24),(73.85±8.17);theintervention group were (71.27±7.54),(74.19±7.78),(74.82±9.47),there were no statistical differences between them(p>0.05),too.5.After the intervention, scores of the control group students in theoryexamination, professional skill and nursing quality were (66.45±11.94),(62.42±12.77),(61.05±11.68);the intervention group were (84.69±8.02),(80.84±8.84),(79.03±8.85),the intervention group nursingstudents got much higher scores than the control group,statisticaldifferences could been seen between the two groups(p<0.05).However,scores of the control group nursing teachers in theory examination,professional skill and nursing quality were (66.74±12.31),(71.21±12.31),(76.45±8.09);the intervention group were(83.21±9.65),(84.26±6.54),(80.06±10.81),the intervention group teachers got much higherscores than the control group(p<0.05).Conclusions1.Some of nursing teachers and nursing students loved nursing work.Someof them did not love this job or want to change jobs.Nerertheless,mostof them stil working in the clinical nursing teaching hardly.2.Signing clinical learning contract could improve the level of basic theory knowledge among nursing students and nursing staff, alsoprofessional skills and quality of nursing.3.Signing clinical learning contract could help improving clinicalnursing teaching quality. |
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