Objective
To establish teaching cases evaluation questionnaire for problem based learning (PBL) in Nursing Ethics.
Methods
Based on the literature review, the nursing ethics PBL teaching case evaluation questionnaire was established with the theoretical frame of teaching cases evaluation standard by China Case Center for Public Policy & Management (CCCPPM) , consulting undergraduate professional certificate standard, combing the characteristics of PBL teaching and nursing ethics teaching, screening initialization questionnaire entries through theoretical analysis and interviewing 15 experts with a two-round Delphi survey.
Results
The positive coefficients of the two-round of expert consultation questionnaire were 93.75% and 100%. The expert coefficient of authority was 0.93. The nursing ethics PBL teaching case evaluation questionnaire containing 10 entries was established.
Conclusions
The preliminary establishment of PBL teaching case evaluation questionnaire of Nursing Ethics has a high scientificity and rationality, which can provide references for the research and practice of PBL teaching case evaluation in nursing ethics.
Key words:
Ethics, nursing; Problem based learning; Teaching cases; Evaluation questionnaire; Delphi method
July 2010,in some wards of our hospital,the activities of quality care demonstration projects were implemented,standardizing nursing service model.The nursing service image,service attitude,service quality are all improved obviously,nursing service satisfaction from the first half of 2010 increased 97.2% to 98.9% in the second half.The development high quality nursing service demonstration project can improve patient satisfaction,enhance nursing service quality and nurse comprehensive quality,strengthen the management of nursing management functions.
ObjectiveThis study aimed to assess the core competence of midwives in township hospitals through a self-assessment questionnaire. The relationship between professional identity and core competence and the factors influencing midwives' core competence was also investigated.MethodConvenience sampling was conducted in 77 township hospitals in Ganzhou, Jiangxi Province, China, with 150 participants. The questionnaires were distributed online in November 2021. We conducted a descriptive data analysis, a correlation analysis of the two variables of professional identity and core competencies, and multivariate linear regression to analyse the influencing factors, including the sociodemographic information, the Midwife Core Competence Scale, and the Nurses' Professional Identity Scale scores.ResultsThe mean score for the core competence was 206.43 (±37.45) out of 270. The highest score was for pregnancy care (3.97 ± 0.70) and the lowest was for newborn care (3.72 ± 0.78). The independent sample t-test results and one-way analysis of variance showed that qualifications, midwifery training situation, and midwifery working years had differential effects on midwives' core competencies (P < 0.05). Multiple linear regression showed that qualifications, midwifery working years, and level of professional identity were influencing factors (P < 0.05).ConclusionsThe core competencies of midwives in township hospitals were lower than those reported in other studies. Advancements in education, midwifery working years, and professional identity may increase midwives' core competencies.
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