2型糖尿病患者营养管理的最佳证据总结

目的:本研究旨在总结2型糖尿病（T2DM）营养管理最佳证据,为制订营养管理方案提供参考。方法:按照"6S"证据模型,系统检索与筛选专业团体网站、临床实践指南网站、数据库的T2DM营养管理相关循证指南、专家共识、系统评价等,采用AGREEⅡ对指南进行方法学质量评价,根据澳大利亚Joanna Briggs Institut...     

宫颈癌根治术病人术后尿潴留预防护理的最佳证据总结

目的:检索、评价并总结宫颈癌根治术病人术后尿潴留预防护理的最佳证据.方法:通过PubMed、荷兰医学文摘数据库、UpToDate、中国指南网、国际指南网、OVID循证数据库、中国知网、万方数据库、维普数据库等指南网或数据库检索与宫颈癌根治术后尿潴留预防护理相关的证据,包括临床决策、临床指南、证据总结、系统评价;检索时间为建库至2020年5月.结果:研究共纳入文献14篇,获取最佳证据12条.临床指南类文献3篇,系统评价类文献11篇,其中原系统评价类文献6篇,证据总结类、临床决策类文献经转化得到的系统评价类文献5篇.结论:临床需结合具体情况灵活应用证据,并及时关注证据更新,积极完善宫颈癌根治术后尿潴留预防护理,提高临床护理质量.     

肺癌患者免疫检查点抑制剂相关肺炎预防与管理的最佳证据总结

目的评价和总结肺癌患者免疫检查点抑制剂相关肺炎(checkpoint inhibitor pneumonitis,CIP)预防与管理的最佳证据,为医护人员临床实践提供参考。方法运用JBI循证卫生保健中心的PIPOST模型构建循证问题,通过证据检索资源的"6S"分类模型对国内外相关指南网站、数据库及专业协会网站中有关肺癌患者CIP的预防与管理进行证据检索,筛选符合纳入标准的文献,并由2名经循证护理培训的研究员独立完成文献质量评价及证据提取。结果共纳入10篇文献,其中5篇指南,3篇系统评价,2篇专家共识。最佳证据包括CIP高危风险评估、预防教育、基线监测、早期识别和管理5个方面共30条证据。结论本研究汇总的预防与管理肺癌患者CIP最佳证据,可为医护人员提供循证依据。     

脑卒中健康管理最佳证据总结

目的 检索并总结脑卒中健康管理最佳证据,为临床实践提供参考.方法 应用循证护理方法,检索国内外循证资源数据库,由2名研究者独立对纳入文献进行质量评价,并对符合标准的文献进行证据提取与总结.结果 总结出4个维度即系统管理、临床护理、康复与预防、生活方式,共30条最佳证据.结论 总结了脑卒中健康管理最佳证据,给临床护理人员...     

循证护理实践推荐

正临床问题物理降温对成年重症患者发热的有效性和安全性如何?证据来源Joanna Briggs lnstitute循证卫生保健中心"证据总结"资料库(2015)证据描述发热是住院患者常见的症状,大约1/3患者出现发热,在ICU中这一比例可达70%。为了缓解发热的症状、预防高热惊厥,临床常常单独采用物理降温或者联合解热药物与物理降温以降低患者体温。证据总结本证据总结基于系统检索循证卫生保健数据库。证据来源于:·1篇发表于2010年的包含6项RCT的JBI系统评价和Meta分析。     

Ⅱ型呼吸衰竭病人应用高流量湿化氧疗的最佳证据总结北大核心

目的:检索并筛选国内外Ⅱ型呼吸衰竭病人应用高流量湿化氧疗的相关证据,并对最佳证据进行总结。方法:计算机检索the Cochrane Library、JBI循证卫生保健数据库、CINAHL数据库、PubMed、MedLine、EMBase、美国国立指南数据库、中国知网、万方数据库、中国生物医学文献数据库、维普数据库和相关的学会网站中有关Ⅱ型呼吸衰竭病人应用高流量湿化氧疗进行呼吸支持及管理的证据,包括指南、证据总结、系统评价、专家共识、原始研究等,检索时限为建库至2021年8月31日。由两名经过系统循证护理培训的研究人员独立对文献质量进行评价,同时提取和汇总相关证据。结果:共纳入22篇文献,其中指南4篇,系统评价4篇,证据总结1篇,随机对照研究5篇,专家共识4篇,队列研究4篇,共总结了14条证据,内容包括评估、流速设置、浓度设置、温度设置、鼻导管尺寸、效果评价、团队教育与管理等方面。结论:总结的最佳证据具有科学性和全面性,可为提高Ⅱ型呼吸衰竭病人应用高流量湿化氧疗的安全性与舒适度提供循证依据。     

医务人员针刺伤预防策略的最佳证据总结

目的检索和分析医务人员预防针刺伤的相关证据,并对最佳证据进行总结。方法首先通过计算机检索BMJ最佳临床实践(British Medical Journal best practice)、Uptodata,Cochrane Library(2014)、Joanna Briggs循证卫生保健国际合作中心图书馆、加拿大安大略注册护士协会、苏格兰学院间指南网、美国指南网等循证资源数据库;其次,补充检索了综合数据库:Pubmed(1966~2014)、荷兰医学文摘数据库(1989~2014)、中国知识资源总库和美国疾病预防控制中心网站中的所有证据,包括指南、证据总结、最佳实践信息册、推荐实践及系统评价。结果共筛选证据9篇,包括:临床决策1篇、证据总结3篇、推荐实践2篇和系统评价3篇。最终总结了7条最佳证据,分别为:操作时戴双层手套、不回套针帽、使用钝针、通过中立区传递锐器、使用具有安全特征的锐器、使用锐器收集容器和对医务人员进行有关锐器伤的培训。结论医务人员应该按照相关级别的循证医学证据,规范使用锐器的临床实践行为,保证个人安全。     

全子宫切除患者下尿路功能障碍管理的最佳证据总结

目的总结全子宫切除患者下尿路功能障碍(LUTD)管理的最佳证据, 为临床实践提供参考。方法根据"6S"金字塔模型依次检索指南网站、循证网站、专业网站和综合数据库中关于全子宫切除患者LUTD管理的文献, 检索时限均为建库至2023年3月31日。由2名研究者分别对纳入文献进行质量评价、提取证据及推荐证据级别。结果纳入14篇文献, 包括临床决策1篇、证据总结2篇、指南3篇、专家共识1篇、系统评价7篇。从症状评估、尿路管理、症状干预和健康教育4个方面总结出25条证据。结论医护人员应基于循证证据对全子宫切除患者LUTD进行管理, 预防或减少患者LUTD的发生。     

住院患者口渴非药物干预的证据总结

目的 检索并总结住院患者口渴非药物干预的最佳证据,为临床护理实践中口渴管理的顺利开展提供理论参考。方法 检索国内外相关指南和专家共识库、循证资源数据库、原始研究数据库等。通过文献筛选和文献质量评价,结合证据推荐意见和推荐强度,提取出住院患者口渴非药物干预的证据。结果 本研究共纳入12篇文献,包括9篇随机对照研究和3篇证据总结,并从6个方面总结了12条最佳证据。结论 在对住院口渴患者进行非药物干预过程中,护理人员应结合具体的临床情境及患者需求,有指向性地选择证据,并及时更新相关证据。     

妊娠期糖尿病产妇分娩的新生儿管理的最佳证据总结

目的检索、评价和总结妊娠期糖尿病产妇的新生儿管理的最佳证据,将最佳证据应用于临床实践,规范护士行为,提高护理质量。方法按照PIPOST的方法结构化循证问题,使用关键词"Neonatal blood glucose management"和/或"diabetes and pregnant and complication"计算机全面检索并评价UP TODATE、Joanna Briggs Institute(JBI)循证卫生保健中心数据库、National Guideline Clearinghouse(NGC)、National Institute for Health and Care Excellence(NICE)、Cochrane Library、Pubmed、Registered Nurses’Association of Ontario(RNAO)、医脉通数据库中有关的指南、证据总结和系统评价。结果共纳入4篇文献,包括临床实践指南1篇,系统评价3篇,共有10条最佳证据。结论将妊娠期糖尿病产妇的新生儿管理的最佳证据应用于临床实践,能够提高护理人员的循证实践准备度,提高妊娠期糖尿病产妇的新生儿管理的知识和技能,从而提高妊娠期糖尿病产妇的新生儿的护理质量,但仍需要落实并持续质量改进,建议通过循证实践提高护理的效能。     

操作性学习在《护理研究》教学中的应用

[目的]探讨操作性学习在《护理研究》教学中的应用。[方法]以护理学专业本科生为研究对象,对《护理研究》中＂护理科研论文的撰写＂教学单元采用操作性学习运作程序进行教学,具体的运作程序包括提示、预期和标准、情景指导、表现、反思5个步骤。[结果]学生参与热情高,对护理论文撰写表现出浓厚的兴趣,基本按规定时间完成护理科研论文撰写的操作性学习步骤,达到护理科研论文的评价标准;学生评价良好并愿意参加,认为操作性学习可以学到更实用的技能。[结论]在《护理研究》教学中的应用操作性学习,使学生从做中学,有利于激发学生的学习热情和主动性,加深学生对学习内容的理解,有利于学生掌握护理科研论文撰写的基本技能,达到教学目标。     

某校成人教育护理专科学生毕业论文分析与思考

目的探讨提高学生护理科研能力及论文写作水平的方法,以提高教学质量,促进护理学科的发展。方法对某校历届成人教育护理专科学生书写的毕业论文,按研究内容与研究方法进行分类统计,分析学生护理科研能力现状及毕业论文书写中存在的问题。结果学生选择临床护理类题目占总课题的71.2%;实践性总结与综述类文章占总课题的79.7%。结论学生毕业论文研究内容广泛,贴近临床、贴近岗位,但研究方法趋于简单,仍处于总结、回顾分析为主导的阶段。建议优化专业课程设置,实行导师制,提早布置论文写作任务,成立毕业论文指导与评审小组,以提高学生的科研能力和论文写作水平。     

Improving feedback on student papers: a quantitative method which aids marking and gives valid feedback

A quantifying method of marking was developed to aid in consistent and thorough marking of student papers and to improve the manner and validity of feedback. This feedback is on common technical writing skills. Giving feedback on technical writing skills, as opposed to concentrating on critical thinking skills, is defended. The benefits and purposes of this marking method are further developed. Implementation of the method is outlined, and a completed Quantitative Feedback form is demonstrated. Through evaluation, the method has been found effective for aiding marking and for clearly identifying strengths and weaknesses in writing.     

163篇护理远程教育毕业论文写作过程分析

目的为了真正落实护理远程教育中规定的本科生在毕业实习期间完成毕业论文1篇的教学任务,抓好这一实践环节的教学质量,以达到培养目标。方法采用行动研究方法,成立论文指导教师组,采用自行设计的毕业论文指导记录表,对163名护理远程教育学生完成毕业论文的过程进行记录。结果分析记录发现,学生的研究内容广泛、贴近临床和实际,但存在科研意识较弱、写作基础较差、投入工作量不足、写作态度欠端正等问题。结论为解决护理远程教育毕业生完成毕业论文存在的问题,建议采取调整教学计划,提前布置毕业论文书写;加强诚信教育,树立良好的学术道德观;重视学生的科研和论文写作过程的管理等措施。     

Communication training for health professionals who care for patients with cancer: a systematic review of effectiveness

Background Effective communication is increasingly recognised as a core clinical skill. However, there is evidence that health and social care professionals still lack basic communication skills.Purpose To assess the effectiveness of different communication skills training courses for health professionals in cancer care.Methods We searched six computerised databases and augmented this with a follow-up of references and grey (unpublished) literature. We included all studies evaluating communication training and assessed methodological quality according to the standard grading system of the Clinical Outcomes Group. Data on author, year, setting, objectives, study design and results were extracted and compared in tabular format.Results A total of 47 studies potentially assessing communication training in the area of cancer care were identified. Sixteen papers were included describing 13 interventions. Four were randomised controlled trials (RCTs) (grade I), with samples ranging from 72 to 233 subjects. The others were all grade III. Eleven interventions trained health professionals, two trained medical students. The outcomes measured included communication skills as assessed on audio or video, professionals self-report and patient assessment. All the interventions demonstrated modest improvements (effect sizes ranged 0.15–2) and one found deterioration in the outcomes measured.Conclusion Communication training improves basic communication skills. Positive attitudes and beliefs are needed to maintain skills over time in clinical practice and to effectively handle emotional situations.     

Reflections on ... writing for successful publication

BACKGROUND: Most writers feel stuck at some point in the writing process. These reflections are based on what occupational therapists and others have learned from their own experiences about writing papers and publishing their work in peer-reviewed journals. METHOD: In 2004, I invited students and colleagues to send me their top three writing strategies to prepare for an interactive workshop on writing for publication. These writing strategies were later posted on a website and sent to everyone whom I had initially contacted. RESULTS: The writing strategies began with choosing the topic and moving the writing along through the submission process. They concluded with responding to feedback from reviewers and building one's writing skills. PRACTICE IMPLICATIONS: These reflections may provide other writers with ways to pursue their writing projects.     

国内关于有氧运动对患者癌因性疲乏干预性研究的文献质量评价

目的分析国内有关有氧运动对肿瘤患者癌因性疲乏干预性研究的现状及文献质量。方法以"肿瘤OR癌症""有氧运动""癌因性疲乏OR疲乏"为检索词,对中国生物医学数据库(CBM)、中国知网(CNKI)、万方数据库、维普数据库(VIP)进行检索;纳入文献采用改良后的Jadad量表进行方法学质量评价,采用CONSORT声明2010版本对文献报告质量进行综合评价。结果共检索出18篇符合纳入及排除标准的文献,纳入文献方法学质量较低,只有1篇文献Jadad评分为3分,5篇为2分,其余均低于2分;纳入研究报告书写欠规范。结论有氧运动能缓解癌因性疲乏的严重程度,但运动方式缺乏规范性;相关研究方法学质量较低,研究报告书写欠规范。因此,应进一步寻找最佳运动方式,同时,重视方法学研究,改善文献书写质量。     

护理本科生毕业论文撰写的分析与思索

目的：了解护理本科生毕业论文撰写的现状,提出提高护理本科生论文撰写能力的对策。方法：对2007、2008届护理本科生140篇毕业论文进行回顾性分析,分析论文撰写内容、论文类型、论文撰写中主要存在问题、学生对论文撰写的主要体会。结果：论文选题范围广泛,以临床护理类、综述文章为多,在选题、内容、层次、格式、摘要等方面存在一些问题,学生对论文撰写有一定的收获,但也有一些阻碍因素。结论：护理本科生毕业论文选题广泛,论文类型各异,但在选题、内容等方面还存在一些问题,需要从科研意识、知识的增强和技能培训方面提高其论文质量。     

How baccalaureate nursing programs teach writing

BACKGROUND. Written communication skills are critical for nursing practice. However, nursing faculty often find students unprepared to communicate clearly and effectively in writing. This integrative review identifies and discusses specific approaches used in baccalaureate programs to teach writing skills to prelicensure nursing students. METHODS. Electronic databases PubMed, CINALHL, and ERIC were used. Nine articles were found describing programs that taught writing skills to prelicensure nursing students in baccalaureate programs. All articles were published since 1990 and met inclusion and exclusion criteria. Writing programs were divided into two categories: stand‐alone programs and programs integrated across a nursing curriculum. Instructional strategies were analyzed to identify common elements. FINDINGS AND DISCUSSION. Five common elements of such programs were identified: short writing assignments, faculty training, sequential writing assignments, giving students examples of successful writing or explaining grading rubrics, and revision after faculty or peer feedback. Across‐curriculum programs appeared to include these components more often than stand‐alone programs. CONCLUSION. Writing programs implemented across a nursing curriculum may be more likely to include certain common components than are stand‐alone programs. There is a critical need to measure both short‐ and long‐term outcomes of these writing programs.     

Responding to student writing

Sunday evening. You can't put off any longer the chore of correcting the stack of student papers. Picking up the first one, you scan it. It isn't good. The paper is full of sentence fragments and typographical errors. You decide that this is going to be a long evening. Scenes like this, hours spent correcting students' papers, only to discover that the students barely look at the comments, may lead faculty to avoid assigning writing. Fortunately, there are effective ways to respond to student writing without tying oneself down to hours of tedious correcting. These techniques can help nursing faculty enjoy reading and responding to students' papers, as well as help students to improve their writing skills.