ObjectiveTo explore the application effect of the quantization table of nursing practice risk in clinical teaching of nursing students. MethodsThe quantization table of nursing practice risk was designed.106 intemships were selected as the control group in our hospital from June 2008 to April 2009,the original nursing practice risk management measures were implemented in the control group.105 internships from June 2009 to April 2010 were set as the observation group,the quantization table of nursing practice risk was applied in this group.The risk awareness,nursing defects and other indices were compared between the two groups. ResultsThe risk awareness,operation assessment,percentage of nursing defects and blood- borne occupational exposure were significantly better than the control group. ConclusionsApplication of the quantization table can improve the risk awareness of nursing students and teaching quality,and safeguard nursing safety.

Objective:To investigate the application effect of the blended teaching model of "intelligent teaching" and "wisdom learning" in the practice teaching of integrated traditional Chinese and Western medicine in internal medicine.Methods:According to the principle of randomization, 54 interns in Class 1 of integrated traditional Chinese and Western medicine in the grade of 2019 were selected as control group and received traditional teaching, and 56 interns in Class 2 were selected as observation group and received blended teaching with "intelligent teaching" and "wisdom learning". After 6 months of internship, the two groups were compared in terms of the scores of theoretical assessment (basic theoretical knowledge and professional theoretical knowledge), clinical practice ability [Leicester Assessment Package (LAP)], and degree of satisfaction with teaching. SPSS 17.0 was used to perform the t-test and the chi-square test. Results:At the end of internship, compared with the control group, the observation group had significantly higher score of basic theoretical knowledge (41.53±3.42 vs. 38.71±3.38, P<0.05), score of professional theoretical knowledge (39.49±3.14 vs. 37.85±3.07, P<0.05), LAP score (84.32±6.65 vs. 78.46±6.17, P<0.05), and degree of satisfaction with teaching ( P<0.05). Conclusion:For interns majoring in integrated traditional Chinese and Western medicine, the blended teaching model of "intelligent teaching" and "wisdom learning" can strengthen their mastery of theoretical knowledge, enhance their clinical practice ability, and improve their degree of satisfaction with teaching.