Objective To analyze the influence of different operation film drape styles on incision infection in cesarean section . Methods 396 patients of cesarean section in this hospital were divided into two groups from October 2011 to April 2012 .There were 198 patients in group A and 198 in group B .The operation film was pasted after operation sheet draped in group A ,the opera-tion film was pasted before operation sheet draped in group B .Subcutaneous tissue fluid was dipped after skin incision and before skin suture in every patient ,and the tissue fluid was bacterial cultured .Observed dressing infiltration degree after operation ,and fol-low up wound healing of incision after 5 to 7 d .Results The preoperational tissue fluid after skin incision had no bacterial growth in two groups (P>0 .05) .The dressing infiltration in group B (47 cases) was higher than in group A (16 cases) (P<0 .05) .The postoperative tissue fluid had one bacterial growth in group A ,and 4 in group B .The bacterial growth rate in group B was higher than in group A ,but there was no statistically significant (P>0 .05) .There was no postoperative infection happened in group A , and one in group B ,the difference was no significant between two groups (P>0 .05) .Conclusion Two operation film drape styles in cesarean section have no influence on postoperative incision infection ,but the dressing infiltration degree is different .So compre-hensive prevention and control is important to prevent postoperative incision infection .

Objective To explore the role of state-level continuing education courses of oper-ation-room nursing in improving the nursing safety cognition in nursing staff. Methods The state-level continuing education programs about the operating room safety and quality management were held for five sessions from Jan 2007 to Dec 2012, in which a total of 641 people participated. All participants were examined before and after each training session. The scores of the examination were utilized to evaluate the cognitive level of the operation-room nusring safety. Results Compared with before training, the students' scores after training were significantly elevated(P<0.05); compared with that after one training session, the students' scores after four and five training sessions were markedly increased(P<0.05). After hospitals sending representatives to participate in the training, their operat-ing room adverse events were decreasing. Conclusion Holding the state-level continuing education programs about operating room safety and quality management helps the nurse staff improve the cogni-tive level of operation-room nursing safety, and their cognitive level can be reinforced after receiving repeated training sessions. Moreover, holding the continuing education programs can decrease the in-cidence of adverse events and the complications in the operation-room.

Objective To identify the effect of SBAR (situation, background, assessment, recom-mendation) in OR (operating room)nursing teaching rounds. Methods According to internship turns, rou-tine group (even number, Group A:68 students) and SBAR group (odd number, Group B:70 students) were chosen by drawing lots. Group A used conventional mode for history report, while Group B used SBAR mode. Students' performance was evaluated by OR nurse students' rounds standard scale and the reporting time was recorded. Each nurse students filled in Communication Self-efficacy Evaluation Form on the fifth week in OR. The information was input into excel. The results of the two groups were compared with SPSS 11, and the data were analyzed by chi square test and t test. Results The average reporting quality score was 16.74 for Group A, and 18.66 for Group B. The average score of Group B was higher than that of Group A. Compared with the cases scores above 18 between the two groups, the result was statistically significant, P=0.039. The average score of communication Self-efficacy in Group A was 42.88, while it was 44.94 in Group B, which showed that Group B had better score than that of Group A. Significant differences was found between the two groups when compared the cases with score above 45, P=0.010. The average reporting time was (2.42±1.16) minutes for Group A and (2.32±1.21) for Group B, and there is no significant differences between the 2 groups. Conclusion SBAR is helpful for improving students communication Self-efficacy, and making progress on nursing round reporting quality,and it is worth promoting in clinical teaching.