Objective To investigate the level and influencing factors of self-efficacy among nurses with needlestick injuries and explore effective strategies to improve self-efficacy.Methods 713 clinical nurses with needlestick injuries had been enrolled by convenience and stratified sampling method to comphte the investigation using the self-designed demographic questionnaire and General Self-Efficacy Scale.Results The average score of the self-efficacy was (2.70 ±0.52) points.69.1％ of the needlestick injury nurses had the sclf-efficacy score at the middle level; only 19.1％ of them had a higher level score on self-efficacy.Gender,title,section,initiative report,work environment,and occupational safety training were identified as the influencing factors of the self-efficiency.Conclusions Even though more than half of the nurses with needlestick injuries had a middle level self-efficacy,they need further improvement.Other influencing factors should be explored in future in order to develop the corresponding management intervention which can strengthen the self-efficacy of nurses with needlestick injuries.

Objective:To explore the application effect of BOPPPS teaching(bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary) model based on comprehensive surgical nursing cases in higher vocational nursing students.Methods:The nursing students of three-year higher vocational nursing in a vocational college in Jiangsu province were involved in the study. Two classes were randomly selected and divided into observation group (54 students) and control group (53 students). Students in the observation group were taught with BOPPPS teaching model that required comprehensive case resources of surgical nursing, while students in the control group were taught with traditional case-based learning. At the end of the course, the differences of students' comprehensive assessment scores, learning feelings and teachers' teaching skills evaluation were compared between the two groups. SPSS 20.0 was used for t test. Results:The comprehensive curriculum assessment results of nursing students in the observation group were higher than those of the control group [(65.20±10.08) scores vs. (60.97±10.41) scores], with statistical significance in the differences ( t=2.141, P=0.035). The total learning feeling scores of the observation group was higher than those of the control group [(77.50±4.93) scores vs. (72.21±7.15)], with statistical significance in the differences ( t=4.45, P<0.001). The scores of teachers' introduction, demonstration, questioning, change, organization, strengthening and ending skills in the observation group were higher than those in the control group, with significant differences ( P<0.05). Conclusion:BOPPPS teaching model based on comprehensive surgical nursing cases can optimize teaching design, improve teaching effect, and promote learning and teaching interactively.