Objective To investigate the new nurses ’ knowledge of infusion therapy , and analyze the problems and countermeasures .Methods According to the “infusion therapy nursing practice guideline and implementing rules” written by Chinese Nursing Association , the self-designed questionnaire and convenience sampling method was designed to investigate 79 new nurses in 2013 .Results The new nurses ’ knowledge of nursing of infusion therapy was uneven .The scores of questionnaire were 26-73, with an average of (49.72 ± 7.79),including one nurse with 70-79, nine nurses with 60-69, sixty-nine nurse with less than 60.The scores of the nurses with medical school level education or college level education or undergraduate course were (45.65 ±4.55),(48.69 ±6.93),(60.82 ±5.60),and the difference was significant (F=21.097,P<0.05).The undergraduate nurses were better than the nurses with college level education or medical school level education in terms of infusion therapy .Infection control and nursing safety , transfusion puncture types and application of the auxiliary tool , the maintenance and management of transfusion treatment showed significant differences ( P<0.05 ), but the treatment of infusion complications , assessment of puncture vascular and selection of biopsy site showed no difference between different education background (P>0.05).These were related to less training and clinical practice .Conclusions For the “weak link” of the infusion knowledge including the treatment of infusion complications , assessment of puncture vascular and selection of biopsy site , effective training and teaching methods for nurses education should be carried out , in order to improve the nurses’ knowledge of infusion therapy to meet the needs of clinical care services .

Objective To investigate the status of health education competency in nursing students, probe into the factors affected the nursing students, and propose the suggestion about how to improve the competency of health education of nursing students. Methods A cluster sampling method had been used to extract 1 071 nursing students from 10 hospitals in Hangzhou, and self-designed questionnaire were utilized. Results The total score of nursing students′ health education competency was (156. 73 ± 16. 73). The dimension of assessment, planning, implementation, evaluation′scores were (3. 94 ± 0. 43), (3. 93 ± 0. 47), (3. 92 ± 0. 48), (3. 88 ± 0. 51). All 4 dimensions, did not achieve “the line of basic”. In influencing factors of education competence in nursing students, different gender, ages and ‘medical statistics’ had no impact on education competence in nursing students (P >0. 05); different education background, school performance, and the course of ‘Health education ’ and ‘Nursing research ’ , the relevant health education contents in specialized course mentioned by tutor, the health education activities in the school, health education knowledge and skills in internship affected health education competence (P <0. 05). By the examination of LSD, the students answered “Yes” instead of “No” having more health education competence except health education content mentioned by tutor at specialized course. Conclusions Nursing students′ health education competency level is low. In order to improve the nursing students′health education competency,‘Nursing research’ course should be reformed, nursing colleges and training hospital should provide health education for nurse students practice opportunities. Training hospital should clear the access standards and responsibilities of the clinical teacher.

Objective To explore the effect on family members′ cardiopulmonary resuscitation ( CPR) training and improving psychological state of patients after percutaneous coronary intervention ( PCI ) . Methods We selected 94 patients after PCI surgery and their family members from September 2013 to August 2014 in the Department of Cardiology, they were randomly divided into experimental group ( 49 cases ) and control group (45 cases). The patients of control group were implemented conventional coronary heart disease health education, while patients and their families in the observation group were to be trained with coronary heart disease health education and CPR. The SAS, SDS scores were collected compared at the time before training, three days after training, and training after three months between two groups. Results Before the training, the scores of SAS and SDS of two groups had no significant differences (P>0. 05). At the three months and three days after the training, the scores of SAS in the observation group and control group were statistically significant compared with scores before training (P<0. 05). In the observation group and control group, three days and three months after traing, the scores of SAS and SDS were statistically significant compared with the scores before training (P<0. 05). Conclusions CPR training plays an active role in patient′anxiety psychology, but it still needs to strengthen the duration of training. The way of CPR training for the family members is worth of promotion.

Objective? To explore the knowledge demand on disaster nursing of nurses so as to provide the countermeasure and suggestions for improving the knowledge on disaster nursing of nurses. Methods? From August to October 2016, a total of 510 nurses at a ClassⅢ Grade A hospital in Hangzhou City were investigated with the Disaster Nursing Training Needs Questionnaire for the nurses. The SPSS 21.0 was used to data analysis. A total of 510 questionnaires were sent out and 479 valid questionnaires were collected with 93.92% for the recovery rate. Results? A total of 479 nurses were with the high demand for the professional knowledge and management knowledge of disaster nursing along with 4 and above for the scores of all terms. In the demand of professional knowledge, the highest demand term was the self-protection knowledge (4.70±0.54). Among 9 training modes with multiple choices by 479 nurses, the highest demand for the training mode was theoretical teaching. Among different training modes, 36.7% to 54.9% of nurses selected theoretical teaching. There were statistical differences in the training contents demands among nurses with different departments (P＜ 0.05). Conclusions? Hospitals should strengthen training for the disaster nursing events capability of nurses. Different disaster nursing knowledge and skills should adopt suitable training modes. Nurses with no rescue experience need to attend more effective organizational management training in the disaster.