Objective To explore the influence of situational teaching on the quality of humanistic care for college students of agedness service and managementin profession,and to search a practical teaching method which is appropriate for students of this profession. Methods Take the students of agedness service and managementin profession in our college as the research object,2013 grade as the control group and 2014 grade as the experimental group. During the training of gerontological nursing,the teaching method of the control group was mainly cases discussion,while the experimental group was mainly situational teaching.Using the Humanistic Care Nurses Quality Scale before and after the training compared and evaluated the influence of the situational teaching on the quality of humanistic care for college students of agedness service and managementin profession. Results There were no significant differences between the scores of the two groups before training in terms of humanistic care quality, concept, ability, knowledge, and perceived dimension (P>0.05). The respective scores of the observation group after training were 110.52 ± 9.40, 21.94±5.87, 23.39 ± 5.38, 23.06 ± 5.11, 27.42 ± 6.44, all higher than 88.24 ± 7.08, 16.62 ± 5.03, 16.91 ± 4.61, 17.06 ± 5.24, 18.38 ± 5.33 of the control group, and the difference was statistically significant (t=-10.713 to-3.903, P<0.01). In addition, there was significant difference within the observation group before and after training (t =-0.550 to-0.232, P<0.05). Conclusions The situational teaching can improve the quality of humanistic care for college students of agedness service and managementin profession and it can be used as a practical teaching method.

Objective:To explore the application effect of standardized patient combined with situational simulation teaching in the course of Intensive and Critical Diseases Care among higher vocational college students.Methods:A total of 66 nursing students in direction of intensive care from Batch 2015 and 60 ones from Batch 2016 were selected as the control group and the experiment group respectively. The control group adopted traditional teaching method, while the experiment group adopted the model of standardized patient combined with situational simulation teaching on the basis of traditional teaching methods. Before teaching, we designed the standard cases of the course, set up and trained the standardized patient team members. Then the standardized patient combined with situational simulation teaching was applied to the experimental teaching of the course. At the end of the course, the comparison of the theoretical examination score and the operational examination score of the two groups of students was made, and the self-designed questionnaire survey for the experimental group was used to evaluate the teaching effect.Results:The theoretical examination score [(82.80±4.17) points] and the operational examination score [(85.90±1.85) points] of students in the experiment group were higher than those of students in the control group [(80.74±3.15) points vs. (83.82±1.91) points], with significant differences ( P<0.01). The results of self-designed questionnaire survey showed that more than 90.0% of the students from the experiment group thought that this teaching mode could improve their interest in learning and subjective initiative; more than 76.7% thought that this teaching mode could improve their own abilities such as observation of disease changes, communication, teamwork and clinical thinking; more than 93.3% recognized the application of this teaching mode. Conclusion:The application of standardized patient combined with situational simulation teaching could improve the theoretical knowledge and operational skills of the students, and could also train the students' comprehensive quality such as clinical thinking, emergency handling ability, communication ability and so on, so as to improve the teaching effect.