Objective To study the cognition of scientific research integrity and know status of scientific research standard of nurses who had research experience so as to provide some evidence for nursing research integrity management.Methods A total of 296 nurses whose working years was more than 5years and who had delivered scientific research papers in 13 Grade A hospitals from 7 cities were investigated by self-designed questionnaires.Results More than 64.0％ nurses showed not appropriate or inappro-priate for those irresponsible research behavior.64.5％ nurses did not agree with the researchers to referring the research object situation for others,97.0％ nurses believed the research achievement should be objective.While nurses did not know the research standards well:only 56.1％ nurses knew the standard of submitting manuscript,and 20.6％ nurses knew research data collection,preservation and usage.Conclusions It is necessary to enhance the management of nursing research integrity through education and propaganda of the research standards,improving the scientific management system,increasing the research support for nurse scientific so as to promote the nursing research integrity.

Objective To design the scale of scientific research integrity awareness among clinical nurses and study its reliability and validity.Methods The scale were completed by reviewing literature,collecting data and interviewing nursing specialists.A total of 286 clinical nurses were investigated by the scale for the research in its reliability and validity.Results The index of content validity was 0.885,and the reliability was 0.883 and the test-retest reliability was 0.878.Conclusion The scale is reliable and valid when used for assessing the integrity awareness of nurses.

Objective To study the current situation about cognition and utilization of nursing literatures by clinical nurses.Methods Self-made questionnaire was used to investigate cognition and utilization of nursing literatures. Four aspects were involved, cognition on importance of nursing research, recognition on value of nursing literatures, acquisition and utilization of nursing literatures. There were 12 questions. A total of 288 nurses of six Class-three Grade-A hospitals in Beijing were enrolled in the study by convenience sampling. Results 61% of nurses thought that nursing researches were important. 43.4% of them recognized the value of nursing literatures. 48. 2% of them thought that nursing literatures were important to clinic nursing. 23. 3% of them thought that it was difficult to acquire nursing literatures. None nursing journal was subscribed by 27.4% of nurses′departments. 31.2% of nurses consulted and reviewed literatures once or twice a month. The objective of literatures review was to prepare lectures or ward round in 39. 5% of nurses. 80. 6% nurses consulted and reviewed literatures during breaks. 80. 6% of nurses had no requirements about nursing literatures. Conclusions There is a lack of cognition on importance and value of nursing literatures by nurses. Utilization on nursing literatures is insufficient. It is important to improve information literacy of nurses, promote literatures utilization and improve quality of nursing.

Objective To study the effect of teaching method of Seminar and individual training on improving clinical communication ability of nursing students .Methods A total of 71 nursing students were selected and randomly divided into the intervention group ( n =35 ) and the control group ( n =36 ) .The intervention group received the communication training by the teaching method of Seminar and individual training , while the control group received the routine communication training .Before and after the intervention , clinical communication ability of nursing students was measured , and the situation of teaching feedback was investigated in the intervention group .Results Before the intervention, the scores of clinical communication ability were (71.66 ± 6.44) in the intervention group and (71.24 ±6.34) in the control group.There was no statistically significant difference between the intervention group and the control group (t=-0.387, P>0.05).After the intervention, the scores of communication ability were (88.18 ±4.57) in the intervention group and (72.67 ±5.89) in the control group.There was a statistically significant difference between two groups (t=11.382, P<0.05).Except for the dimensions of verifying patients ’ questions and giving effective information , the scores of other dimensions in the intervention group were significantly higher than those in the control group (P<0.05).And the satisfaction to the teaching method of the intervention group was 94.29%.Conclusions The teaching method of Seminar and individual training can fully mobilize the study enthusiasm of nursing students , and provide targeted training for nursing students, which can effectively improve the clinical communication ability of nursing students .

Objective To explore the intervention of improving nursing students'humanistic care ability. Methods We selected 36 internship nursing students between May 2012 and April 2013 as control group ( routine clinical teaching model ) and 34 internship nursing students between May 2013 and April 2014 as intervention group ( improved clinical teaching model that emphasizes the humanistic care ) . We compared the nursing students' humanistic care ability and the patients' satisfaction with them before and after intervention. Results There were no significant differences in the total score and the score of all dimensions of humanistic care ability between the intervention group and the control group before intervention (P>0. 05). After the intervention, the total score and the dimension score of cognition, patience, encouragement in the intervention group was all higher than that in the control group (P <0. 05). And patients' satisfaction with nursing students' overall quality and humanistic care was higher than that of the control group (P<0. 05). Conclusions Strengthening the humanistic nursing education and training can improve the humanistic care ability, deepens the"Patient centered" concept and provides the higher quality nursing service.

Objective:To explore the effect of typical medical dispute cases in nursing safety education for junior nurses.Methods:In January 2022, convenience sampling was used to select 182 junior nurses working in the Emergency General Hospital for special training on nursing safety education. According to the random number table method, the nurses were divided into a control group and an observation group, with 91 in each group. The control group adopted traditional teaching, while the observation group received typical medical dispute case teaching. The training effectiveness was evaluated using the Chinese Safety Attitudes Questionnaire and the Patient Safety Nurse Competency Evaluation Scale.Results:A total of 89 nurses in the control group and 88 nurses in the observation group completed this study. After training, the total scores of nurses' safety attitudes, patient safety competency, and scores of various dimensions in both groups were higher than those before training, and those of observation group were higher than those of control group, with statistical differences ( P<0.05) . Conclusions:The typical medical dispute case teaching in nursing safety education for junior nurses can improve nurses' awareness of safety attitudes and enhance their competence in patient safety.

Objective To investigate current status of workplace violence and professional identity of nursing students, and explore the effect of workplace violence on professional identity of nursing students. Methods Totally 130 nursing students were investigated by questionnaire about their professional identity. The differences of professional identity were compared between two groups with and without workplace violence. Results The results showed that within nursing students who suffered workplace violence, 69. 2% nursing students once suffered with workplace violence, and in which psychological violence accounted for 81.1%, and physical violence accounted for 18.9%. 73.1% of nursing students suffered workplace violence more than once. The scores of professional identity in violence group were significantly lower than that in the non-violence group [(61.65±9.42) vs (57.16±9.14),P<0.05)]. There was significant difference in the total score of nursing students professional identity between the psychological violence group and physical violence group [ ( 55. 16 ± 10.08) vs (57.46±7.79),t=3.118,P<0.05)].Conclusions The incidence rate of workplace violence is high, and the professional identity of nursing students suffered workplace violence are low. Nursing schools and hospitals should positively provide prevention strategies and training of workplace violence for nursing students, and the education of professional identity and attitude should be enhanced.

Objective To study the cognition status of the sex attitude and contraceptive knowledge among nurses of low qualification , so as to provide evidence for maintain or promote their reproductive health level.Methods Totals of 120 nurses with work time less than 3 years from 2 grade III hospitals were investigated with self-designed questionnaire .Results Among 120 nurses, 38.8%nurses were much against or against "One night stand".59.0% nurses were opposed to multiple sex partners .44.6% nurses were much against or against early sex involvement or cohabiting .54.7% nurses mastered the contraceptive knowledge . 64.5%nurses knew how to use contraceptive correctly .67.5%nurses knew that they should take contraceptive measures during safe period .74.8%nurses considered that coitus interruptus was not safe .65.5%nurses had not received the special education or training of contraceptive knowledge , and 79.8% nurses were willing to receive the education .93 .4% nurses required the sexual knowledge and would use books or the internet to obtain, while 3.0%nurses would consult others .Conclusions Low qualification nurses have a higher support for the premarital sex , and lack the contraceptive knowledge , so nursing managers should pay more attention to promote their reproductive health .

Objective:To understand the clinical nurses' cognition of WS/T 431-2013 Nursing Grading (hereinafter referred to as "current nursing grading standard") and its clinical implementation status. Methods:This study was a cross-sectional study. From November 2020 to January 2021, the convenience sampling method was used to select 420 clinical nurses from 10 Class Ⅲ Grade A hospitals in 8 cities including Beijing, Tianjin, Changsha, Nanjing, Taiyuan, Nanning as the research objects. The self-designed Current Nursing Grading Standard Practice Questionnaire was used to investigate them. A total of 420 questionnaires were distributed, 405 valid questionnaires were recovered, and the effective recovery rate was 96.4% (405/420) .Results:Among 405 clinical nurses, 80.7% (327/405) were aware of the current nursing classification standards, 89.6% (363/405) of clinical nurses were relatively or very aware of the contents of the current nursing classification standards, 98.5% (399/405) of clinical nurses were aware of patients' self-care ability, 94.1% (381/405) of clinical nurses were proficient or relatively proficient in scoring patients' self-care ability, 53.3% (216/405) of clinical nurses thought that the subject of patient care level decision in the department should be doctors, 46.7% (189/405) of clinical nurses thought that doctors and nurses should jointly decide the level of patient care in the department, 69.6% (282/405) of the clinical nurses thought that the department would dynamically adjust the energy level of the responsible nurse in time according to the changes of the patients' nursing level, and 30.4% (123/405) of clinical nurses thought that the department occasionally or rarely dynamically adjusted the level of responsible nurses in time according to the changes of patient care level.Conclusions:Clinical nurses have a high level of cognition to the current nursing grading standards. In the clinical implementation of the current nursing grading standard, the status quo of the patient's nursing level in the joint decision-making of doctors and nurses has not yet reached the requirements of the current nursing grading standard and the dynamic adjustment of nurse-patient energy level matching needs to be further improved.

Objective:To explore the effects of predictive nursing combined with integrated medical and care in the perioperative period of vagal nerve stimulation (VNS) for children with epilepsy.Methods:From January to June 2022, 63 children with epilepsy who received VNS in the Neurosurgery Department of the Emergency General Hospital were selected as the study subject by convenience sampling. According to the random number table method, the children were divided into a control group ( n=31) and an observation group ( n=32). The control group adopted conventional nursing, while the observation group adopted a predictive nursing combined with integrated medical and care on the basis of the control group. We observed the postoperative complications, empowerment of family members of children, and nursing satisfaction in both groups. Results:There was no statistically significant difference in the incidence of postoperative complications between the two groups of children ( P>0.05). Before discharge, the nursing satisfaction score of the family members of the observation group was higher than that of the control group, with a statistically significant difference ( P<0.01). The empowerment of the family members of the observation group was higher than that of the control group, and the difference was statistically significant ( P<0.01) . Conclusions:The predictive nursing combined with integrated medical and care in the perioperative period of VNS for epileptic children can improve the nursing satisfaction and empowerment of family members of children, and it is valuable for application.