In order to improve the teaching competence of clinical teachers in standardized nursing training and ensure the teaching quality of the training, since 2014, Chongqing Municipal Health and Family Planning Commission has held a unified training course for teachers in a standardized training base for new nurses in the city annually, and formulated a teacher training system; on the basis of fully considering the study needs of clinical teachers, the course of "taking teaching competence as the direction and improving clinical teaching ability as the core" has been set up, and the training teachers are evaluated by various ways. At the end of the training, the satisfaction survey on the training effect has been carried out, and the participants are satisfied with the contents and methods of the teaching. Higher satisfaction can improve the teaching competence of teachers.

Objective To explore curriculum and faculty qualification of Chongqing operating room (OR) specialty certified nurse theoretical tralning program by feedback of students, and to im-prove the quality of tralning. Method Relying on the national key project of the First Affiliated Hos-pital of Chongqing Medical University, Chongqing Health administration OR nurse specialist tralning program set additional courses related to research, teaching, patient safety and first ald tralning based on operation room specialist nurse tralning outline. 81 participants were given questionnalres issued by college of nursing after the 7th OR specialist nurse theoretical tralning, and statistics analysis was made of it. Result Effective questionnalres was100%. The overall judgment on theory tralning was high, with 92.60%of the students giving overall score above 150 points (out of 170);93.84%of students sat-isfied on teaching staff ratio while 95.06% students satisfied on course content. For the 17 items, the majority scores given by the students were ≥ 9 points (a 10-points scale), on the top of the list were item “Theoretical tralning helps to enhance professional theoretical level and guide clinical practice”“Teaching content meet needs of OR specialist nurses” “Teaching content is helpful to improve the core competence of specialist nurses” (all 96.30%, 78 out of 81), while the bottom was “Instructor create an environment which fosters student participation”(85.19%, 69 out of 81). Conclusion Chong-qing OR specialist theoretical tralning has good practical and guidance property, the content meet OR nurses needs, instructor ratio is reasonable, and students are highly satisfied with it. Instructors need to encourage students' participation in class interaction, and pay attention to improving their research capabilities.

Objective To investigate the current situation and problems of bilingual English teaching for students majored in foreign-related nursing and to explore its countermeasures.Methods Selfmade questionnaire survey was conducted anonymously among 69 undergraduate students majored in foreign-related nursing.Students' basic information,self-evaluation of English level,classroom interaction,evaluation and satisfaction of the curriculum,their conception of curriculum necessity,elective reasons,preferences of teaching methods and learning style,learning interest,as well as confidence in learning were investigated.Excel 2007 was used to do statistical analysis.Results 92.42％ questionnaire was effectively recovered.It is suggested that this group of students' public English background was strong (90.16 ％ passed CET-4).Students have low sense of self-identity and lack of confidence in themselves (self-rated English:‘ very good' for 0％,‘ good' for 1.64％,‘ general' for 52.46％,‘ bad' for 39.34％,‘ very poor' for 6.56％).They knew the necessity of the curriculum clearly,but paid less attention to it (extracur-ricular professional English learning time of 68.85％ was less than 30 minutes; 21.31％ of them hardly took time to learn).There were significant differences in favorable proportion of English teaching among stu-dents,from less than 50％ to 100％ respectively.Poor speaking and listening ability and poor profes-sional vocabularies had negative impact on classroom interaction.Conclusions Faculty need to make efforts in inspiring students' interest of learning,improving students' English speaking and listening abilities as well as confidence cultivation and further explore curriculum planning.

Objective To investigate the current status of self-management in patients after mechanical heart valve replacement(MHVR) and the influential factors. Methods The convenience sampling method was used to obtain the sample in Chongqing Province, and 400 participants after MHVR at a month in 3 top three hospitals were recruited (Department of Cardiothoracic Surgery, the First Hospital of Chongqing Medical University. The Second Clinical Medical College of Third Military Medical University. The Third Clinical Medical College of Third Military Medical University). Self-Management Scale for patients after Mechanical Heart Valve Replacement edited by ourselves were used to collect the data. Results The score of patients were 79-119 (96.81 ± 7.86) points. The influential factors were sex, age, education level and the resident manner. Conclusions The self-management level of patients after MHVR is not so bad, the male, advanced age, live with distant relatives or housemaid, low education level's patients' self-management ability are low, the medical workers should strenghen health education in these patients.

Objective: To explore the effect of combining graduate education of Master of Nursing Specialist with standardized training in a college in Chongqing. Methods: Cluster sampling was used to select 25 of the class of 2015 nursing degree graduates who had participated in the standardized training of nurses, and 18 of the class of 2018 nursing degree graduates who had not participated in the standardized training of nurses. The core competencies of nurses for the grade 2015 and 2018 was investigated. In addition, the satisfaction of grade 2015 students was investigated, and the training effect and existing problems of the "Double Track In One" clinical practice training mode were analyzed in combination with the standardized training results of nurses.At the same time, the "Double Track In One" clinical practice training mode was described. Results: The total score of the core competence of nurses of grade 2015 was 108.40±20.47, and the total score of the core competence of nurses of grade 2018 was 128.68±26.83. The score of the students of grade 2015 was higher than that of the students of grade 2018 in clinical ability, critical thinking and scientific research ability, interpersonal relationship, leadership, ethics and legal practice, and the difference was statistically significant (t=-3.05, P < 0.05). The total score of the satisfaction survey was 88.12±12.44, which was at a medium level. Conclusion Chongqing Medical University has conducted the clinical practice training of "Double Track In One" for Master of Nursing Specialist, which has achieved good results and effectively improved the core competence of nurses for nursing graduate students, providing a good reference for further promoting the link between nursing graduate education and professional qualification.

Objective:To develop an inquiry learning community centered on learning experience in the course of Nursing Clinical Comprehensive Experiment to verify the influence of this teaching mode on the learning gains and practical ability of nursing students. Methods:A total of 132 undergraduate nursing students form grade 3 in Chongqing Medical University were enrolled. The participants were randomly assigned to a learning community group ( n = 69) and a control group ( n = 63) using Minitab 14.0 software. The students in the learning community group adopted the inquiry learning community mode in accordance with the curriculum map for online self-learning, group discussion and skills practice, while the control group received the teacher-led teaching mode for offline theory teaching, operation teaching and skills practice. After the teaching intervention, both groups of students received the assessment questionnaire of learning gains and the comprehensive experimental ability evaluation. Chi-square test or paired t-test was performed using SPSS 23.0. Results:Compared with the control group, students in the learning community group reported that their sense of learning gain was enhanced ( P<0.001, Cohen d=0.97); sub-items showed that the effect size for the understanding of learning content ( P<0.001, Cohen d=1.22), the overall course situation ( P<0.001, Cohen d=0.90), the course activities ( P=0.000, Cohen d=0.83), and the information obtained ( P<0.001, Cohen d=1.16) was significantly different. The total score of practical ability of comprehensive experiment was significantly improved ( P = 0.005, Cohen d=0.51), in which the experimental situation displays ( P=0.002, Cohen d=0.55) and experimental effect ( P=0.006, Cohen d=0.49) were better than the control group. There was no significant difference in the performance of experimental preparation and case analysis between the two groups. Conclusion:Developing an inquiry learning community in nursing clinical comprehensive experiment can effectively enhance student' sense of learning gains and promote the improvement of clinical practical ability.