Objective To analyze the relationship between social skills and interaction anxiousness of college nursing students, and to find ways of improving their social skills and avoiding interaction anxiousness. Methods 247 college nursing students were investigated by adopting social skill questionnaire and interaction anxiousness questionnaire, and analyze the results. Results There was no obvious difference in the score of their social skills and interaction anxiousness among 3 grades (P ＞ 0.05 ). The social skills of college nursing students need to be further improved, what's more, their social adaptation, social perception, social confidence, social expression,and impression management scores were respectively 1.67 ± 0.44,2.12 ± 0.61,2.17 ± 0.62,1.98 ± 0.63,1.89±0.68. Their interaction anxiousness was moderate, and the average score of each item was 2.79 ± 0.55. There was conspicuously correlative relationship between the subsidiary of social skills and the level of interaction anxiousness (P ＜ 0. 05 ). Conclusion It is possible to relieve the extent of interaction anxiousness of nursing students by improving their social skills.

OBJECTIVE To explore the cognition of hand hygiene knowledge and related factors of hand hygiene compliance among undergraduate nursing students.METHODS Totally,67 undergraduate nursing students completed a questionnaire regarding the hand hygiene knowledge and related factors of hand hygiene compliance.RESULTS The undergraduate nursing students achieved(19.01?2.16) points in hand hygiene knowledge.As for the factors affecting their compliance with hand hygiene,98.51% agreed that detergents or disinfectants could stimulate the skin and cause dryness;62.69% believed they failed to keep their hands clean due to busy work;62.69% noted that the hospital didn′t keep the medical professions under strict surveillance,and so on.CONCLUSIONS The undergraduate nursing students have a good cognition about hand hygiene,but there are many factors affecting their compliance.Measures should be taken to keep the availability of necessary articles needed for hand hygiene,and the surveillance of hand hygiene should be strengthen.

Objective To analyze the language structure of nursing records and the application of defined vocabulary in nursing records of community child care,and to explore the possibility of structuralization and standardization of community nursing records by researchers' consulting International Classification of Nursing Practice (ICNP(R)2.0).Methods Convenient sampling method was used.A total of 432 handbooks about child health care were extracted from three community health service centers in Liaoning province.By analyzing the nursing records,the vocabulary was selected,and a coding book was built.Then researchers compared them with ICNP(R)2.0 Chinese version.Results Totally 567 terms were extracted.All phrases in nursing records about community child health care can be classified into three categories and seven shafts,which were nursing phenomenon,nursing action and nursing outcome.Our community nursing records about child health care could not fully meet shaft level of nursing record writing requirements from the International Council of nurses.Only 146 records were labeled as perfect fit with ICNP(R)2.0 terminology,223 records as not fit at all.The difference of different levels of suitability distribution about nursing phenomenon,nursing action and nursing outcome had statistically significant difference.Words of able to adapt and can't adapt about nursing action had larger proportion.Words that can't adapt about nursing phenomenon and nursing outcome had larger proportion.Conclusions There is still certain gap between domestic nursing records and ICNP(R)2.0 terminology.The list of terms from comparison nursing records about community child health care with ICNP(R)2.0 can lay the foundation for nursing language system structure and perfect community nursing record language in our country.

Objective To probe into the burden of caregivers of patients with Alzheimer' s disease (AD) ,coping styles and the correlation. Methods A survey involving 143 caregivers of patients with AD was conducted with Caregivers' Burden Scale and a simple Coping Style Questionnaire to analyze the burden of caregivers of AD and the characteristics of their coping styles and discuss the correlation. Results The burden of the caregivers of patients with AD was at intermediate level the score was 46. 96 ±7. 28. 78. 32% of the caregivers had intermediate burden. Both the grade of the positive coping and that of the negative coping of the caregivers of patients with AD were higher than the domestic norm (P < 0.01); the positive coping styles of the caregivers of patients with AD were negatively related with their burden while nursing; their negative coping styles were positively related with their burden while nursing (P < 0.01). Conclusion The burdens while nursing are related with their coping styles. In the aspect of nursing activity, caregivers should be encouraged to adopt positive coping styles.

Objective: To understand the relationships between personal knowledge management,self-determination motivation and high-order thinking abilities. Methods: A total of 469 undergraduate nursing students in China Medical University were recruited and assessed with general information questionnaire,high-order thinking abilities scale,self-determination motivation scale and personal knowledge management Questionnaire. Results: The score of high-order thinking abilities for undergraduate nursing students was (4.42±0.51) points,the score of self-determination motivation was (3.84±0.55) points, the score of personal knowledge management was (3.84±0.55) points. High-order thinking abilities were significantly positively related to self-determination motivation and personal knowledge management, respectively (r value was 0.437, 0.499, P<0.01 respectively).Grade and whether they were student cadres had no significant predictive effect on higher-level thinking ability of nursing undergraduates (β value was 0.000, 0.064, P > 0.05 respectively).Self-determination motivation positively predicted high-order thinking abilities (β value was 0.270, P<0.01), whereas personal knowledge management positively predicted high-order thinking abilities (β value was 0.381, P<0.01). Structural equation results showed that the direct effect value of higher-order thinking abilities of personal knowledge management was 0.41, and the indirect effect value of self-determining motivation on higher-order thinking abilities was 0.16,self-determination motivation played an intermediary role in the sense of undergraduate nursing students high-order thinking abilities and personal knowledge management. Conclusions Personal knowledge management and self-determination motivation are significant predicting factors of high-order thinking abilities.

Objective To explore the influence of self-handicapping and learning motivation on career adaptability in nursing undergraduates. Methods In March 2017, we selected a total of 220 nursing undergraduates in first to third grade from School of Nursing, China Medical University by cluster sampling. The investigation was carried out with the Self-handicapping Scale, Learning Motivation Scale and College Students' Career Adaptability Questionnaire. Results The mean score of Learning Motivation Scale, Self-handicapping Scale and College Students' Career Adaptability Questionnaire of nursing undergraduates was (83.88±10.36), (43.68±9.50), (3.59±0.53) respectively. Among nursing undergraduates, the career adaptability was negatively correlated with the self-handicapping (P< 0.05) and was positively correlated with the learning motivation (P<0.01). Multiple linear regression showed that the learning motivation and the self-handicapping were the influencing factors of career adaptability of nursing undergraduates (P< 0.05). Conclusions The self-handicapping and learning motivation of nursing undergraduates have influence on career adaptability. The career adaptability could be improved by reducing the self-handicapping of nursing undergraduates and promoting their learning motivation.

Objective To explore the mediating effect of proactive personality of nursing undergraduates between achievement motivation (pursuing success and avoiding failure) and career adaptability, so as to provide a direction for the adjustment of career adaptability of nursing undergraduates. Methods A total of 240 nursing undergraduates from Grade 2016 and 2017 of China Medical University were recruited as the research subjects by convenience sampling method. University Students' Career Adaptability Questionnaire, Achievement Motivation Scale and Active Personality Questionnaire were applied in the investigation. Results A total of 165 out of 240 valid questionnaires were collected. The score of pursuit of success was (36.24±9.02), Active Personality Questionnaire (3.50±0.70), and University Students' Career Adaptability Questionnaire (3.66±0.51). Career adaptability was positively correlated with proactive personality (r=0.518, P=0.001) and avoidance of failure (r=0.194, P=0.013), and negatively correlated with pursuit of success (r=-0.157, P=0.044). Proactive personality was positively correlated with avoidance of failure (r=0.260, P=0.01). Fitting values are obtained by constructing and modifying models: NFI=0.915,GFI=0.904, CFI=0.964, AGFI=O.858, RMESA=0.064. The direct effect of avoiding failure on career adaptability was 0.07, the indirect effect through active personality was 0.24, and the intermediary effect accounted for 77.4% of the total effect. Conclusions Active personality plays a mediating role in avoiding failure motivation and career adaptability, correctly guiding the development direction of achievement motivation, improving the level of avoiding failure and proactive personality, which is conducive to the positive development of career adaptability of nursing undergraduates.

Objective? To explore the correlations among learning outcome, learning belief, professional identity and learning satisfaction in nursing undergraduates, so as to build the structural equation model among them. Methods In March 2018, we selected 335 nursing undergraduates from grade 1 to grade 3 in school of nursing of China Medical University as subjects by cluster sampling. All of them were investigated with the learning outcome questionnaire, learning belief questionnaire, professional identity questionnaire and learning satisfaction questionnaire to analyze the correlations among learning outcome, learning belief, professional identity and learning satisfaction. AMOS 17.0 was used to build the structural equation model among them. Results? In this study, a total of 335 questionnaires were sent out and 284 valid questionnaires were collected. Among 284 nursing undergraduates, the averages of learning outcome, learning belief, professional identity and learning satisfaction were (4.45±0.53), (3.87±0.45), (3.53±0.44) and (3.58±0.52). There were positive correlations among learning outcome, learning belief, professional identity and learning satisfaction (P＜0.01). Learning belief had the strongest direct effects on learning outcome (β=0.46, P＜0.05). Professional identity had bidirectional relationship with learning satisfaction and learning belief (β=0.69, 0.56;P＜0.05). Conclusions? Learning outcome of nursing undergraduates was influenced by learning belief, professional identity and learning satisfaction. Besides, learning belief has the strongest direct effects on learning outcome followed by professional identity, and learning satisfaction had the weakest effects. We should strengthen learning belief of nursing undergraduates, improve their professional identity and learning satisfaction, so as to make them gather more learning outcome.

Objective To explore the influence of self-acceptance and academic achievement on career adaptability, and the mediating effect of academic achievement between self-acceptance and career adaptability among nursing undergraduates. Methods In September 2017, we selected 281 nursing undergraduates from Grade 1 to 3 of School of Nursing at China Medical University as subjects by convenience sampling. All of the patients were investigated with the College Students' Career Adaptability Questionnaire (CSCAQ), Unconditional Self-acceptance Questionnaire (USAQ) and Academic Achievement Scale. Results The average score of CSCAQ, USAQ and academic achievement scale of nursing undergraduates were (3.70±0.39), (3.64±0.51) and (3.51±0.46) respectively. Nursing undergraduates' career adaptability had positive correlations with self-acceptance and academic achievement (r=0.395, 0.382; P＜ 0.05). Three-step mediating regression analysis showed academic achievement played a partial mediating effect in the influence of self-acceptance on career adaptability with a significant mediating effect (P＜0.01). The mediating effect accounted for 27.94% of the total effect. Conclusions Nursing undergraduates' academic achievement has effects on their career adaptability. Their self-acceptance not only has effects on career adaptability directly, but also has effects on career adaptability by the mediating effect of academic achievement indirectly.

This paper reviewed the importance,research directions as well as risk factors of mental health among medical students of different minority at home and abroad,analyzed the current state of the research for minority medical students' mental health.Based on the current research status of the promotion strategy on the mental health of minority medical students,we proposed the education mode which combined the courses of scholastic collective mental health education that have characteristics of the self-education of minority students with the educational activities about group mental health.It has the the function of improving the mental health standard of minority students.Improvement of minority medics' mental health standard plays a positive role in their psychological social behavior,such as lifetime development,social control and career planning.