teaching ability of clinical nursing teachers in clinical practice in Urumqi , and to provide the basis for improving Objective To investigate the different ethnic and degree of nursing students'evaluation of the effect of clinical practice.Methods Seventy-five undergraduate nursing students who entered school in 2009 and one hundred and four junior college nursing students who entered school in 2010 were surveyed six months after clinical practice, and the teaching ability of clinical nursing teachers in clinical practice were evaluated . The investigating contents involved in six aspects including the professional quality , professional attitude, professional ability, teaching ability, interpersonal coordination ability, personality characteristics of clinical nursing teachers.Results The average score of comprehensive teaching ability of clinical nursing teachers was 3.75, and the clinical professional ability got the highest score (3.79 ±0.92), and the teaching ability got the lowest score (3.71 ±0.88 ).The scores of professional quality, professional attitude, professional ability, teaching ability, interpersonal coordination ability, personality characteristics and total teaching ability of clinical nursing teachers evaluated by nursing students from Uygur were respectively (3.79 ±1.08), (3.84 ±0.99), (3.87 ±0.90), (3.78 ±0.87), (3.85 ±0.89), (3.87 ±0.87), (3.83 ±0.85), and higher than (3.21 ± 0.92), (3.14 ±0.70), (3.10 ±0.81), (3.12 ±0.74), (3.07 ±0.69), (2.99 ±0.87), (3.10 ±0.68) from Han, and the differences were statistically significant (t =-2.24, -2.98, -3.57,-3.18, -3.68,-4.18,-3.62, respectively;P<0.05).The score of professional ability of clinical nursing teachers evaluated by undergraduate nursing students was (3.62 ±1.01), and lower than (3.91 ±0.84 ) evaluated by junior college nursing students, and the difference was statistically significant (t=2.05,P<0.05);no different were found in the scores of professional quality , professional attitude, teaching ability, interpersonal coordination ability, personality characteristics and total teaching ability of clinical nursing teachers evaluated by the undergraduate and junior college nursing students (P>0.05).Conclusions The level of the comprehensive ability of clinical nursing teachers were at moderate level in Urumqi , and the professional ability of clinical nursing teachers were relatively higher , but teaching ability still needs to improve .The clinical nursing teachers should improve teaching ability according to the comprehensive ability and characteristics of nursing students with different ethnic and degree in order to improve the teaching quality .

Objective To investigate into the current situation of nursing teachers’ working pressure in Xinjiang and analyze the influence factors,in order to provide basis for countermeasure about teachers' team construction,and valuable suggestions for the sustainable development of nursing school management and talent team.Methods Measuring scale of teachers' working pressure and questionnaire were used to conduct a survey of 256 nursing teachers from 10 nursing schools in 15 regions in Xinjiang,and analyze the influence factors.Results The working pressure score of nursing teachers was ( 2.436 ± 0.576 ),which meant that they felt under heavy pressure.Teachers with different school age,marriage status,part-time job situation and workload bore different levels of working pressure due to social factors.Teachers with different marriage status bore different levels of working pressure due to school management and policies.Teachers with different gender,age,degree,marriage status and workload bore different levels of working pressure due to professional development.Teachers with different gender,school age,and workload bore different levels of working pressure.Teachers with different age,marriage status,and workload bore different levels of working pressure due to interpersonal relationship.Teachers with different gender,age,school age,professional title,marriage status,workload,income and part-time job situation bore different levels of working pressure.Teachers with different gender,professional title,marriage status,workload and curriculum bore different levels of working pressure due to different personal traits.And all the differences were statistically significant ( P ＜ 0.05 ).Conclusions The working pressure of professional nursing teachers is from different sources,in which school management and social factors bring the greatest pressure. Therefore it is necessary to change the prejudice toward nursing education,define the position of nursing education and increase state investment in nursing education.In the meantime,nursing teachers should deepen the understanding of their career,and make reasonable career development planning.

Objective:To explore the application effect of blended learning on the teaching of nursing research course for undergraduate nursing students.Methods:From March to July 2019, a total of 118 undergraduate nursing students from Batch 2016 of a university in Xinjiang were collected in this study and divided into two groups randomly: the experimental group ( n = 60) and the control group ( n = 58). At the end of the course, the final examination scores of the nursing students were compared, and questionnaires were used to evaluate the critical thinking, self-directed learning ability and satisfaction of nursing students. SPSS 21.0 was used for independent-sample t-test and chi-square test. Results:After the implementation of the course, the scores of nursing research theory and practice of nursing students in the experimental group were (78.97±6.57) points and (83.02±3.50) points respectively, which were better than those of nursing students in the control group (75.48±7.76) points and (81.48±3.86) points. The total scores of critical thinking ability and self-directed learning ability of nursing students in the experimental group (294.67±25.15) and self-directed learning ability (277.67±30.84) were higher than those in the control group (222.03±18.77) and (203.81±33.19). The satisfaction degree of nursing students in the experimental group (93.33%) was better than that in the control group (60.34%), with statistical significance ( P<0.05). Conclusion:The application of blended learning in nursing research teaching can improve the final examination results of nursing students, and contribute to the improvement of nursing students' critical thinking ability, self-directed learning ability and course satisfaction.