Objective To explore the effects of the Calgary-Cambridge Guide training for practice nurses in promoting the nurse-patient relationship .Methods Totals of 52 practice nurses in our hospital from June 2012 to December 2012 were selected and randomly divided into the experimental group ( 25 cases ) and the control group (27 cases).Communication skills training based on the Calgary-Cambridge Guide was applied in the experimental group, while the general training materials were distributed in the control group .Nurse-patient relationship was assessed with the trust scale and the Calgary-Cambridge Guide Scale .Results After the training , the scores of respect, consistency, the authority of knowledge and technology , the sense of security and the confidence in the future of the experimental group were (3.65 ±0.45),(3.68 ±0.58),(3.62 ±0.51), (3.81 ±0.45) and (3.67 ±0.64), which were significantly higher than the scores before the training (t =-2.664,-2.712,-2.435,-3.429,-3.431, respectively;P<0.05).The scores of respect, consistency, the sense of security in the experimental group were significantly higher than those of the control group after the training ( t=2.560, 2.513, 2.231, respectively;P <0.05 ).The general score and the scores of eight dimensions of Calgary-Cambridge were significantly higher than those before (P<0.05).The general score and the scores of eight dimensions of Calgary-Cambridge of the experimental group were significantly higher than those of the control group (P<0.05).Conclusions The nurse-patient communication skills training based on the Calgary-Cambridge Guide can effectively improve the communication skills of practice nurses , and promote the nurse-patient relationship .

Objective To study the effect of reflective learning on professional training in ICU nurses . Methods Totals of 30 nurses from ICU were included and divided into observation group and control group according to the working years , degree, and they were given reflective learning and routine training .They were followed up for 3 months, and the professional training was compared .Results The scores of basic theoretical knowledge , basic technical skills , communication ability , observation ability , responsibility , management ability and ability to analyze problems after training in the observation group were (90.45 ±7.12), (91.44 ± 6.12), (18.55 ±1.23), (17.64 ±1.65), (18.43 ±1.25), (18.16 ±1.24), (17.19 ±1.76), respectively , which were significantly higher than those in the control group which were ( 82 .89 ±7 .75 ) , (83.54 ±7.54),(17.25 ±1.65),(16.45 ±1.65),(17.89 ±1.26),(17.36 ±1.22)and(16.73 ±1.75), respectively.The differences were statistically significant ( t=8.330, 5.951, 3.684, 4.205, 4.226, 4.635, 5.656, respectively;P <0.05).The scores of nursing discipline, collaborative, enthusiasm, responsibility, nurses′confidence in the observation group were significantly higher than that in the control group .The difference was statistically significant (P<0.05).The satisfaction rate in the observation group was significantly higher than the control group.The difference was statistically significant (Z=-2.141,P<0.05).Conclusions Reflective learning can effectively improve the effect of the professional training , and promote the nurses to improve the overall quality and the satisfaction of nursing quality .

Objective To investigate the effects of goal setting nursing strategy on behavior of patients with metabolic syndrome. Methods A total of 100 patients with the metabolic syndrome in our hospital for treatment from May to September in 2012, as research object, and all patients were divided into control group and observation group on average according to random number table. The patients of control group were given routine care, while the observation group underwent goal setting nursing. The self-efficacy and health behavior of patients with metabolic syndrome were evaluated by Exercise of Self-Care Agency Scale ( ESCA ) and the“whirlpool” way of life assessment questionnaire. Results After nursing care, the health knowledge score of observation group (47. 45 ± 6. 23) was significantly higher and that of the control group (42. 26 ± 5. 65);the sense of self responsibility score of observation group (25. 17 ± 5. 26) was significantly higher than that of the control group (18. 95 ± 4. 38);self care skill score the observation group (27. 49 ± 4. 63) was beyond (22. 76 ± 4. 26) in the control group;self concept scores in observation group (27. 02 ± 4. 51) was significantly higher than that of control group (23. 83 ± 4. 47);self-efficacy in observation group (127. 13 ± 10. 42) was significantly higher than that of the control group (107. 80 ± 9. 74). The score between the observation group and the control group with total score of self-efficacy and the 4 dimensions of the score and self-care behaviors were statistically significant ( t=3. 927, 7. 025, 4. 251, 5. 462, 8. 731;P <0. 05 ); patients in the two groups were compared after nursing care. The difference of the proportional distribution of dietary structure, movement and stay up index in two groups of healthy behavior was statistically significant (Z =4. 290,10. 097, 4. 702;P <0. 05). Conclusions Goal setting nursing strategy can effectively improve the metabolic syndrome patients′ self-care behavior and self-efficacy, and is worthy to promote in the clinical.