Objective To investigate the status of occupational cognition and turnover intention among nursing staff in nursing home institutions in Ningbo and to analyze the relationship between them.Methods A total of 224 nursing staffs,who worked in 8 nursing home institutions in Ningbo,had been selected by convenient sampling method and investigate by general information scale and occupational cognition scale,and the result was analysed by descriptive statistical analysis,single factor analysis,Spearman relatively analysis and regression analysis.Results The total score of turnover intention was (14.50 ± 4.42),which was in a high level;the total score of occupation cognition was (109.25 ± 15.85),which was negatively correlated to the score of turnover intention (P ＜ 0.01);each dimensions of occupation cognition was negatively correlated to turnover intention (P ＜ 0.01),among which career identity,interpersonal relationship and job satisfaction were the influencing factors of turnover intention for nursing staffs.Conclusions The occupation cognition,especially career identity,has significant influence on the turnover intention of nursing staffs in nursing home institutions.

Objective To construct the curriculum system of Fundamental Nursing based on post competence, and improve the competency of nursing school students. Methods The curriculum system philosophy of Fundamental Nursing based on post competence was established at first, then the curriculum goal system of Fundamental Nursing based on occupation competence, operation system, evaluation system were constructed through establishing the research team, selecting experts, and implementing three rounds of expert consultation. Randomly selected two classes, a total of 97 students of nursing school of Ningbo Health Sciences College were as experimental group, and other two classes ( a total of 96 students) were as control group. The new curriculum system was implemented in experimental group, and control group adopted the conventional teaching methods. Test grade and competence were compared between two groups. Results The average grades of theory test, technique test, and comprehensive scenario simulation of students in experimental group were (84.30 ±8.87), (88.68 ±3.51), and (84.28 ±9.20), which were higher than those of control group (t=2. 57, 6. 64, 2. 20;P<0. 05). At the end of the course, the scores of nursing students in the experimental group were higher than that of the control group regarding differentiate competence in working initiative, reasonable balancing, information searching, critical thinking, self-controlling, self-psychological adjusting and frustration tolerance (P<0. 05). Conclusions The teaching methods based on post competence can improve students′abilities of knowledge acquisition, utilization, and differentiate competence.