Objective To explore the value of applyingcomprehensive design experiment evalua-tionin the evaluation of nursing experimental teaching. Methods In the nursing profession, and after the acute and severe cases were collected, comprehensive design experiment evaluation was carried out by using the first-aid and severe training programs, according to the patients needs. Then the simulation effect of students was evaluated by multi-subjects Afterwards, a questionnaire survey was conducted among 143 participants on clinical competency and experimental assessment. The data were analyzed through ratio. Result 121 nursing students' (84.6%) clinical competence was improved. 143 nursing students (100%) thought that the test was of great significance to achieve education target. 138 nursing students (96.6%) thought that general design and arrangement of satisfaction were high. 141 nursing students (98.7%) were satisfied with the multi-subject evaluation. 106 nursing students (74.1%) were willing to conduct self evaluation and give evaluation of others. Conclusion Comprehensive designing experiments evaluationcan significantly improve the critical clinical competence of nursing students, and can help the professional education target implementation. The operation mode is recognized by the students. The evaluation of the multi-subject evaluation is highly respected, but it needs to develop the students' ability of objective evalua-tion.

To construct “developmental assessment” in the course of emergency nursing and inten-sive care nursing by applying the combination of formative assessment and summative evaluation, the com-bination of qualitative assessment and quantitative assessment and the incorporation of self-assessment and other evaluation. Specifically, this project contains investigation activity (accounting for 10%), operating activity (10%), checking on work attendance and homework evaluation (15%), reflection activity (15%), comprehensive design experiment evaluation (20%) and theoretical evaluation (30%). Process evaluation and self-evaluation are highlighted, especially feedback and improvement after evaluation. Through multi stage and multi form evaluation, the goal of emergency and critical care professional education has been achieved, which has promoted the development of student nurses' quality and overall development.

Objective:To explore the current situation and influencing factors of forgiveness tendency of clinical nurses.Methods:This study was a cross-sectional survey. From September 2020 to March 2021, a total of 236 clinical nurses from 3 ClassⅢ Grade A hospitals in Yantai were selected by the convenient sampling method. General information questionnaire, the Heartland Forgiveness Scale (HFS) , the Chinese version of the Jefferson Scale of Physician Empathy (JSPE-HP) and Subjective Well-Being (SWB) were used for investigation. Single factor analysis and multiple linear regression analysis were used to analyze the influencing factors of forgiveness tendency of clinical nurses. At the same time, Pearson correlation analysis was used to explore the relationship between forgiveness tendency, empathy and overall well-being. In this study, a total of 236 questionnaires were issued and 227 valid questionnaires were returned. The effective response rate was 96.19%.Results:The total score of HFS of 227 clinical nurses was (113.21±6.94) . The results of multiple linear regression analysis showed that age, educational background, religious belief, empathy level and overall well-being were the main influencing factors of forgiveness tendency of clinical nurses ( P<0.05) . Conclusions:The level of forgiveness tendency of clinical nurses in this study is above medium level. It is necessary to focus on the clinical nurses with low nursing age, low education, low empathy and low happiness and carry out targeted intervention to improve the level of forgiveness tendency of clinical nurses, so as to improve the physical and mental health and nursing quality of clinical nurses.