Objective:To explore the effect of workshop situational teaching in practice training of midwifery specialty.Methods:89 students in midwifery specialty were divided into observational group and control group. The control group was given traditional teaching, and the observational group was implemented with situational teaching based on workshop. The effect of teaching was investigated by skill assessment, Chinese version of self-rating scale of self-directed learning and practice teaching quality evaluation questionnaire. SPSS 23.0 was used for t test.Results:The scores of 6 practical skills and the total scores of students in the observational group were higher than those in the control group, and the difference was statistically significant ( P<0.01, P<0.05). Study initiative, learning behavior, learning strategies, learning evaluation, interpersonal skills and self-directed learning ability of students in the observational group were all higher than those in the control group, and the difference was statistically significant ( P<0.01, P<0.05).The evaluation of teaching quality of the observational group was "excellent" and was "good" in the control group. There was no statistically significant difference in the scores toward teaching attitude of the observational group compared with the control group ( P>0.05). The total scores of teaching content, teaching methods, teaching effects and practice teaching quality of the observational group were higher than those of the control group, and the difference was statistically significant ( P<0.01). Conclusions:The workshop situational teaching was helpful in promoting the transformation of students' theoratical knowledge to practice, stimulate students' independent learning ability and improve the quality of practice teaching.

Objective: To examine the risk factors for road traffic injury in agricultural vehicle drivers. Methods: A total of 103 drivers (who had suffered agricultural vehicle road traffic injury within the past year based on the road traffic injury registrar from the Traffic Management Bureau) who were involved in the annual agricultural vehicle inspection from December 2014 to January 2015 were randomly sampled from the Yixing Agricultural Vehicle Station as the case group for this study. Based on a 1∶2 assignment ratio and matched for sex, age, and education, a total of 206 drivers who had not suffered any agricultural vehicle road traffic injury within the past year were selected as the control group. The general information, vehicle information, driving information, driving behavior, and accident details of the agricultural vehicle drivers were analyzed. Results: The incidence rate of road traffic injury was 7.24% given the 103 agricultural vehicle drivers who had suffered agricultural vehicle road traffic injury in the past year. Univariate logistic regression analysis showed that drinking, debt, pressure, history of car accident, history of drunk driving, smoking and phone use during driving, fatigue driving, and driving with illness were the risk factors for road traffic injury in agricultural vehicle drivers (OR=2.332, 2.429, 19.778, 5.589, 8.517, 2.125, 3.203, 10.249 and 5.639, respectively) . Multivariate logistic regression analysis also demonstrated that pressure, history of car accident, history of drunk driving, fatigue driving, and driving with illness were the risk factors for road traffic injury in agricultural vehicle drivers (OR=12.139, 11.184, 6.729, 5.939, and 6.544, respectively) . Conclusion Pressure, history of car accident, history of drunk driving, fatigue driving, and driving with illness are the major risk factors for road traffic injury in agricultural vehicle drivers.

Objective To design standardized cases to evaluate the ability of the assessment among nursing students.Methods A set of standardized cases were designed based on an international standardized nursing language as well as a textbook of health assessment and reference.After validity of the set of standardized cases had been tested by the focus group and expert evaluation,the cases were applied to test the ability of the assessment among a total of 57 nursing students.Data were analyzed statistically.Results The average score of evaluation ability of nursing students was 42.5 (15～57).Nursing students got the highest score in psychosocial dimension,accounting for 50.7％ (13.93/27.5).Among five cases,the most difficult case was case 4,the degree of difficulty was 0.36.Conclusions This set of standardized cases can be used to assess the assessment ability among nursing students,and also can be used to evaluate the effects of training.

Objective To explore the application of an international standardized nursing language ( Omaha System) to assess community hypertensive patients in environmental, psycho-social, physiological and health related behavioral domain problems and existed health problems about knowledge, behavior and status level, so as to provide reference and intervention for hypertension disease. Methods A total of 116 hypertensive patients were selected from on community in Yichang, Hubei province, and were assessed health problems by Problem Classification Scheme of Omaha System, so as to quantify the knowledge, behavior and status level of health problem. Results This assessment found out that there were 31 health problem in environmental, psycho-social, physiological and health related behavior domains; over 50% patients had common existence of health problem including circulation, nutrition, health care supervision, vision, cognition, medicine treatment plan, mental health and oral health. Conclusions Hypertensive patients in the community are faced to multiple health problems from different domains. The appropriate intervention for hypertensive patients should be taken to improve patients′knowledge, behavior and status in the related health problems besides circulation.