Objective:To gain a deeper understanding of the experience of medical staff in the oncology department in understanding and managing chemotherapy-induced taste alterations (CITAs).Methods:Using phenomenological research methods, in-depth interviews were conducted with 15 medical staff in the oncology department of Fudan University Shanghai Cancer Center, and the interview materials were transcribed, encoded, categorized, and described by Colaizzi 7-step analysis method.Results:Totally 15 respondents aged 26-43, 3 males and 12 females. Three themes were extracted, including the perception of benefits of CITAs symptom management ("hard outcome" benefit perception - improving symptom management level; "soft outcome" benefit perception-enhancing effective communication among multiple parties); the obstacles between the lack of awareness of knowledge about CITAs and symptom management (differences in medical staff′s understanding of CITAs; low accessibility of acquisition channels about CITAs knowledge); the management and intervention measures of CITAs lack specialization and high efliciency (CITAs′ management measures mostly stem from work experience; CITAs′ management may be based on information construction in the future).Conclusions:Hospital managers should fully utilize the opportunity of symptom management in CITAs, develop professional and efficient intervention and management strategies, strengthen the learning of relevant knowledge of the symptom among medical staff in oncology department, reduce symptom distress and patient self-perception burden, and improve the level of symptom management among medical staff in the oncology department.

Objective:To explore the application effect of cardiac respiratory arrest scenario simulation exercise combined with four-step disk method in the teaching practice of standardized nurses in the department of anesthesiology, and to provide teaching plan and reference for the training of core competence of standardized nurses.Methods:A randomized controlled study was conducted to select 127 standardized trained nurses in rotation anesthesia and intoxication department of West China Hospital, Sichuan University from July 2020 to December 2023 by cluster sampling method. A total of 64 first-year standardized training nurses from three batches of rotation anesthesiology department from July 2020 to December 2021 were selected as the control group, and the conventional teaching method was applied to their teaching practice. A total of 63 first-year standardized training nurses from three batches of rotation anesthesiology department in 2022 and from July to December 2023 were selected as the observation group. On the basis of routine teaching, the cardio-respiratory arrest scenario simulation exercise combined with four-step review method was implemented to carry out teaching practice. One week before leaving the course, the theoretical test scores, skill operation scores (6 operations including anesthesia machine, intravenous induration needle infusion, open sputum aspiration, defibrillation apparatus, simple respiratory sac ventilation and single cardiopulmonary resuscitation), post competency scores and teaching satisfaction scores of the two groups of standardized training nurses were assessed and compared.Results:The control group included 11 males and 53 females, aged (23.25 ± 0.78) years. In the observation group, there were 12 males and 51 females, aged (23.29 ± 0.81) years. The average score of skill operation in the observation group was (93.54 ± 0.92) points, which was higher than that in the control group (91.02 ± 1.08) points, and the difference between the two groups was statistically significant ( t=-14.10, P<0.01). The total theoretical score of the observation group (81.32 ± 3.84) points was higher than that of the control group (61.86 ± 2.05) points, and the difference between the two groups was statistically significant ( t=-35.69, P<0.01). The scores of self-evaluation of post competence and other evaluation and teaching satisfaction of the observation group were (95.81 ± 2.69), (94.22 ± 2.57) and (96.81 ± 2.75) points, which were higher than those of the control group (88.47 ± 5.56), (91.64 ± 3.10) and (91.52 ± 3.50) points. The differences between the two groups were statistically significant ( t=-9.49, -5.10, -9.47, all P<0.01). Conclusions:The application of heart-respiratory arrest scenario simulation and GRAI repetition method in the teaching practice of standardized nurses can improve the theoretical mastery level of standardized nurses and their operational performance, enhance their post competency, improve their teaching satisfaction, enhance their self-confidence and self-awakening ability, improve their learning enthusiasm, and their theoretical connection with practice level. To promote the improvement of teaching program and teaching quality, it is worth applying and popularizing in teaching practice.

Objective:To explore the application effect of cardiac respiratory arrest scenario simulation exercise combined with four-step disk method in the teaching practice of standardized nurses in the department of anesthesiology, and to provide teaching plan and reference for the training of core competence of standardized nurses.Methods:A randomized controlled study was conducted to select 127 standardized trained nurses in rotation anesthesia and intoxication department of West China Hospital, Sichuan University from July 2020 to December 2023 by cluster sampling method. A total of 64 first-year standardized training nurses from three batches of rotation anesthesiology department from July 2020 to December 2021 were selected as the control group, and the conventional teaching method was applied to their teaching practice. A total of 63 first-year standardized training nurses from three batches of rotation anesthesiology department in 2022 and from July to December 2023 were selected as the observation group. On the basis of routine teaching, the cardio-respiratory arrest scenario simulation exercise combined with four-step review method was implemented to carry out teaching practice. One week before leaving the course, the theoretical test scores, skill operation scores (6 operations including anesthesia machine, intravenous induration needle infusion, open sputum aspiration, defibrillation apparatus, simple respiratory sac ventilation and single cardiopulmonary resuscitation), post competency scores and teaching satisfaction scores of the two groups of standardized training nurses were assessed and compared.Results:The control group included 11 males and 53 females, aged (23.25 ± 0.78) years. In the observation group, there were 12 males and 51 females, aged (23.29 ± 0.81) years. The average score of skill operation in the observation group was (93.54 ± 0.92) points, which was higher than that in the control group (91.02 ± 1.08) points, and the difference between the two groups was statistically significant ( t=-14.10, P<0.01). The total theoretical score of the observation group (81.32 ± 3.84) points was higher than that of the control group (61.86 ± 2.05) points, and the difference between the two groups was statistically significant ( t=-35.69, P<0.01). The scores of self-evaluation of post competence and other evaluation and teaching satisfaction of the observation group were (95.81 ± 2.69), (94.22 ± 2.57) and (96.81 ± 2.75) points, which were higher than those of the control group (88.47 ± 5.56), (91.64 ± 3.10) and (91.52 ± 3.50) points. The differences between the two groups were statistically significant ( t=-9.49, -5.10, -9.47, all P<0.01). Conclusions:The application of heart-respiratory arrest scenario simulation and GRAI repetition method in the teaching practice of standardized nurses can improve the theoretical mastery level of standardized nurses and their operational performance, enhance their post competency, improve their teaching satisfaction, enhance their self-confidence and self-awakening ability, improve their learning enthusiasm, and their theoretical connection with practice level. To promote the improvement of teaching program and teaching quality, it is worth applying and popularizing in teaching practice.