OBJECTIVE:This study aimed to enhance understanding, engagement, and learning efficiency in the course "The Care of Common Diseases of Older Adults" using a developed Immersive Virtual Reality(IVR) system. METHODS:A mixed-methods study with 32 students was conducted. The quantitative part involved a randomized controlled trial, and the qualitative part included thematic interviews with students and teachers. RESULTS:The intervention group using the IVR system showed significant improvements in positivity and performance evaluation scores (P < 0.05) compared to the control group. Negative affect scores also decreased significantly (P < 0.05). Qualitative data from interviews supported the quantitative findings, highlighting increased curiosity, learning enthusiasm, and academic performance. CONCLUSION:IVR significantly enhances learning by stimulating curiosity and active participation, making education more accessible and improving student performance. Future IVR enhancements should focus on user-friendliness and empathetic feedback in adult care.

There is a shortage of personnel to provide care for older adults with dementia, and traditional teaching methods could be improved. The teaching method used in the Care for Older Adults With Dementia course is mainly theoretical, lacking real-life care scenarios and practical procedural training. In the current study, we developed a virtual reality (VR) teaching system and designed a randomized controlled trial aimed at testing the availability of the VR-assisted teaching system, filling the gap in teaching through care scenarios, enabling students majoring in intelligent health and oldage care service management to have a more positive attitude toward learning, and improving students' knowledge and course satisfaction. This study showed that the developed VR system can meet the initial needs of daily teaching, help students have a more positive attitude toward learning, and improve their academic performance and course satisfaction. [Journal of Gerontological Nursing, 49(11), 25-32.].

目的:通过对高职扩招护理专业学生的学情进行调查与分析,为高职扩招护理专业的课程建设提供参考.方法:采取问卷调查的方法,通过学校招生平台向就读肇庆医学高等专科学校高职扩招护理专业的学生进行问卷调查.结果:(1)工作岗位与就读专业对口.(2)学生的年资较低.(3)专业知识能力和综合能力较弱.(4)对学习期望较高.结论:扩招的生源在成长背景、工作经历、知识能力、发展愿景等方面有差异性,但有很多的共同性,如年资较低、专业知识和综合能力较弱等特点.在课程建设中需要实施扬长教育,同时补齐短板.

探讨新时期职业教育背景下中高职贯通护理专业学生的职业认同感及其影响因素.调查显示,职业院校应开设职业认同教育课程,以提高学生对护理专业的了解程度,发现护理职业的益处,最终减少基层护理人力资源的流失.

我国自1999年进入老龄化社会,自教育部实施1+X证书制度后,老年照护的X证书被遴选为首批职业技能等级证书.学校在两年实施过程中存在部分学生不认可证书、培训计划及考核方案尚需完善、校企合作仍待加强等问题.建议切实加强校企合作,改进培训及考核方案,加强监督管理,适当融通,提高证书含金量.

《国家职业教育改革实施方案》提出了启动"学历证书+若干职业技能等级证书"(简称:1+X证书)制度的新要求.老年健康照护职业技能等级证书作为公布的首批证书之一,肇庆医学高等专科学校在做试点的过程中,做到了严把证书引入、培训等环节,但仍存在些许困惑.建议高职院校以专业(群)为基本单元对接专业技能等级证书和标准,优化人才培养方案,探索有效的课证融通模式,打造专兼结合师资队伍,推进学历证书和职业技能等级证书有机衔接,全面提升职业教育质量和学生就业能力.

目的 探讨联合新型敷料治疗老年患者伴细菌生物膜形成的3～4期压力性损伤的效果,为临床提供一种有效的创口处理方法.方法 采用非随机对照试验方法,将本院2017年1月至2018年12月收治的42例脑血管意外后遗症肢体活动障碍后发生伴细菌生物膜形成的压力性损伤老年患者,按照治疗意愿分为对照组20例与试验组22例.对照组在锐性清创后采用利凡诺纱布填塞创口,再用无菌纱布覆盖,每天换药1次;试验组创口在锐性清创后采用联合新型敷料(磺胺嘧啶银水胶体敷料、藻酸盐敷料、泡沫敷料)治疗,初期创口渗液较多泡沫敷料湿度达到75％时,予以更换敷料,渗液减少情况下,每4～6d换药1次.比较两组患者60d内治疗效果、创口换药次数、创口愈合时间情况.结果 试验组患者创口治疗效果优于对照组,换药次数少于对照组,愈合时间短于对照组,两组比较,差异具有统计学意义(均P<0.05).结论 联合新型敷料治疗老年患者伴细菌生物膜形成的3～4期压力性损伤,效果较好,能减少创口换药次数,缩短患者创口愈合时间,减轻患者换药带来的伤害和痛苦,有效促进患者康复.