Attitude toward work and working skills of nurse students in service office practice group were better than those in control group significantly.
参加勤务中心实习护生工作态度及技能明显优于未参加勤务中心实习护生。
Conclusion Focusing on the education and skill training in every stages in clinical practice is the most effective strategy to prevent mistake and accident in nurse students.
结论抓好护生实习每个阶段的教育和技术培训，是防止护生差错事故发生的有效对策。
Objective To design criterion of nurse didactical management mode and improve the nurse clinical practice ability and the clinical nurse didactical level.
目的规范教学管理模式，提高护生临床实践能力和临床护理教学水平。
ObjectiveTo understand concrete practice subjects and teaching patterns the nurse school students are interested in clinical practice.
目的了解临床实习中专护生感兴趣学习的具体实习项目及教学形式。
The late clinical teaching is important for nurse step-practice. So we had a series of research and practice on how to manage nurse practice strongly, and achieved satisfactory result.
后期临床教学是护生后期实习的重要阶段，我院就护生后期实习如何加强管理进行了一系列的实践和探讨，取得了良好的效果。
The nurse carries personal responsibility and accountability for nursing practice, and for maintaining competence by continual learning.
护士承担护理操作的个人义务与责任的护士，有义务和责任通过不断学习保持自己的专业能力。
Conclusion clinical pressure generally exists in student nurses during their early days of clinical practice. It is required for nurse educators to pay attention to this issue.
结论初进临床实习的护生普遍存在着临床压力，护理教育和管理工作者应给予高度重视。
Nurse practitioners are expanding their scope of practice and moving into acute care settings.
护士执业正在扩大其范围的做法和迁入急性护理设置。
Objective: the purpose of the study was to study the influence on the undergraduate nurse in clinical practice by applying nursing procedure.
目的：探讨应用护理程序对护理本科生临床实习效果的影响。
After practice, they were asked to write teaching feedback ideal, then we compared the evaluation of 40 nurse students to two teaching methods.
在实习结束前填写教学反馈意见，观察4 0名护生对两种教学效果评价比较。结果4 0名护生对两种教学效果评价有显著差异。
After practice, they were asked to write teaching feedback ideal, then we compared the evaluation of 40 nurse students to two teaching methods.
在实习结束前填写教学反馈意见，观察4 0名护生对两种教学效果评价比较。结果4 0名护生对两种教学效果评价有显著差异。
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