愛爾蘭國際碩士班學習心得（胡越神經(jīng)重癥監(jiān)護病區(qū) ）

發(fā)布時間：2024.05.15 來源部門：管理員

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2022年6月，在醫(yī)院的支持和幫助下，在北京華通國康公益基金會（BHGF）的組織安排下，懷著對留學的向往和對護理科研的追求，我有幸參加了為期一年的愛爾蘭芒斯特省理工大學國際護理碩士學習項目。因為疫情原因，此次學習上半學期是在國內通過線上學習的方式參加的，下半學期是前往愛爾蘭線下學習的。時光飛逝，一年的時間轉眼而過，回顧這一年的日子，經(jīng)歷多多，收獲滿滿，感觸頗豐。這一年的學習讓我感受到了學習機會來之不易和持續(xù)學習的重要性，這都要歸功于醫(yī)院鼓勵員工持續(xù)學習。通過這一年的研究生學習，我對護理和護理科研有了更深刻的認識和理解，學習了如何通過反思判斷自己的臨床實踐，還學習了運用科研知識解決護理臨床問題，而且知曉了如何運用科研知識指導我們臨床實踐，以及使用循證的方法為患者提供更高質量的護理?，F(xiàn)將這一年學習期間的所見、所聞、所思、所想分享給大家，與大家共勉。

愛爾蘭概況

愛爾蘭是位于西歐的島嶼國家，教育體系完善，教育水平領先歐洲國家，得到國際的廣泛認可。加之愛爾蘭的官方語言為英語，前往愛爾蘭學習的學生不用再單獨學習其他小語種。愛爾蘭的護理教育世界聞名。

在校學習情況

我們的學習分為兩部分，英語語言學習和專業(yè)課程學習。雖然在參加課程之前已經(jīng)通過了語言考試，但是學校還是在專業(yè)課之前安排了為期兩個月的語言培訓。老師都是來自語言學校的專職老師，其內容類似于雅思培訓，包含聽說讀寫，涉及日常溝通、飲食、人物、愛爾蘭文化歷史等，以及一些簡單的護理專業(yè)情景對話。課堂形式多樣，包括小組討論、游戲、PPT演講比賽等。課后還會有作業(yè)鞏固課堂所學內容。通過這些學習，加深了我的語言能力，為后期的專業(yè)課做好準備。通過語言培訓，使得學員之間有了更多的了解，建立了深厚的同學情誼。在專業(yè)課程開始之后，我們的語言課程由一周五天改為了一周兩次。老師還會根據(jù)我們不同的學習要求而更改學習內容。

專業(yè)課程分為上、下兩學期，一共有八門課程，此外，還有一門課程為學術指導，旨在幫助我們解答關于課程的任何問題，幫助完成學業(yè)。與國內教育不同，老師沒有固定的教材，所有的PPT內容均從經(jīng)典書籍或者文獻中截取的篇章。為了幫助我們更好地理解老師課堂所講的內容，老師還會推薦很多文獻和專業(yè)書籍供我們閱讀。每門課程都以論文為考評標準，字數(shù)從1500到10000字。

第一學期的四門課程為護理理論（Nursing Theory）、研究方法學和設計（Research Methodology and Project Design）、領導力（Leadership）和反思實踐（Transforming Practice through Reflection）。因為疫情的原因，我們這學期的課程全部采用線上教學。每門課程均由兩名老師負責，雖然通過了語言考試和語言培訓，但是對于母語非英語的我來說還是很難一下子跟上老師的語速，因此還是借助了一些實時翻譯軟件幫助理解。第二學期的四門課程為循證實踐（Evidence-Based Practice）、倫理決策力（Ethical Judgment In Professional Leadership）、護理信息學（Healthcare Informatics）和畢業(yè)論文（Dissertation Project）。幸運的是，第二學期我們去到了愛爾蘭，可以真切感受課堂教學。以下是八門課程的詳細講解：

護理理論Nursing Theory（5學分）：一方面，老師們讓我從理論的角度重新理解了護理學。也讓我知曉了護理理論在護理學科的重要性。這門課也解答了困惑我很久的疑惑，醫(yī)院眾多中標課題項目的理論來自于哪里。但是在開始學習的時候，我一頭霧水，自己還在B站上找了一些視頻幫助我理解護理理論。最終，通過這門課程，我知道了什么是廣域理論、中域理論，也正是這些理論，支撐著護理作為一門學科的發(fā)展。通過閱讀相關書籍，我也知曉了中域理論的運用范圍，不同于廣域理論，它們可以直接指導護理臨床實踐和研究。另一方面，此門課程旨在通過對某一護理問題的前因后果的分析，對其促成因素的詳細剖析，從而形成概念，最后這些概念融合形成護理理論。在這門課程中，通過使用護理概念分析的八大步驟，完成了關于“道德困境”的概念分析。
研究方法學和設計Research Methodology and Project Design（5學分）：該課程從方法學的角度講解了如何完成一個研究設計，但又不僅僅是方法學。因為追其根源是世界觀，不同的世界觀確定了不同的研究類型。在研究設計方面，老師特別強調理論對研究的重要性，因為質性研究有助于構建護理知識，幫助一個理論的發(fā)展；而量性研究又可以對理論進行驗證。兩位老師分別從質性研究和量性研究的角度為我們講解了如何完成一個研究設計，其主要內容包括了文獻檢索、科研設計、倫理審核、抽樣、文獻寫作等。通過學習，我完成了一篇關于ICU護士對于臨終護理態(tài)度的文獻回顧，這些內容也是為了下學期的畢業(yè)論文做準備。
領導力Leadership（10學分）：這門課程幫助我區(qū)分了管理和領導力，并且詳細講解了四類領導力：仆人式領導力、真實領導力、變革型領導力和集體領導力。每一種領導力風格各有所長，不同的領導力對領導者的能力和要求均不一樣。該課程作業(yè)分為兩部分，第一個作業(yè)是批判性分析“l(fā)eadership involves the use of interpersonal skills to influence others to accomplish specific goals.”這句話。老師為了讓我們更好地完成作業(yè)，進行了小組討論，讓大家發(fā)表自己的看法，激發(fā)出我們的靈感。第二個作業(yè)是關于領導如何面對當今社會的機遇和挑戰(zhàn)，以便該組織的成員感到自己是受到重視和授權的。通過該課程的學習，我知道了每一種領導力方式在組織實踐中扮演的角色和作用均不同，我們需要根據(jù)組織的現(xiàn)狀采用不同的領導方式，幫助每個成員積極投入到工作中，從而促進組織的變革與發(fā)展，以面臨當今社會的機遇與挑戰(zhàn)。
反思實踐Transforming Practice through Reflection（10學分）：看到課程名字時，我以為這個反思和我們平時的反思是一樣的，但是通過學習后發(fā)現(xiàn)大有不同。這門課程通過講解批判性解放性反思在護理實踐中的重要作用，并使用了泰勒模型幫助自己對以往實踐進行反思。該課程通過老師講課、研討會和PPT匯報等形式開展。通過這些方式的學習，我完成了“NCU護士可持續(xù)發(fā)展的解放性反思”的論文。泰勒模型讓我認識到自己的行為不僅受到我自己的影響，還受到我身處的環(huán)境、社會和文化的影響。

5.循證實踐Evidence-Based Practice（5學分）：是指將最佳研究證據(jù)與臨床專業(yè)知識和患者價值相結合，幫助患者做出最佳決策的能力。該課程需要對某專業(yè)問題進行全面的檢索并評價文獻的質量。為了進行全面的檢索，老師教導我們使用PICO檢索原則來構建一個可回答的問題，并推薦和講解了一些不同的文獻質量評價工具。這門課程需要進行PPT匯報，因此，通過系統(tǒng)地檢索，我發(fā)現(xiàn)護理學生的考試焦慮較其他專業(yè)的學生更高，但是缺乏有效減輕考試焦慮的證據(jù)總結，并在這之后完成了“芳香療法是否可減輕護理學生考試焦慮”的論文。以前看文章，都不知道從哪些角度去評價文章質量的高低，通過對五篇文章的質量評價，了解了眾多評價工具，自己知道了可以從哪些方面去評價一篇文章，從哪些角度去判斷一篇文章的好壞。此外，通過循證，我們可以去尋找對臨床問題最好的解決辦法，發(fā)現(xiàn)哪些干預措施有效或無效，從而減少醫(yī)療成本，使病人得到最好的護理，提高護理質量。以后還需要繼續(xù)學習，在有一定的輸入后能做到輸出一些內容。

6. 倫理決策力Ethical Judgment in Professional Leadership（5學分）：倫理決策力的課程是由兩名老師教授的，一名負責從哲學的角度告知我們關于患者人權的內容，一位老師則負責將這些抽象的哲學內容從行為準則等方面具體化。這門課程讓我對問題的思考角度更廣闊。也就是說我不再是僅僅是從護士或醫(yī)療的角度去看待一些臨床問題，而是從患者和家屬的角度去思考他們對于醫(yī)療和護理的選擇，而且會更加尊重患者和家屬的決定。此外，通過該學習，我發(fā)現(xiàn)中國護理人員在倫理方面的行為準則要求并不詳細且側重點不一樣。愛爾蘭護理及助產(chǎn)士管理委員會頒布的《Code of Professional Conduct and Ethics For Registered Nurses and Registered Midwives》則對護士的行為從倫理方面進行了規(guī)范，也詳細指導了護士及助產(chǎn)士關于倫理問題在臨床上如何做出決策，促進了護士職業(yè)能力的發(fā)展。

7. 護理信息學Healthcare Informatics（5學分）：這門課程向我們展示了電子健康的發(fā)展和在醫(yī)療環(huán)境中的重要性，也告訴了我護士在電子健康的發(fā)展和管理中的現(xiàn)況和角色。作為一名護士，我們不僅僅是電子健康的使用者，我們還可以是開發(fā)者。因為這門課程分為理論和實踐兩部分，其作業(yè)任務分為小組作業(yè)和個人作業(yè)。小組作業(yè)要求我們以小組為單位設計一個APP。我們小組由五名同學組成，其中包括一名來自印度的同學，通過大家的合作和配合，我們完成了“術前訪視APP”項目。通過這個項目，我了解了APP的制作過程，雖然我們遇到了很多問題，但是通過我們的合作和密切的溝通，最終解決了那些困難。此外，這門課程使我對護理信息化建設有了興趣，覺得自己能通過更多的方法去提高護理工作效率，解決臨床護理問題。

8. 畢業(yè)論文Dissertation Project（15學分）：畢業(yè)論文則是大綜合，是對我們整個學年內容的總結，因為其要求是寫一份研究計劃書，包含了兩部分：文獻回顧和對研究問題提出可操作的詳細方案，字數(shù)要求為10000字。而且老師在新學期一開始就公布了這門課程的進度要求，我們每個人需要按照這個進度去完成這個作業(yè)。在這份計劃書里，我需要考慮以下幾個方面：①研究設計：包括研究方法、抽樣等；②理論框架；③倫理考慮。雖然要求高，內容多，但是學校為我們每位學生安排了一名指導老師協(xié)助我們完成這門作業(yè)。經(jīng)過與我指導老師的商量，確定了我的畢業(yè)論文主題為“探討西南某三級醫(yī)院重癥監(jiān)護病房護士心理賦權與工作倦怠的關系：橫斷面調查”。在完成畢業(yè)論文的過程中，每周我和指導老師會保持密切的聯(lián)系，除了每次的單獨討論，我們還會在郵件里溝通寫作情況。老師也會根據(jù)我的完成進度對我的草稿進行修改并給出建議，并安排下一周的寫作任務。我需要閱讀大量的文獻，讓我對橫斷面研究有了深入的了解，對我以后的工作有很大的幫助。

三、總結和展望

在學習之余，我看完了《精益醫(yī)療》這本書，它雖然不厚，但是內容很豐富。讓我知道了醫(yī)療是一個追求精益的職業(yè)。此外，尊重員工，讓員工主動參與變革也是其中很重要的內容。這也就要求我們要持續(xù)學習，接受變化才能不被時代淘汰。

在學習最后，我們有幸參觀了Kerry郡的醫(yī)院，但是為了保護病人的隱私，我們只能進入空的病房。即使這樣，我們也了解了他們的醫(yī)院布局和相關科室的設備設施情況，以及感受到了他們對病人保護的強烈意識，這是非常值得我們學習的地方。

在這一年的學習過程中，我時刻提醒自己要珍惜機會，不能浪費時間，努力學習，與老師和同學們建立了深厚的感情，并順利通過了所有課程，取得了畢業(yè)證書。通過一年的脫產(chǎn)學習，讓我對護理和護理科研知識有了較系統(tǒng)的了解。讓我明白了護理科研與臨床實踐是相同重要的，他們都是為了促進護理學科的發(fā)展，為了給患者提供更好地護理服務，也提升護理人員的滿意度。通過這一年的學習，我掌握了文獻檢索策略，文獻管理工具和文獻評價工具的使用，知曉了護理理論的相關知識，這些都為我以后的臨床和科研工作提供了幫助。此外，作為科室科研小組的一員，我將所學的科研理論知識分享給大家，促進大家科研知識的儲備。我將從以下幾方面開展工作：①護理理論相關知識的培訓：護理理論是支撐護理為護理學科的一個重要方面，了解護理理論可以更好地指導我們的護理實踐?；诖?，我將為大家介紹一些護理理論，供科室科研小組老師學習，為我們的科研發(fā)展提供理論支持，也給大家提供一些資源，讓大家在寫標書時不再為找不到理論支撐而煩惱。②循證護理培訓：這一年的學習讓我對循證護理知識有了掌握和了解，循證護理也是護理實踐和科研的重要組成部分。因此，我將給大家分享不同文章類型的評價工具，幫助他們如何閱讀和評價一篇文章。③在科室成立英語角，為大家英語學習提供幫助，提升大家的英語水平。④將對我們科室的護士進行倫理決策能力的提升培訓，提高他們的倫理警覺，更富有同理心，做到尊重患者，從他們的角度思考問題，提升護理滿意度。

The learning experience of the International Master's Program in Ireland

Deyang People's Hospital Neurological Intensive Care Ward Hu Yue

In June 2022, with the support and help of the hospital and the organization and arrangement of Beijing Huatong Guokang Foundation (BHGF), with the yearning for studying abroad and pursuit of nursing research, I had the honor to participate in the one-year International Master of Nursing study program at Munster Technological University, Ireland. Due to the epidemic, the first half of the study was online in China, and the second half of the study was offline in Ireland. Time flies, a year of time in a twinkling of an eye, looking back on the days of this year, a lot of experience, full of harvest, a lot of feelings. This year's study made me feel the hard-won learning opportunities and the importance of continuous learning, which is thanks to the hospital's encouragement of employees to continue learning. Through this one-year postgraduate study, I have gained a deeper understanding of nursing and nursing research, learned how to judge my clinical practice through reflection, learned to use scientific research knowledge to solve nursing clinical problems, and learned how to use scientific research knowledge to guide our clinical practice, and use evidence-based methods to provide higher quality care for patients. I would like to share with you what I saw, heard, and thought during this year's study.

一、Overview of Ireland

Ireland is an island country located in Western Europe, has a complete education system, leading European countries in terms of education level, and has been widely recognized internationally. In addition, the official language of Ireland is English, so students who travel to Ireland to study do not have to learn other minor languages separately. Nursing education in Ireland is world-renowned.

二、Study in school

Our study was divided into English language learning and professional courses. Although I had passed the language exam before taking the course, the school still arranged a two-month language training before the professional course. The teachers are all full-time teachers from language schools, and the content was similar to IELTS training, including listening, speaking, reading and writing, covering daily communication, food, people, Irish culture and history, and some simple nursing professional situational dialogues. The classes were in a variety of formats, including group discussions, games, PPT speech contests, etc. After class, there would also be homework to consolidate what you learned in class. Through these studies, I deepened my language skills and prepared for later professional courses. Through the language training, I had more understanding and established a deep friendships with classmates. After the start of the professional course, our language course was changed from five days a week to twice a week. Teachers would also change the learning content according to our different learning requirements.

The professional program was divided into two semesters, a total of eight courses. In addition, there was another course called academic support to help us answer any questions about the course and help us complete our studies. Different from Chinese education, teachers had no fixed textbooks, and all the PPT content was intercepted from classic books or literature. In order to help us better understand what the teacher said in class, the teacher would also recommend a lot of literature and professional books for us to read. Each course was judged on a thesis basis and had a word count ranging from 1,500 to 10,000 words.

The four courses in the first semester were nursing Theory, Research Methodology and Project Design, Leadership, and Transforming Practice through Reflection. Due to the epidemic, all of our courses for this semester were online. Two teachers were in charge of each course. Although I passed the language test and language training, it was difficult for me to keep up with the teacher's speech speed at once for a non-native English speaker, so I still used some real-time translation software to help me understand. The four courses in the second semester are Evidence-Based Practice, Ethical Judgment in Professional Leadership, Healthcare Informatics and Dissertation Project. Fortunately, we went to Ireland in the second semester, where we could really feel the classroom teaching. Here are the details of the eight courses:

Nursing Theory (5 credits): On the one hand, the teachers let me re-understand nursing from a theoretical perspective. It also made me aware of the importance of nursing theory in the nursing discipline. This course also answers my confusion for a long time, where the theory of many hospital-winning projects comes from. But when I began to study, I was confused, and I also found some videos on Bilibili to help me understand the theory of nursing. Finally, through this course, I knew what is a wide-area theory, middle-area theory, and it is these theories that support the development of nursing as a discipline. Through reading relevant books, I also knew the scope of the application of middle-area theory. Different from wide-area theory, middle-area theory can directly guide the clinical practice and research of nursing. On the other hand, this course aimed to form concepts through the analysis of the causes and consequences of a nursing problem and the detailed analysis of its contributing factors, and finally these concepts merge to form a nursing theory. In this course, the conceptual analysis of "moral distress" was completed by using the eight steps of nursing concept analysis.

Research Methodology and Project Design (5 credits): The course explained how to complete a research design from a methodological perspective, but not just the methodology. Because the root cause is the worldview, different worldviews determine different types of research. In terms of research design, the teacher emphasized the importance of theory to research, because qualitative research helped to construct nursing knowledge and help the development of a theory, and quantitative research could verify the theory. The two teachers explained how to complete a study design from the perspective of qualitative research and quantitative research respectively, whose main contents included literature review, research design, ethical consideration, sampling, literature writing, and so on. Through the study, I completed a literature review of ICU nurses' attitudes toward end-of-life care, which is also prepared for my dissertation project in the next semester.

Leadership (10 credits): This course helped me distinguish between management and leadership, and explained in detail four types of leadership: servant leadership, authentic leadership, transformational leadership, and collective leadership. Each leadership style has its own strengths, and different leadership has different abilities and requirements for leaders. The course assignment was divided into two parts, and the first assignment was a critical analysis of the sentence "Leadership involves the use of interpersonal skills to influence others to accomplish specific goals". In order to let us finish the homework better, the teacher held group discussions, allowing everyone to express their views and inspire us. The second assignment was about how leaders face the opportunities and challenges of today's society so that members of the organization feel that they are valued and empowered. Through the study of the course, I learned that each leadership style plays a different role in organizational practice, we needed to adopt different leadership styles according to the current situation of the organization to help each member actively participate in the work, so as to promote the change and development of the organization, to face the opportunities and challenges in today's society.

Transforming Practice through Reflection (10 credits): When I saw the name of the course, I thought that this reflection was the same as our usual reflection, but I found that it was very different after learning. This course taught me the important role of critical emancipatory reflection in nursing practice and used the Taylor model to help me reflect on past practices. The course was conducted through teacher lectures, seminars, and PPT presentations. Through these methods, I completed the paper "Emancipatory Reflection on the Sustainable Development of NCU Nurses". The Taylor model led me to realize that my actions were influenced not only by myself but also by the environment, society, and culture where I live in.

Evidence-based (5 credits): The ability to combine the best research evidence with clinical expertise and patient value to help patients make the best decisions. This course requires a comprehensive search and evaluation of the quality of literature on a professional issue. To conduct a comprehensive search, the teacher taught us to use the PICO retrieval principle to construct an answering question and recommended and explained a number of different literature quality evaluation tools. This course required PPT presentation, so, through a systematic search, I found that nursing students had higher test anxiety than students in other majors, but there is a lack of evidence summary to effectively alleviate exam anxiety, and then completed the paper "Does aromatherapy can reduce nursing students' exam anxiety". In the past, I did not know from what angle to evaluate the quality of the article, through the quality evaluation of the quality of the five articles, I learned about many evaluation tools and knew from what aspects to evaluate an article and judge the quality of an article. In addition, through evidence-based research, we can find the best solution to clinical problems, and find out which interventions are effective or ineffective, thus reducing medical costs, providing the best care and improving nursing quality for patients. In the future, we still need to continue learning and to output some content after certain inputs.

Ethical Judgment in Professional Leadership (5 credits): The course was taught by two teachers, one is responsible for informing us about patients' human rights from a philosophical perspective, while the other teacher focuses on making these abstract philosophical concepts more concrete through ethical code, guidelines and behavior standards. This course broadened my thinking perspective on issues. That is to say, I no longer just approach clinical issues from a nursing or healthcare perspective, but consider the choices and decisions made by patients and their families, and I will respect the decisions of patients and their families more. In addition, through this study, I found that the ethical code of conduct for Chinese nursing professionals is not as detailed and focused as those for Irish nursing and midwifery professionals. “The Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives” issued by the Irish Management Council of Nursing and Midwives regulates the ethical behavior of nurses and also guides nurses and midwives on how to make clinical decisions on ethical issues, which promotes the development of nurses' professional competence.

Healthcare Informatics (5 credits): This course showed us the development of e-health and its importance in the medical environment. It also taught us the current status and role of nurses in the development and management of e-health. As a nurse, we are not just users of electronic health, we can also be developers. The course was divided into theoretical and practical parts, with group and individual assignments. The group work required us to design an APP as a team. Our group was composed of five students, including one student from India. Through our cooperation and coordination, we completed the "Preoperative Visit APP" project. Through this project, I learned about the process of making an APP. Although we encountered many problems, we finally solved those difficulties through our cooperation and close communication. In addition, this course made me interested in the construction of nursing information, and I think I can improve the efficiency of nursing work and solve clinical nursing problems through various methods.

Dissertation Project (15 credits): It is a comprehensive summary of the content we have learned throughout the year. It required us to write a research plan, including two parts: a literature review and a detailed plan for addressing research questions, with a word count requirement of 10,000 words. In addition, the teacher announced the schedule requirements of this course at the beginning of the new semester, and each of us needed to complete the homework according to this schedule. In this plan, I needed to consider the following aspects: ① Research design: including research methods, sampling, etc.; ② theoretical framework; ③ ethical considerations. Although the requirements were high and the content was extensive, the school has arranged a supervisor for each student to assist us in completing this assignment. After consulting with my supervisor, the theme of my thesis was determined. It was "To Investigate The Relationship Between Psychological Empowerment And Job Burnout Among Intensive Care Unit Nurses At A Tertiary Hospital In Southwest China: A Cross-Section Survey". In the process of completing the graduation thesis, I kept a close contact with the instructor every week, in addition to individual discussions, we also communicated about the writing situation through email. The supervisor would also modify my drafts and provide suggestions based on my progress, and arrange the writing task for next week. I needed to read a lot of literature so that I had a deep understanding of cross-sectional research, which will be of great help to my future work.

三. Summary and outlook

In my spare time, I finished reading the book "On The Mend" which is not thick, but very rich in content. This book let me know that medical care is a profession that pursues leanness. In addition, respecting employees and allowing them to actively participate in change is also an important part. This also requires us to continue to learn, to accept the change is not to be eliminated by the Times.

At the end of the study, we had the honor to visit the hospital in Kerry County, but to protect the privacy of the patients, we had to enter the empty wards. Even so, we also learned about their hospital layout and the equipment and facilities of related departments, as well as feel their strong awareness of patient protection, which is very worthy of our learning.

In this year, I always remind myself to cherish the opportunity, not to waste time, to study hard, and established a deep relationship with teachers and students, and successfully passed all the courses and obtained the graduation certificate. Through a year of off-job study, I have a more systematic understanding of nursing and nursing scientific research knowledge. This study make me understand that nursing research and clinical practice are equally important, they are all to promote the development of nursing discipline, in order to provide better nursing services for patients, and also improve the satisfaction of nursing staff. Through this year's study, I have mastered the use of literature retrieval strategies, literature management tools and literature evaluation tools and known the relevant knowledge of nursing theory, these have provided help for my future clinical and scientific research work. In addition, as a member of the nursing research team of the department, I will share the theoretical knowledge of scientific research with my colleagues to promote the reserve of their research knowledge. I will carry out the work from the following aspects: ① nursing theory related knowledge training: nursing theory is an important aspect of supporting nursing for the nursing discipline, understanding the nursing theory can better guide our nursing practice. Based on this, I will introduce some nursing theories to our research group of the department to learn, provide theoretical support for our nursing research development, and provide them with some resources, so that they will no longer worry about finding theoretical support when writing project plan.② Evidence-based nursing training: this year's study make me master and understand of evidence-based nursing knowledge, evidence-based nursing is also an important part of nursing practice and research. So I'll share with our colleagues different article type evaluation tools to help them with how to read and appraise an article.③ Set up an English corner in the department to help our colleagues learn English and improve their English level.④ The nurses in our department will be trained to improve their ethical decision-making ability, improve their ethical vigilance, have more empathy, respect patients, think about problems from patients and their families’ perspective, and improve nursing satisfaction.