nursing foot

与nursing foot相关的网络例句 [注：此内容来源于网络，仅供参考]

Below Zhou foot = 23.1cm; Qin foot = 23.1cm; Han foot = 23.1cm; Han foot = 23cm, 23.8cm; San Guowei foot = 23.8cm, 24.3cm; Western Jin-foot = 23.1cm, 24.3cm; Eastern foot = 24.5 cm; Song foot = 24.7cm, 25.8cm; South beam scale = 24.5-24.9cm; Wei foot = 28.0cm, 30.9cm; Sui foot = 29.6cm; Tang foot = 29.97cm, 30.2cm, 30.7cm; Five feet = 23.7cm; Song wooden foot = 32.9cm;, Song of copper foot = 31.4cm, 31.6cm; per foot = 30.7cm, 31.68cm; Ming quantities foot = 32.6cm, clear wood foot = 31.1cm, 31.78cm, Ming Observatory Copper feet = 24.525cm, Ming precept feet = 34.1cm; clear wood to create a foot = 31.1cm, 32cm, clear precept feet = 35cm, 35.2cm.

下同 周尺=23.1cm；秦尺=23.1cm；西汉尺=23.1cm；东汉尺=23cm、23.8cm；三国魏尺=23.8cm、24.3cm；西晋尺=23.1cm、24.3cm；东晋尺=24.5cm；南宋尺=24.7cm、25.8cm；南梁尺=24.5-24.9cm；北魏尺=28.0cm、30.9cm；隋尺=29.6cm；唐尺=29.97cm、30.2cm、30.7cm；五代尺=23.7cm；宋代木尺=32.9cm；、宋代铜尺=31.4cm、31.6cm；元尺=30.7cm、31.68cm；明代量地尺=32.6cm，明木工尺=31.1cm、31.78cm，明天文台铜尺=24.525cm，明裁衣尺=34.1cm；清木工营造尺=31.1cm、32cm，清裁衣尺=35cm、35.2cm。

The results showed that there were inadaptive responses,and there were significant differences (P＜0.01) among all levels. There were less inadaptive responses in the secondary nursing students than in the baccalaureate standard(P＜0.05) and college nursing students (P＜0.05); The Basic Physiologic Needs and the Role Mastery were not significantly difference among different level nursing students (P＞0.05); The difference in the self-Concept and in the interdependence was significant (P＜0.01). There were less inadaptive responses in the secondary nursing students than the BSN(P＜0.05) and college nursing students (P＜0.05) in the Self-concept; there were more inadaptive responses in the BSN than that in the college (P＜0.05) and secondary(P＜0.01) nursing students,and the difference was not significant among the college nursing students and secondary nursing students in the Interdependence.

结果表明：不同层次护生在毕业实习期均存在不适应反应，不同学历间有显著差异（P＜0.01），中专护生不适应反应少于本科（P＜0.05）及大专护生（P＜0.05），在生理需要及角色功能方面，不同学历间无显著性差异（P＞0.05），在自我概念方面，不同学历间存在显著性差异（P＜0.01），中专护生少于本科（P＜0.01）及大专（P＜0.05）护生，在互相依赖方面，不同学历间存在显著性差异（P＜0.01），本科护生多于大专（P＜0.05）及中专（P＜0.01）护生，大专与中专护生间无显著性差异（P＞0.05）。

Prestation education by nursing administration department, set nursing proceduce examples in nursing demonstration office,clinical indirect nursing proceduce test, direct nursing proceduce examination in ward,quarter classroom practice comment by nursing administration department are effective links of nursing student quality training.

护理部岗前教育、护理示教室操作示范、临床间接护理操作考试、病房直接护理操作考核、护理部季课堂实践讲评是护生素质培训的有效环节。结果：护生思想素质、业务素质、文化素质、心理素质、语言素质、美学素质提高，护理技术操作考核成绩≥ 88分。

与nursing foot相关的网络解释 [注：此内容来源于网络，仅供参考]

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