Table of Content

20 November 2020, Volume 17 Issue 11 Previous Issue    Next Issue

Research Paper

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Development and practice of nursing discipline construction system of “Six Constructions and One Evaluation” in a general hospital LIU Wei-hua,SHI Zhi-yi,LU Ying,ZHANG Hong-mei 2020, 17 (11):  965-969.  doi: 10.3761/j.issn.1672-9234.2020.11.001 Abstract ( 318 )   HTML ( 0 )   PDF (799KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Through literature review and discussions by 14 experts,the construction system of nursing discipline in the hospital was determined and the system included the organization management system,talents cultivation system,clinical nursing system,nursing research system,teaching and training system,communication and exchange system and discipline evaluation system,all of which were summarized into “Six Constructions and One Evaluation”. The quality control of this nursing discipline construction system was carried out from three aspects including organization management,institutions,assessment and evaluation. Through the practice,the nursing discipline tree had been formed,the discipline management framework of “discipline leader-discipline team-research direction” had been established as well,and the discipline construction and development plan had been formulated. In addition,the talent team consisting of discipline leaders,reserve talents and nursing talents of various career development paths has been formed. For nearly three years,more than 20 new nursing techniques and more than 400 nursing quality improvement projects have been conducted. We have participated in the formulation of 7 national nursing standards/guidelines/expert consensus. Moreover,more than 300 nursing research projects have been applied,more than 700 papers have been published and more than 50 patents have been applied. More than 400 nursing staff were selected to assist and guide primary hospitals,in which 32 appropriate nursing techniques were promoted. There are 3 national and 13 provincial specialist nurse training bases affiliated to this hospital. The hospital passed the assessment of clinical practice base accreditation by the Ministry of Education in 2019.

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The influence of group empowerment intervention on self-depletion of patients with coronary heart disease after percutaneous coronary intervention ZHANG Meng-qian,LI Xiao-min,LIANG Ming-ming,DU Yu-feng 2020, 17 (11):  970-974.  doi: 10.3761/j.issn.1672-9234.2020.11.002 Abstract ( 341 )   HTML ( 0 )   PDF (865KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the effect of group intervention based on empowerment theory on ego depletion in patients with coronary heart disease after percutaneous coronary intervention（PCI）. Methods 88 patients with coronary heart disease after PCI in the Department of Cardiology of a third-level first-class hospital in Chengde city were randomly divided into the experimental group（n=44） and the control group（n=44）.The control group was given routine nursing measures and follow-up guidance,and the experimental group was given empowerment group intervention measures on this basis. Coronary artery disease Self-management Scale and Self-regulating Fatigue Scale were used to investigate the two groups before the intervention,1 month and 3 months after the intervention. Results There was an interaction effect between group and time regarding the total score of self-management（Finteraction=37.286,P<0.001). Simple effect analysis showed that the scores of the experimental group were significantly higher than those of the control group 1 month and 3 months after the intervention,（t=2.545、3.038,P<0.05). There was an interaction effect between the group and time regarding the total score of self-regulation（Finteraction=313.787,P<0.001）. Simple effect analysis showed that the scores of the experimental group were also significantly higher than those of the control group 1 month and 3 months after the intervention（t=2.394, 6.780,P<0.05). Conclusion The group empowerment can effectively reduce the degree of ego depletion in patients with coronary heart disease after PCI and improve their level of self-management.

Educational Informatization

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The application of a case education together with concept map in blended teaching of Geriatric Nursing XIAO Hui-min,YE Yu-ping,LIN Yan,ZHANG Xuan,WU Wei-wei,ZHAO Jun-yu,XU Gui-ru 2020, 17 (11):  975-979.  doi: 10.3761/j.issn.1672-9234.2020.11.003 Abstract ( 475 )   HTML ( 0 )   PDF (1332KB) ( 6 )   Save Figures and Tables | References | Related Articles | Metrics Objectives To explore the effects of a case education together with concept map in blended teaching of Geriatric Nursing. Methods The case together with concept map was developed based on literature research,brain-storming and expert meetings,then the new developed teaching method was applied in Geriatric Nursing. The teaching practice were as follows：teachers drew concept maps before the class while students studied online by themselves and conducted case discussion. During the course teaching,students reported the results of case discussions,and teachers analyzed and explained details by concept maps. After the class,teachers uploaded concept maps and learning materials.Students uploaded their case reports and reviewed the key points with concept maps. Totally 33 students were interviewed to explore their perceptions of the teaching method after the course. Results Seven themes were extracted from the interview data,including guiding integrated learning,cultivating clinical thinking,Increasing learning flexibility,improving teaching interaction,promoting self-learning,promoting group cooperative learning,and facing challenges. Conclusion The application of a case education together with concept maps in blended teaching is conducive for achieving deep learning and providing learning freedom. It is suggested that teachers should guide students to accept the new teaching mode better by fully considering their learning characteristics.

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The simulation in the postpartum hemorrhage teaching based on INACSL Standards of Best Practice：design and practice HOU Rui,BAO Ai-rong,YUE Jie-ya,ZANG Yu,LU Hong 2020, 17 (11):  980-984.  doi: 10.3761/j.issn.1672-9234.2020.11.004 Abstract ( 315 )   HTML ( 1 )   PDF (911KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the method and practical effects of a postpartum hemorrhage simulation based on INACSL Standards of Best Practice. Methods Following INACSL Standards of Best Practice,a simulation teaching plan for postpartum hemorrhage was designed. A total of 58 nursing undergraduates（year 3）in a university were taught for 1.5 class hours. At the end of the course,the implementation effects were evaluated by the quality evaluation table of simulated teaching operation process,and six students were interviewed one-to-one to understand the overall evaluation and suggestions of students on the process and effect of simulation teaching. Results The students had a high evaluation on the simulated teaching process,and the average score of each item was more than 4 points. Conclusion The simulation teaching plan for postpartum hemorrhage based on INACSL Standards of Best Practice has achieved the expected outcomes.

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Application of the blended teaching in training project of Fundamentals of Nursing in a higher vocational college MA Chun-li,LIU Shao-hua,LI Wu-ping 2020, 17 (11):  985-988.  doi: 10.3761/j.issn.1672-9234.2020.11.005 Abstract ( 238 )   HTML ( 0 )   PDF (767KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the blended learning applied in training project of Fundamentals of Nursing. Methods A total of 176 year-two students in a higher vocational college were selected and blended teaching was applied in four skills training：hand hygiene,aseptic technology,cardiopulmonary resuscitation,and nasal feeding. The blended learning process mainly includes：uploading the learning materials online before class,guiding students to summarize the materials with mind map after learning,and practicing the skills in the lab;examining what students have learned by themselves,skill demonstration by the group leader,providing feedback from other group members,group skill practice,and comments and summary by instructors;and requiring students to make their own practice video. The evaluation from the students on the blended teaching was investigated by questionnaire at the end of the school term. Results Taking hand hygiene as an example,96.02% of the students passed the examination before the course,97.16% of students passed the examination during the course,and 98.30% of the students passed the examination after the course. At the end of semester,157 out of 168 students accepted the blended learning. Conclusion The blended learning applied in the skill training of the Fundamentals of Nursing can effectively improve the quality of learning and is accepted by most of the students.

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The personal learning needs of online blended teaching of nursing undergraduates HUO Miao,GE Wei,ZHAO Bo-lun 2020, 17 (11):  989-994.  doi: 10.3761/j.issn.1672-9234.2020.11.006 Abstract ( 236 )   HTML ( 0 )   PDF (864KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To understand the personal learning needs of online blended teaching of nursing undergraduates. Methods An expert consultation questionnaire was developed based on the needs analysis theory. Five experts were consulted for two rounds and the final questionnaire included 4 first-level dimensions,12 second-level dimensions,and 26 items. A total of 151 year-two and year-three nursing undergraduates were investigated with this self-developed questionnaire. Results The top three contents that students needed for online learning were course preparation（6.35）,knowledge explanation（6.19）,and interest stimulation（6.03）. 65.6% of the students preferred “inquiry learning” format for the online learning. 43.1% of the students believed that “the best length of online learning for a single session was 1~<2 h/d”. 43.2% of the students believed that “the length of a single learning video was 5~<10 min”. Students thought that the top three important evaluation methods were online homework（6.21）,online examination（6.18）,and online learning length（5.87）. Conclusion Teachers should pay attention to online learning “course preparation”,strengthen inquiry-based learning,reasonably arrange online teaching length to avoid study burden,optimize the types and length of online teaching resources,and carry out diversified online teaching evaluations.

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The design and practice of a flipped classroom based on micro-lecture in Fundamentals of Nursing FENG Qiao,ZHANG Zheng-xiang,LIU Xiao-bin,GUO Shu-fang,LI Xin,BIAN Hong-yan,LIU Yan-feng,HAN Ji-ming 2020, 17 (11):  995-1000.  doi: 10.3761/j.issn.1672-9234.2020.11.007 Abstract ( 258 )   HTML ( 0 )   PDF (947KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the effects of a flipped classroom based on micro-lecture in Fundamentals of Nursing. Methods A flipped classroom based on micro-lecture teaching program was designed based on the current teaching status. The program was implemented among 65 year-two nursing undergraduates for the course of Fundamentals of Nursing. The effects of the new teaching method were assessed by using questionnaires. Results The online participation rate was 100%. The pre-class average score was（89.00±6.92） and the post-class score was（92.30±8.40）. Students reported that the new teaching model could stimulate their learning interests（80.0%）,enhance their learning effects（76.9%）and learning efficiency（81.5%）. Students（81.5%）accepted this teaching method and were willing to use it in the future. Students agreed that it was helpful regarding the design of micro-video（80.0%）,micro-task（92.3%）,micro-exercise（96.9%） and UMOOC platform（73.8%）. Conclusion The flipped classroom based on micro-lecture which is a blended smart teaching model could enhance the effects. While it needs to be improved to achieve better effects.

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The practice of online teaching of Gynecology and Obstetrics Nursing for undergraduate nursing students YAO Jie,WANG Ping-li,ZHANG En,LU Dan-dan,LIANG Jing 2020, 17 (11):  1001-1005.  doi: 10.3761/j.issn.1672-9234.2020.11.008 Abstract ( 234 )   HTML ( 0 )   PDF (792KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the effects of online teaching of Gynecology and Obstetrics Nursing for undergraduate nursing students. Methods A total of 152 nursing undergraduates in Shaanxi University of Chinese Medicine were recruited and BOPPPS teaching method was implemented for the online teaching. The BOPPPS included six parts：bridge-in（B）,objective（O）,pre-assessment（P）,participatory learning（P）,post-assessment（P）,and summary（S）. At the end of the course,students’ performance in the final examination and learning engagement were assessed. Besides,students’ self-learning ability and satisfaction level were compared before and after the course. Results The mean score of students’ examination performance was（83.38±6.32）. Students spent（402.34±34.46）minutes on online video watching. The completion rate of students’ homework was 98.2%. The self-learning dimensions and total score of the nursing undergraduates were significantly higher than those before the class（P<0.05）.The percentage of students who were satisfied with the teaching was 81.6%. Conclusion The BOPPPS online teaching model can improve self-learning ability and the teaching effects are quite acceptable.

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An exploration of blended learning model for Fundamentals of Nursing LI Yu-li,WANG Ke-fang,ZOU Ling-yan,YANG Yuan 2020, 17 (11):  1006-1009.  doi: 10.3761/j.issn.1672-9234.2020.11.009 Abstract ( 218 )   HTML ( 0 )   PDF (726KB) ( 2 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the effects of blended learning model applied in the course of Fundamentals of Nursing. Methods The theoretical courses in Fundamentals of Nursing was selected for blended learning model and 28 nursing students took part in the study. Before flipped classroom,students conducted the online learning based on Chinese MOOC,drew the mind maps,discussed online,and finished the online assessments. During the flipped classroom,students finished the class quiz with the help of an App,and conduct problem solution and clinical case analysis. After the class,student organized the learning materials in groups to realize the achievement solidification and conducted personalized learning. Outcomes included students’ participation of the course,academic performance online and in the flipped classroom,final examination results and their evaluation of the new teaching method. Results The students were highly involved in the online learning,with more than 50% of students invested more than 5 hours per week in MOOC online learning and mind mapping and the average online examination result was 89.31±16.99. The average final examination result of all the students was 82.57±11.28,and the flipped classroom academic performance was 92.26±10.15. Students having high comments of the overall evaluation of the blended learning model. Conclusion The innovation of blended learning model for nursing fundamentals can improve students’ independent learning ability and comprehensive quality.

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Total quality management in online nursing courses DING Xiao-tong,DING Ya-ping,LIN Yu-hua,XU Qin,GUAN Yuan-yuan,LIN Wei 2020, 17 (11):  1010-1013.  doi: 10.3761/j.issn.1672-9234.2020.11.010 Abstract ( 255 )   HTML ( 0 )   PDF (770KB) ( 1 )   Save References | Related Articles | Metrics This study formed an online teaching management working group based on the “total quality management” perspectives. We selected multiple online teaching platforms for 16 courses.An online teaching quality management model entitled “all teachers,all students,whole teaching process,management all,round” was built to achieve five objectives including “extensive teaching methods,in-depth teaching contents,humanistic course ideology,enthusiastic learning attitude,and multidimensional course evaluation”. The rate of “very good” of teaching effects evaluated by teachers increase from 17% to 92% in the first week and in the sixth week. The results of students’ interview showed that 90% of the students were satisfied with the online teaching in the first week. The virtual simulation experiment platform can meet the needs of students in the sixth week. The online teaching quality management model based on total quality management guarantees the education and teaching quality of online courses and make it possible for the subsequent development of online teaching and online and offline mixed teaching management.

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The status of online learning engagement and learning adaptability of associate nursing students LI Zhi-yue,PAN Jian-bin,JIN Song-yang,WANG Cai-fang,JIANG Xiao-jian,LI Qiong 2020, 17 (11):  1014-1017.  doi: 10.3761/j.issn.1672-9234.2020.11.011 Abstract ( 303 )   HTML ( 0 )   PDF (736KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the current situation of online learning input and learning adaptability of associate nursing students,and analyze the correlation between them. Methods Totally 983 associate nursing students were investigated using general data questionnaire,Utrecht Work Engagement Scale—Student and Undergraduate Academic Adjustment Scale on March in 2020. Results The score of learning engagement among associate nursing students was（58.72±14.29） and the score of learning adaptability among associate nursing students was（105.34±14.43）. There was a moderate positive correlation between learning input and learning adaptability of nursing college students（r=0.523,P<0.05）. Conclusion The learning adaptation of associate nursing students to online education is at the middle upper level,but lower level of learning engagement according to the characteristics of associate nursing students. Nursing educators should improve their learning adaptability,and then improve their learning engagement.

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Development and practice of online blended teaching for Introduction of Nursing YANG Li-quan,WU qiu-qin,ZHENG Yu-ren,CHEN Li-xiang 2020, 17 (11):  1018-1021.  doi: 10.3761/j.issn.1672-9234.2020.11.012 Abstract ( 232 )   HTML ( 1 )   PDF (677KB) ( 2 )   Save References | Related Articles | Metrics Objective To explore the method of develop online course resource platform of Introduction of Nursing and its blended teaching application. Methods We developed an online course resource platform of Introduction of Nursing with 5 modules and 32 knowledge points,and constructed a blended teaching practice mode. The platform with blended teaching practice was provided to 43 nursing freshmen. The application effects were evaluated through examination,learning participation and teaching satisfaction. Results Students’ score of ordinary examination was（94.51±1.97）,mid-term score was（89.75±5.14）,and final score was（89.42±4.82）. The average time of online course was（406.23±138.82）. The total length of teaching video was 347 minutes. The total time of each student watching the video was（357.26±103.87） minutes. Each student participated in the discussion for（31.44±12.33） times. There were 715 interactive discussions among teachers. The satisfaction rates of students on teaching content,teaching methods,teaching interaction and teaching feedback were 91%（39/43）,93%（40/43）,95%（41/43）and 95%（41/43）,respectively. Conclusion The online course resource platform with blended teaching for Introduction of Nursing has achieved better teaching effects and is well accepted by students.

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Application of micro-lectures with modularized teaching method in ICU nursing teaching ZHENG Jian-huang,LIU Li-hong,ZHUANG Meng-jiao,WU Yan-qing,LI Chun-yan,CHEN A-ren 2020, 17 (11):  1022-1025.  doi: 10.3761/j.issn.1672-9234.2020.11.013 Abstract ( 247 )   HTML ( 0 )   PDF (731KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the application of micro-lectures with BOPPPS teaching method in ICU nursing teaching. Methods Thirty nursing students practiced in ICU ward from September to November in 2018 were selected and assigned to the control group,and 31 nursing students practiced in ICU ward from September to November in 2019 were selected and assigned to the experimental group. Routine teaching method was used in the control group while micro-lectures with BOPPPS teaching method was used in the experimental group. After the study,the teaching effects of the two groups was compared. Students in the experimental group was investigated for their evaluation with the new teaching method. Results The theoretical knowledge assessment results and specialized skill assessment in the experimental group were significantly better than those in the control group（t=3.841、4.972,all P<0.001）. The students in the experimental group had a high evaluation on the micro-lectures with BOPPPS teaching method. Conclusion The application of the micro-lectures with BOPPPS teaching methodin ICU nursing teaching can stimulate the learning initiative and compliance of nursing interns and improve the teaching effects of clinical nursing.

Nursing Education

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“Case + exploration” with breakthrough style applied in Nursing Research LUO Yuan-yuan,ZHANG Jie,FAN Qiong-ling,MOHEDESI Siyiti,XU Yue-zhen,JIANG Hong,ZHAO Yue,YOU Shu-ping 2020, 17 (11):  1026-1031.  doi: 10.3761/j.issn.1672-9234.2020.11.014 Abstract ( 396 )   HTML ( 0 )   PDF (1334KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the effects of a new teaching method “case + exploration” with breakthrough style in Nursing Research. Methods Two classes of the grade 2016 were randomly selected and divided into the observational group（n=60） and the control group（n=58）. Students in the observational group were taught through“case + exploration” with breakthrough style method. Students in the control group were taught by the traditional method. The theoretical score,skill score and satisfaction level were compared between the two groups. S-T analysis was applied to evaluate the changes of students’ views on teaching and the course. Results Students in the observational group had higher theoretical score,skills score,and satisfaction level than those in the control group（P<0.05）. S-T analysis showed that teaching in the control group was mainly lecture-based while it was mostly blended in the observational group. The frequency of teacher-student interaction was higher than that in the control group. Conclusion The “case + exploration” with breakthrough style applied in Nursing Research can improve the theoretical and skill scores of nursing students,increase the degree students’ participation in the classroom,and their satisfaction with the teaching of the curriculum.

Continuing Education

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The status and influencing factors of on-the-job training load of nurses in Xiangyang ZHUANG Yu-huan,KOU Li,YIN Qian,ZHU Li-hua,TANG Xing-xing 2020, 17 (11):  1032-1036.  doi: 10.3761/j.issn.1672-9234.2020.11.015 Abstract ( 283 )   HTML ( 0 )   PDF (684KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To investigate the current status of on-the-job training load of nurses in Xiangyang and to analyze its influencing factors. Methods A questionnaire survey was carried out in 540 clinical nurses in three hospitals in Xiangyang by using the Clinical Nurses Training Load Scale and the Nursing Staff Autonomous Learning Ability Evaluation Scale. Results The score of on-the-job training load was（3.38±0.89）. Multivariate linear stratified regression analysis showed that age,education,number of children,degree of enjoying the work,hospital level,department,autonomous learning ability entered the regression equation（P<0.05）,which could explain the 42.2% total variance. Conclusion The training load of clinical nurses is at the middle level. Age,education,number of children,degree of enjoying the work,hospital level,department,autonomous learning ability are the important factors that affect the training load of clinical nurses.

Clinical Practice

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The effects of hierarchical authorization management of nursing staff SUN Li-li,LOU Xiao-ping,CHENG Yan-ru,HAN Xian-hong 2020, 17 (11):  1037-1041.  doi: 10.3761/j.issn.1672-9234.2020.11.016 Abstract ( 461 )   HTML ( 0 )   PDF (632KB) ( 12 )   Save Figures and Tables | References | Related Articles | Metrics Objective To explore the effects of hierarchical authorization management of nursing staff. Methods Through literature analysis,expert consultation,and summary of the characteristics of nurses in different departments,the hierarchical management scheme was constructed. The scheme included the basic requirements and comprehensive evaluation requirements of all levels,the establishment of hierarchical management committee,and the authorization of corresponding functions and powers（annual assessment,declaration and confirmation and promotion application） of each level group. In January 2019,the program was formally implemented after relevant personnel were trained. The quality and satisfaction of hierarchical management,nurses’ professional identity,participation rate of hierarchical training and qualified rate of hierarchical training were investigated before and after the implementation of hierarchical authorization management. Results The quality of and satisfaction with hierarchical management,participation rate and qualified rate of hierarchical training were significantly higher than those before the intervention（P<0.05）. The total score of nursing managers’ satisfaction level was improved from（3.24±0.69） to（4.58±0.50）,while the satisfaction level of nurses was improved from were（2.94±0.83） to（4.30±0.79）. Conclusion The implementation of hierarchical authorization management of nursing staff can significantly improve the quality and satisfaction of hierarchical management.

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The moderating effect of perceived social support between self-acceptance and inner peace in patients with colon cancer DING Yan,LI Ying-xia,WEN Hong-tao,ZHANG Xue-xiu,WANG Yan-hong 2020, 17 (11):  1042-1045.  doi: 10.3761/j.issn.1672-9234.2020.11.017 Abstract ( 219 )   HTML ( 0 )   PDF (578KB) ( 1 )   Save Figures and Tables | References | Related Articles | Metrics Objective To analyze the relationship among perceived social support,self-acceptance and inner peace in patients with colon cancer. Methods A total of 209 patients with colon cancer were selected by convenient sampling from June 2018 to June 2019. The Perceived Social Support Scale,the Inner Peace State Scale and the Self-Acceptance Questionnaire were used. Results The score of perceived social support was（51.43±10.32）,the score of inner peace was（13.12±2.38） and the score of self-acceptance was（24.43±6.28） in patients with colon cancer. Perceived social support （β=0.245） and self-acceptance （β=0.326） had a positive effect on inner peace,which could explain 18.4% of the variance. Perceived social support played a moderating role between self-acceptance and calm mood（β=0.164）,which could explain 4.3% of the variation. Conclusion Active interventions should be undertaken to improve social support level and self-acceptance of patients with colon cancer.

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Evidence summary of compression therapy in patients with venous leg ulcers ZHEHG Hong-juan,ZHANG Pei-ying 2020, 17 (11):  1046-1050.  doi: 10.3761/j.issn.1672-9234.2020.11.018 Abstract ( 199 )   HTML ( 0 )   PDF (637KB) ( 3 )   Save Figures and Tables | References | Related Articles | Metrics Objective To search,evaluate and summarize the evidence of compression therapy for venous leg ulcers. Methods Research evidence was systematically retrieved from the National Institute for Health and Clinical Excellence（NICE）,Registered Nurses’ Association of Ontario（RNAO）,the Scottish Intercollegiate Guidelines Network（SIGN）,New Zealand Guidelines Group（NZGG）,International Guidelines Network（GIN）,Wound Ostomy Continence Nurses Society（WOCN）,World Council of Enterostomal Therapists（WCET）,The United States Centers for Disease Control and Prevention（CDC）,The Cochrane Library,Joanna Briggs Institute（JBI）,PubMed,CINAHL,Clinical evidence,Best practice for clinical practice guidelines,systematic review,practice recommendation and evidence summary of compression therapy on venous leg ulcers. Then these evidence information was screened. Results A total of 10 references were included,containing 4 clinical practice guidelines,2 practice recommendations and 4 systematic reviews. Evidence for compression therapy of venous leg ulcers was summarized including prevention,treatment,compression types and material selection,and personal qualification. Conclusion Compression therapy is effective in the prevention and treatment of venous leg ulcers. Institutions may provide appropriate compression therapy for patients with venous leg ulcers by trained professionals based on the evidence presented.