Objective To study the success rate and impact factors of nasogastric Indwelling catheter in nursing stu-dents, in order to solve the difficulty, and provide a reference for improving the success rate of catheter nurses. Meth-ods A total of 506 nursing students, from 10 classes of 2011 grade and 2012 grade in Medical College of Xi'an Inter-national University, were randomly sampling and divided into two groups, the experimental group (256 students), control group (250 students). The control group were given traditional teaching method for the indwelling catheter, the experi-mental group were given the intervention based on knowledge, faith, cognitive model teaching intervention on the basis of the control group, the intervention time was three months. Two groups were compared in the success rate of nursing students, the causes of failure of intubation of nursing students and the influence factors of nasogastric indwelling catheter operation failed. Results The catheter situation: the success rate of the control group was 45.2%, indwelling catheter failure rate was 34.8%, giving up indwelling catheter rate was 20.8%; the success rate of the experimental group nursing students was 96.9%, indwelling catheter failure rate was 2.7%, giving up indwelling catheter rate was 0.8%, the differences of two groups were statistically significant (P< 0.01). The failure reasons of nursing students for intubation statistics: nasogastric tube in the mouth, the patient not cooperative to uproot nasogastric tube accounts were accounted a larger proportion (30.1%, 23.7%). The operation failure related to fear and anxiety influenced by the bad mood score (SAS), gender, teaching intervention methods (P< 0.05); but it did not related to nursing students' back-ground, age, ranking in the home were not big (P> 0.05). Conclusion Correcting grasp state anxiety of nursing stu-dents and giving knowledge, faith, cognitive intervention before, during and after catheter and last in the relevant line, can significantly increase the probability of success, nurses quality achieve the teaching goal.%目的：探讨护理学生鼻胃管置管成功概率及影响相关因素，为解决教学难点，提高护生置管成功率提供参考依据。方法随机抽取西安外事学院医学院2011、2012级10个班的护理专业学生506名，分为实验组(256名)与对照组(250名)，对照组采用传统置管授课方法，实验组在对照组的基础上，采用知、信、行认知结合示范教学，时间为3个月。比较两组护生置管成功率、护生插管失败的原因及其鼻胃管置入操作失败的影响因素。结果置管情况比较：对照组护生置管成功率为45.2%，置管失败率为34.8%，放弃置管率为20.8%，实验组护生置管成功率为96.9%，置管失败率为2.7%，放弃置管率为0.8%，两组比较差异均有高度统计学意义(均P<0.01)。护生插管失败的原因：鼻胃管盘曲在口腔、患者不合作自行拔出鼻胃管所占比例较大(30.1%、23.7%)。操作失败与护生鼻胃管置入操作失败受焦虑恐惧等不良情绪(SAS得分)，性别、干预教学方法有关(P<0.05)，而与鼻胃管置入操作失败结果与护理学生的成长背景、年龄、家中排行等无关(P>0.05)。结论正确掌握护生状态焦虑及置管前、中、后进行知、信、行认知干预，可显著提高护生成功置管概率，高质量完成教学目标。
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