高专层次社区护理专业分化方向课程设置改革的研究及实践

目的探讨高层次社区护理专业方向的课程设置,使培养出来的护理人才适应社会社区护理人才需求的预期培养目标。方法对我校护理专业学生实行了社区护理专业方向（模块化）教学,在学生、专家调查、描述分析社区护士工作任务目录,作为制订社区护理教学目标,设置课程计划和内容为依据的基础上进行课程设置的改革与实践。结果改革后社区护理课程设置更符合高职等专技能型人才的教育特色和培养目标。结论科学适用的培养高职高专类社区护理专业人才培养模式,必将使社区护理专业方向毕业的学生有更好的就业市场和就业能力,以满足社会对社区护理专业人才的需求。     

高职护理专业内科护理学教学改革与考试成绩评价

目的　为深化高职护理医学教育改革 ,以适应和满足社会发展、卫生事业发展及社区人群健康教育为目的 ,以理论和实践相结合为教学目标。方法　我们对高职护理专业 ,实施了内科护理学课堂目标教学纵横教学法。结果　新的教学方法 ,有课堂教学设计 ,体现了以学生为主体 ,以教师为主导 ,培养学生的实践能力和创新能力。加强了实践教学 ,提高了护理技能的教学质量 ,增强了学生的动手能力。内科护理学理论成绩、技能成绩与对照组比较均有提高。结论　教学方法的改革 ,旨在培养具有一定理论水平和具备综合职业能力及全面素质的高职技术型实用护理人才     

高职护理专业内科护理学教学改革与考试成绩评价

目的为深化高职护理医学教育改革,以适应和满足社会发展、卫生事业发展及社区人群健康教育为目的,以理论和实践相结合为教学目标.方法我们对高职护理专业,实施了内科护理学课堂目标教学纵横教学法.结果新的教学方法,有课堂教学设计,体现了以学生为主体,以教师为主导,培养学生的实践能力和创新能力.加强了实践教学,提高了护理技能的教学质量,增强了学生的动手能力.内科护理学理论成绩、技能成绩与对照组比较均有提高.结论教学方法的改革,旨在培养具有一定理论水平和具备综合职业能力及全面素质的高职技术型实用护理人才.     

针对高职护生实习后工作能力现况的提高对策

[目的]研究5年制高职护生实习后临床工作能力情况。[方法]采用自制问卷,对为我校2008届高职护理专业实习返校护生共403名,实习医院带教老师共231名进行调查。[结果]护生自评和带教老师对护生的评分好评率最高的是"临床护理能力"(90.07%,84.42%),最低的是"社区护理能力"(42.68%,24.24%);6个维度的比较中,带教老师对护生的评分与护生自评得分差异有统计学意义的有沟通交流能力、社区护理能力、专业发展能力、评判性思维能力(P0.05)。[结论]我校5年制高职护生护理实习临床工作情况基本满足了自己及其用人单位的要求,在坚持临床护理能力教育为重点的基础上,还需在沟通交流能力,社区护理能力、专业发展能力、评判性思维能力培养方面尤其重视。     

高职护生从事社区护理就业意向调查及对策研究

[目的]了解高职高专护理专业学生(简称高职护生)的社区护理认知状况、从事社区护理意向的状况及社区护士核心能力自我评估状况。[方法]对某医学高等专科学校护理专业不同教育层次424名高职护生进行问卷调查。[结果]对口护理层次护生社区护理认知情况得分最高;对口护理层次护生社区护理就业意愿率最高;普通专科护理层次护生在评判性思维能力、专业发展能力及总得分的分数最高,对口护理层次护生在人际沟通能力得分最高。[结论]护理教育者应做好社区护理就业指导,转变就业观念;完善社区护理人才培养模式,加强教育教学改革,促使护生拥有多元化的择业机会;加强社区护士核心能力的岗位培训,培养高质量社区护理人才。     

高职护理专业三段递进式社区-家庭护理实践教学的探索

[目的]探索高职护理专业社区-家庭护理实践教学在专业人才培养中的应用效果。[方法]采用文献研究法和调查研究法,明确高职护理专业教育教学与社区护理岗位需求之间的差距;随机抽取1个班级作为试验组(41人),另1个班级作为对照组(39人),试验组开展认知、模拟、实践三段递进式社区-家庭护理实践教学,对照组采用常规教学;3学年后,比较两组护生的学业成绩及其对教学的评价。[结果]试验组护生第2学年及第3学年的理论考试、基本技能和综合能力的测评成绩高于对照组,护生对护理专业课教学内容、教学活动、教学效果以及教师引导作用的评价优于对照组。[结论]在社区护理教育体系尚不健全的情况下,在高职护理专业开展认知、模拟、实践三段递进式的社区-家庭护理实践教学,能有效培养高职护生的社区-家庭护理实践能力。     

高职护生社区护理职业情感和就业意向的调查

目的 了解高职毕业护生社区护理的职业情感和就业意向状况,为高职护生的培养提供参考.方法 采用自制问卷对109名高职毕业护生进行问卷调查.结果 高职护生多数感到就业压力大,仅30.3%表示愿意选择社区护理岗位,其影响因素有个人发展前景不好、社区护士待遇低、人们对社区护理的认识不够等;护生对社区护理的职业情感负性情绪较多,70.6%的护生认为学校的社区护理教育不能够满足社区护理工作的需要.结论 学校应加强培养高职护生正确的职业认知,开展适当的职业指导,加强社区护理实习教学环境的建设,重视护生人文沟通能力的培养.     

高职护生社区护理认知及就业意向的调查分析

目的 调查分析高职护生社区护理认知情况及就业意向影响因素,为高职院校开展社区护理教育和就业指导提供参考.方法 采用分层整群抽样的方法,选取不同年级、不同教育层次的护生1 227名为研究对象,采用自设问卷进行调查.结果 不同年级、不同教育层次和不同生源地的护生对社区护理的认知情况与就业意向比较差异有统计学意义.结论 高职护理院校要加强社区护理实践教育和社区就业指导,提高护生社区护理认知程度和社区就业意向.     

典型工作任务暑期社会实践在助产专业教学中的应用

高职助产专业隶属于护理,学生不仅要具备普通护士的基本条件,还应具备专业的妇幼保健能力,对实践能力要求高。为了改善专业教学初期学生实践项目的不足,将实践服务范畴扩大到社区和健康人群,让学生在社会中学习,在实践中得到教育,实现“教育即生长”“教育即生活”[1]的教学理念,增强学生学习热情,提高自主学习能力,特设计了以“关爱母亲---围绝经期保健”为典型工作任务的暑期社会实践项目,组织114名助产专业学生开展了“2012年暑期大学生社会实践项目”,达到预期目标。现汇报如下。     

典型工作任务暑期社会实践在助产专业教学中的应用

<正>高职助产专业隶属于护理,学生不仅要具备普通护士的基本条件,还应具备专业的妇幼保健能力,对实践能力要求高。为了改善专业教学初期学生实践项目的不足,将实践服务范畴扩大到社区和健康人群,让学生在社会中学习,在实践中得到教育,实现"教育即生长""教育即生活"[1]的教学理念,增强学生学习热情,提高自主学习能力,特设计了以"关爱母亲——围绝经期保健"为典型工作任务的暑期社会实践项目,组织114名助产专业学生开展了"2012年暑期大学生社会实践项目",达到预期目标。现汇报如下。     

Community as Client: A Challenge for Nursing Education

Abstract The mandate of public health departments has been, and continues to be, to provide and deliver a variety of health programs and services pertinent to local circumstances and needs. Public health nurses are the largest group of health care professionals who deliver these services. The objectives of this paper are to identify what policy makers expect of public health nurses related to community development for health, and to describe the educational components necessary for baccalaureate nursing curricula if these expectations are to be met.     

Care of homeless men in the community

The author describes health care provided to homeless men by community health nursing students who conduct a service learning project at an inner city mission. Service learning is an educational method that combines the academic learning objectives of community nursing students and the health care educational and service needs of a vulnerable population of homeless men. Holistic and interdisciplinary nursing skills are practiced. Clients learn healthier life-style choices and to determine more appropriately the need and source for professional health care when problems are identified.     

实习护生职业生涯规划教育需求的研究

目的调查临床护生职业生涯规划教育需求。方法采用自设问卷对134名实习护生进行调查。结果认知领域，护生对职业生涯规划步骤及方法、专业发展瓶颈、现状和前景认识不足；技能领域，制定目标是其弱项；情感领域，护生对职业生涯规划教育有较强的需求；教育内容，对职业认识和目标制定教育需求最为强烈；教育方式，个别咨询需求最高。结论护生对职业生涯规划教育需求强烈，职业生涯规划的步骤及方法、职业认识和确定职业目标方面应是今后教育的重点。     

持续植物状态患者家属对健康教育需求的调查分析

目的了解持续植物状态患者家属的健康教育需求.方法采用自行设计的调查表,对12例持续植物状态患者家属的健康知识和健康教育需求进行评定.结果91.7%的患者家属知道疾病的诊断,但缺乏护理知识与技能;100%的患者家属希望与医护人员面对面直接交谈健康教育知识.结论医护人员应重视持续植物状态患者家属的健康教育需求,有针对性地进行宣教.     

An Evaluation of Consistency in Baccalaureate Public Health Nursing Education

A national study was conducted to determine the public health nursing content and clinical experiences faculty include in the baccalaureate preparation of nurses and the degree of consistency that exists among these programs. The concept of professionalism provided a framework for determining standardization in educational preparation. Data were collected using a mailed questionnaire distributed to all National League for Nursing-accredited baccalaureate programs and completed by the person responsible for the public health nursing curriculum. The questionnaire obtained information related to theory and practice objectives. A response rate of 82 percent (n= 275) was obtained after follow-up mailings and telephone calls. Content analyses of responses allowed us to identify curricular components most and least emphasized in baccalaureate public health nursing education as well as a core curriculum in public health nursing. Overall, the nursing educators were more consistent in the emphasis placed on areas of clinical competence than on public health nursing concepts. Public health nursing educators are encouraged to consider what constitutes the theoretical base for public health nursing practice.     

Educational Needs of Community Health Nursing Supervisors

Recent legislative trends toward early hospital dismissal and cost containment have shifted the setting for health care from the hospital to the home. Consequently, community health nursing supervisors are becoming increasingly responsible both for coordinating care for sicker clients with fewer available resources, and for guiding staff nurses who provide high-tech nursing skills in the home. This has resulted in new educational needs for these supervisors. To determine their educational needs and the barriers to implementing their roles, 160 community health nursing supervisors employed by community health nursing agencies in Michigan were surveyed. They reported educational needs related to labor relations, reimbursement procedures, fiscal management, marketing, and computer systems. Several types of educational experiences were found to influence their abilities to handle supervisory responsibilities, including enrollment in an educational program, highest level of education, and selected content areas taught in their formal educational programs. Nursing implications include using the research results to develop educational programs to meet the needs of community health nursing supervisors. Those who are adequately prepared educationally will be better able to provide effective supervision of staff nurses and ultimately, coordinate high-level client home care.     

A study of the 'lived' experience of change during a period of curriculum and organizational reform in a department of nurse education

In this paper an attempt is made to illustrate the experience of lecturers in a department of nursing preparing to implement the adult branch component of the pre-registration Higher Education Diploma in Nursing Studies. The study was conducted in a college of health in England at a time when the college was only beginning to discuss the possibility of closer links with universities. It highlights the grief responses associated with change exhibited by nursing lecturers during a period of organizational upheaval and curriculum change and maps the transition through stages of adaptation over a 2-year period. The analysis of the effects of change and the coping strategies adopted by nursing lecturers presented here is most relevant to educational managers who are charged with integrating nurse education into higher education.     

Mental Health Learning Needs Assessment: Competency-Based Instrument for Best Practice

A learning needs assessment focused on psychiatric/mental health nursing competency development is a central component of nursing education in specialty mental health nursing practice. The provision of education for mental health nursing relies on the underlying assumption that the learning needs of experienced mental health nurses have been assessed and educational programs implemented to address educational needs for competency in professional practice. Few professional learning needs assessments have been developed to identify learning needs in mental health nursing practice. The majority of available professional learning needs assessments focus on medical nursing practice applications rather than the psychosocial aspects of a mental health assessment. The mental health field addresses very different assessment criteria such as knowledge of suicide assessment and therapeutic interventions. The purpose of this article is to present and describe the process of developing a learning needs assessment focused on competency development for the specialty practice of mental health nursing that addresses and resolves complex learning needs.     

Exposing the tensions of implementing supervision in pre-registration nurse education

This discussion will examine the complexities of implementing group clinical supervision in pre-registration nurse education. Exploration is based upon the authors’ experiences of facilitating clinical supervision with mental health branch students on the Diploma/BSc program at one higher education institution in the UK. It will provide the history and context of clinical supervision in nursing and apply this to the educational setting.This discussion aims to move beyond the rhetoric surrounding clinical supervision to expose the underlying tensions which we propose influence the clinical supervision process in pre-registration nurse education. These include the potential confusion of role for the supervisor, conflict of responsibilities and the potentially vulnerable position they may adopt. However, despite these tensions it is proposed that clinical supervision has a key role within graduate pre-registration nursing education.     

An Online Competency-Based Spiritual Care Education Tool for Oncology Nurses

ObjectiveThe importance of spiritual care for the nursing profession has been long established. In many health care settings, including oncology, patients facing illness, suffering, and imminent death can struggle with existential questions of purpose and meaning-making. Recent research provided a competency-based educational framework to prepare nurses and nursing students to address these spiritual needs.Data SourcesThis qualitative study evaluated the impact of the implementation of online educational tools across four nursing bachelor's programs to acquire competencies focused on addressing spiritual care needs.ConclusionResults showed that the tool added to the awareness of students and impacted among between students, teachers, and patient.Implications for Nursing PracticeThe results underscored the need for structural and methodical implementation of technically challenging online tools because this impacts the feasibility and applicability of blended learning.