香港理工大学护理学院进修体会

笔者有幸于2006年在香港理工大学护理学院学习护理本科的课程4个月,切身感受香港护理本科教育的特点与教学模式,现从课程设置、教学方法、教育理念、考核方式等方面进行介绍,并与国内护理教育进行比较.     

Visiting experiences in Nursing School of Hong Kong Polytechnic University

I was honored to study the undergraduate course in Hong Kong Polytechnic University for 4 months in 2006,experienced the characteristic and teaching mode of Hong Kong nursing education on undergraduate course personally.Make an introduction from respects such as course offered,teaching method,educational idea,examination way,etc.now,and compare with domestic nursing education.     

香港大学护理学院四年制护理本科课程设置的特点及启示

介绍了香港大学护理学院全日制四年护理本科课程设置,并分析了其课程设置的特点,如课程设置与时俱进、符合时代需要;贴近专业、符合临床需要;内容精简、力求实用;课程安排注重基础与临床结合、理论与实践结合;注重实际工作能力的培养与训练。同时,提出了对我国内地护理本科教育课程设置和教学的启示。     

自学-辅导式教学模式在<基础护理学>教学中的应用

为探索适合我国护理本科生的素质教育之路,在《基础护理学》教学中应用“自学－辅导式”教学模式,采取自学－讨论－启发－练习和总结的教学模式组织教学。通过对９５级至９８级共８５名学生的问卷调查,结果表明：该模式对提高学生沟通交流能力、促使学生积极参与课堂教学、提高学生独立发现问题和解决问题的能力以及培养同学间的合作精神等方面得到了学生的认可。     

中专外科护理教学改革初探

为改革中专外科护理教学重医轻护不能满足学员“第一任职”需要的现象。我们在护士专业的外科护理教学中进行了改革的初步尝试：①调整课程设置和内部结构。加强操作技能训练。②改进授课方法，培养学员的自学能力。③教学中注重护士素质培养。调查表明，以上措施为培养合格护士奠定了坚宴的基础。     

香港中文大学那打素护理学院进修体会

<正>2010年3月,笔者有幸在香港中文大学那打素护理学院进修学习1个月,切身体会其护理教育的模式与特点,介绍如下。1学院简介那打素护理学院的前身是香港中文大学医学院护理学系,于1991年成立,为香港最早开设的大学本科护理学系,目前提供护理学士、硕士及博士三个层次的课程。为感谢雅丽氏何妙龄那打素医院执行     

Nursing issues in Hong Kong

Changes in nursing in Hong Kong over the past decade have had more to do with the changes in the world and the region's economy and population than the changes instituted by the Republic of China. Hong Kong's nearly 7 million people's health is, like in other places, threatened by a shortage of skilled and experienced nurses. Hong Kong's three major university-based nursing programs, if they can work together creatively, have the potential to avert a decline in quality of healthcare in Hong Kong and advance nursing at the same time.     

中等护理教育教学方法的前瞻性研究

目的：研究中等护理教育教学方法的内在规律，为教师在教学活动中，应用适宜的教学方法提供参考依据。方法：采用流行病学前瞻性研究方法，对同一批学生追踪三年分别在不同年级时，收集同一批学生对教学方法选择的问卷。结果：同一批学生在不同年级时，对教学方法的选择表现出一定的差异。结论：随着学生年级的增高，其对教学方法的选择发生了一定的变化。这种变化与学生的身体和心理日趋成熟，文化知识结构的扩充，教学内容专业性的变化有一定的关系。提示教师在教学活动中，应根据教学对象喜欢的教学方法进行教学方法的选择，以提高教学质量。     

中等护理教育教学方法的前瞻性研究

目的研究中等护理教育教学方法的内在规律,为教师在教学活动中,应用适宜的教学方法提供参考依据.方法采用流行病学前瞻性研究方法,对同一批学生追踪三年分别在不同年级时,收集同一批学生对教学方法选择的问卷.结果同一批学生在不同年级时,对教学方法的选择表现出一定的差异.结论随着学生年级的增高,其对教学方法的选择发生了一定的变化.这种变化与学生的身体和心理日趋成熟,文化知识结构的扩充,教学内容专业性的变化有一定的关系.提示教师在教学活动中,应根据教学对象喜欢的教学方法进行教学方法的选择,以提高教学质量.     

本科护生培养模式的探索

针对我国本科护生培养模式的现状进行了分析,指出在课程设置、教学环节、实习安排、学生专业思想方面存在的问题,并提出改革措施：即从调整课程体系、采用交叉式教学模式、强化技能操作水平、调整实习安排等方面进行改革,以培养出专业思想稳定、专业知识扎实、实际工作能力强、受用人单位欢迎的高级护理人才.     

A phenomenological study of early nursing experiences in Hong Kong

The experience of primary professional socialization is crucial for neophytes to learn to become a nurse. These early nursing encounters may also have long-term effects on professional development of individual nurses. However, research into the early experiences of nurses has been poorly documented. This study endeavours to reveal the early lived nursing experience amongst a group of nurses in Hong Kong. This study adopts a phenomenological approach which involves the thematic analysis of the critical incidents provided by 77 subjects. Findings revealed that incidents associated with death and dying, and clinical learning embracing interpersonal relations and professional development, were the most memorable events. Nurses were in general not equipped adequately to communicate with the dying and the grieving relatives. The subjects disclosed that positive clinical encounters confirmed their value of nursing work and motivated them to stay in the profession. Conversely, the negative experiences made them seriously consider leaving nursing. A number of implications for nursing education have been drawn from the research findings.     

Simulated experiences: Nursing students share their perspectives

In an attempt to address a shortage of clinical nursing placements, the rising complexity of care and to increase preparedness of students entering clinical settings, the provincial government of Ontario invested significant funding for the purchase of simulation equipment in undergraduate Schools of Nursing. What students believe about simulation and learning can influence how it is used and can also provide faculty with a better understanding of how it can best be implemented. This study explored nursing students’ viewpoints about the use of simulation in their nursing programs. Q-methodology was the research approach used. In total, 24 students from 17 universities and colleges participated in the study. Although all students felt that simulated experiences could support learning overall, four groups of students were identified who had differing viewpoints. Described as reflectors, reality skeptics, comfort seekers, and technology savvies, these four groups of students require unique approaches to better engage them in learning with simulation. This study provides recommendations for faculty to consider, taking into account these varied viewpoints regarding simulation in nursing education.     

护理教育理念

根据“理念”及护理教育“理念”：人、环境、健康、护理、护士、护理程序、教学的理论,论述了护理教育理念在现代护理教育课程设计中的指导作用;在护理教育“理念”的指导下,建立概念框架,设置课程目标,进行科目选择,确定科目目标,计划教学活动和评价;护理教育“理念”可以在护理教学实践中建立教师的认同感和信念,在共识的前提下更好地体现教师在护士培养中的价值和行为取向,利于克服教学中只见局部不见整体的盲目性和随意性,提高护理教育的整体性效益     

外科护理教学中 OTD教学模式的设计与应用

目的探讨OTD教学模式在《外科护理学》教学中的应用效果。方法抽取2011级护理专业两个大班240人为研究对象，随机分为两组，每组120人。观察组实施OTD教学模式，对照组实施传统理论教学。实验结束后，采用理论考试、问卷调查，对教学实效性进行评价。结果两组学生的理论考试成绩和学习效果各维度、教学效果评价差异有显著意义（P〈0．05）。结论OTD教学模式能提高学生的学习效果，利于教师的角色转换。     

Juggling School with Life: How the Successful Non-traditional Nursing Student Stays in School

Non-traditional nursing students struggle to balance school and life. The retention of these students is paramount for increasing RNs in the workforce. The beginning development of grounded theory from a thematic qualitative analysis was conducted from the audio recordings of senior associate degree nursing students. This research highlights three themes, “Enhancing Personal Capacity, Learning to Balance, and Maintaining Support.” Students from this research are successful with matriculation, graduation, and licensure.     

Nursing students' experiences of involvement in clinical research: An exploratory study

BackgroundNursing education can positively affect nurses' attitudes toward nursing research, resulting in better patient outcomes. Experiential learning theory was the basis for this study.ObjectivesTo explore nursing students' experiences of involvement in clinical research, their approach to learning and their interest in nursing research.DesignCross-sectional.MethodsOne hundred and twenty-six nursing students were invited to be involved as data collectors in a research project as part of their training in research methodology. The students completed an evaluation form and the Revised Study Process Questionnaire. The questionnaires were analyzed quantitatively and one open-ended question was analyzed qualitatively.ResultsOn the whole, the students were happy to be involved in the data collection although a minority felt uncertain and exposed. Students with a deeper approach to learning felt that their involvement had increased their interest in nursing research and they stated that data collection should be a regular feature of the course.ConclusionsParticipation as data collectors in research has the potential to increase interest in nursing research among students with higher levels of deep learning. Further studies are needed to examine ways to increase interest in research among students with lower levels of deep learning.     

Nursing students' experiences in managing patient aggression

BACKGROUND: Nursing students are at high risk to become a victim of patient aggression. There is little evidence that training programmes developed for post-registered nurses or nurses in psychiatric or forensic settings can meet the needs of nursing students. To gain more insight into student nurses' educational outcomes in Germany the view of the target group was explored. METHODS: Twelve nursing students participated in semi-structured interviews. Data were evaluated by qualitative content analysis. RESULTS: Managing patient aggression is a general challenge for nursing students and is not confined to psychiatric settings. Specific problems of beginners became evident. Additionally, general issues were addressed on control of causes of aggression, interpretation aggressive situations, dealing with the aggressive patient, coping with stress, and organizational issues. CONCLUSION: Nursing students need preparation and training in handling patient aggression. They should acquire knowledge about aggression, awareness of contributing problems, self-confidence in dealing with aggressive patients, assertiveness and empathy in communication and the ability to cope in an appropriate manner. In addition the safety policy of hospital placements should be examined for appropriateness to support nursing students.