实习护生对护理相关法规知识掌握情况的调查分析

目的了解实习护生对护理相关法规知识的掌握情况.方法选择2003年在本院实习的大专、本科护生100名,自行设计问卷进行调查.内容包括一般资料,护理相关法规理论知识、临床典型医患纠纷案例处理、护生对护理相关法规教育的需求.结果实习护生对护理相关法规知识掌握不够,存在着许多盲区和误区,对临床上常见的可能导致的医患纠纷事件缺乏处理能力,存在许多模糊甚至错误的认识.护生对护理相关法规知识非常需要.结论对护理专业学生应开设护理法规课程,实习期间进行护理相关法规知识培训.     

医疗护理工作中应注意的法律问题

在临床护理工作中,我们发现医护人员缺乏法律知识,缺乏自我保护意识,无形中造成了大量的医疗护理纠纷[1],因此,对于医护人员来说,在提高医护水平的同时,还要加强法律知识的学习,提高法律意识;加强责任心,认真执行各项规章制度及各项护理操作规程,提高自身素质,才能避免医疗纠纷的发生,提高工作质量.     

护生100名护理安全意识调查分析

目的:调查临床实习阶段护生护理安全意识的现况.方法:对100名实习护生采用自行设计的问卷调查其对护理相关法律法规知识了解程度及自身护理安全意识的现状.结果:本组88％护生表示对护理相关的法律不是很了解,48％护生在学校没有护理安全相关法律知识的教育,82％护生表示发生过护理差错,而其中只有42％选择上报差错,31％护生对“三查七对”查对制定不够重视.结论:护生医疗护理相关法律知识掌握甚少、护理安全意识薄弱欠缺,应该引起学校重视,增加护生法律培训及加强临床实习阶段的护理安全教育和管理,以提高护生护理安全防范意识,避免差错发生.     

高职护生300名对《护士条例》认知状况调查分析

目的:了解高职护生对<护士条例>核心内容的认知状况和学习需求.方法:自行设计"高职护生对<护士条例>核心内容认知状况和学习需求调查问卷",对300名普通专科和五年高职护生进行调查.结果:高职护生对<护士条例>相关知识普遍缺乏.结论:学校应加强对高职护生相关法律知识教育,使护生树立法制观念,增强法律意识.     

实习护生法律法规知识掌握情况的调查

目的 了解目前实习护生对护士执业相关法律法规知识的掌握情况.方法 采用自行设计的问卷调查表,对262名实习护生进行问卷调查.结果 实习护生对护士执业相关法律法规知识缺乏全面的了解,与临床密切相关的法律法规问题：护士执业注册的有效期、护士吊销执业证书后再申请时间、医疗事故等级评定3个项目本科生掌握正确率分别为26.46％,24.43％,27.23％,大专生掌握正确率分别为18.18％,30.36％,24.24％,本科生与大专生相比差异无统计学意义（x2值分别为2.509 5,1.1459,0.297 3;P ＞0.05）.大部分实习护生对在实习过程中接受法律法规知识培训的认知态度积极,204名（77.90％）被调查者认为非常有必要学习并且掌握与护士执业相关的法律法规知识.结论 学校和临床实习单位均应重视护理专业学生对护士执业相关法律法规知识的学习,有意识地培养护生的法律意识.实习护生也应自觉加强相关知识的学习,为今后进入临床工作做准备.     

医疗护理工作中应注意的法律问题

在临床护理工作中 ,我们发现医护人员缺乏法律知识 ,缺乏自我保护意识 ,无形中造成了大量的医疗护理纠纷[1] ,因此 ,对于医护人员来说 ,在提高医护水平的同时 ,还要加强法律知识的学习 ,提高法律意识 ;加强责任心 ,认真执行各项规章制度及各项护理操作规程 ,提高自身素质 ,才能避免医疗纠纷的发生 ,提高工作质量。1　加强法律知识的学习和教育 ,增强法律意识法律是社会生活的调整器 ,是规范人们行为的准则 ,医护人员应学习有关法律知识 ,积极的运用法律手段去维护护患双方的合法权益。2　树立平等观念和权利义务观念医患双方必须明确 ,医院…     

基层医院妇产科护理文件书写缺陷分析及对策

总结分析了1080份妇产科病历的护理记录缺陷,包括缺项和漏项、缺乏连贯性、缺乏及时性、缺乏真实性、重点不突出、记录与医嘱不吻合及医护记录不一致等缺陷,针对性提出了对策.认为护理人员应加强法律知识的学习,充分重视护理文件的书写,从而有效杜绝不必要的医疗纠纷事件的发生.     

护生护理安全意识调查与分析

I 本研究的目的是为了深入了解在临床实习阶段的护生护理安全意识的现况。方法对100名实习护生采用自行设计的问卷调查其对护理相关法律法规知识了解程度及自身护理安全意识的现状。结果88%护生表示对于护理相关的法律不是很了解,并且62%护生对于自己法律身份和法律责任不清楚。48%护生在学校没有护理安全相关的法律知识的教育。82%护生表示发生过护理差错,而其中只有42%选择上报差错。43%护生对“三查七对”内容不了解。68%的护生对于高危药管理不是很了解。72%的护生对重点护理对象和重点护理环节内容不清楚。结论护生医疗护理相关法律知识掌握甚少、护理安全意识薄弱欠缺,应该引起学校重视,增加护生法律培训及加强临床实习阶段的护理安全教育和管理,以提高护生护理安全防范意识,避免差错发生。     

提高住院病历医护记录一致性的分析与对策

目的 探讨医护病历记录不一致的成因、危害以及对策,提高医护记录的一致性.方法 对168份病历进行逐一查阅,对病案首页、体温单、医嘱单、病程记录、护理记录进行重点查看,找出医护记录不相符之处,进行统计分析.结果 1)七点成因:三无病人的收治、医护人员责任心不强、医院疏于对住院患者外出的管理、医护之间缺乏有效沟通、法律意识淡薄及缺乏自我保护意识、医护人员在工作中缺乏相关的指导文件.2)四大危害:不利于举证倒置、影响患者的诊疗护理过程、导致医院被动承担一些费用、引起医疗纠纷.结论 应对新入院病人做好详细入院记录、对医护人员进行专业培训、学习相关法律知识增强自我保护意识、加强督促检查、医护之间进行有效沟通、完善相关制度及病历书写规范.     

医护英语情境性教学内容及方法的理论与实践

多年来，困扰大学生学好医护英语的关键，一是医护英语听说困难，二是医护英语词汇难记。其原因在于，目前的医护英语教学内容缺乏医学护理知识的系统性和针对性，即所学内容与临床实际脱节，教师难以引导学生利用英语就他们所学的医护知识展开听说训练；由于医护英语的教学内容与医护知识的严重脱节，使学生对医护英语词汇的学习和掌握缺乏系统性。     

护士学生护理相关法律知识认知情况的调查分析

目的了解护士学生(以下简称护生)护理相关法律知识的认知情况,并提出相应对策,以提高护生护理相关法律知识的认知水平。方法采用自行设计的调查问卷,调查护生对护理相关法律知识了解情况、获取途径和法律知识应用情况。结果 56.2%的护生了解各项护理相关法律法规;55.1%护生的护理相关法律知识是从学校教育中获取;77.0%护生遵守规章制度,18.5%和29.8%的护生了解护理差错纠纷上报制度和能维护自身权益。结论护生的护理法律意识不强,护理法律知识欠缺。应采取多种方法和途径,加强护生护理法律知识培训,以提高护生法律知识水平和法律意识。     

中专实习护生技能现状调查分析

[目的]了解中专护理实习生护理技能状况。[方法]采用问卷调查法,调查2007级146名实习护生在实习期间对自身护理技能评价,同时调查139名带教教师对中专护生技能的评价。[结果]认为其操作能力较好的实习护生占10.96%,带教教师占28.78%;认为其沟通能力好的实习护生占41.10%,带教教师占29.50%;认为其处理问题的能力强的实习护生占36.30%,带教教师占33.09%;认为其对医疗护理法律法规知识的知晓度高的实习护生占23.29%,带教教师占20.14%。[结论]中专实习护生操作能力与沟通能力差、缺乏医疗护理法律法规知识,为此,在护理教学中要加强护理操作能力的训练,并在教学中渗透医疗护理法律法规知识以及沟通技巧,以培养实践型、技能型护理人才。     

我国护理本科生法律课程专用教科书目录提纲的初建

[目的]通过对我国护理本科生法律知识需求情况的问卷调查,构建满足社会需求、规范合理的高等护理专业法律专用教科书的目录提纲.[方法]采用问卷调查法、比较研究法等定性与定量分析相结合的方法进行调查研究.[结果]护理本科生最需要的基础法律知识是<劳动法和社会保障法><民法><婚姻家庭法和继承法>;最需要的相关卫生法律法规知识是<护士管理办法><护理过失、护理纠纷><护理工作中病人权利侵犯与保护><护理操作规程><护士工作制度、护士职责>;最需要的相关国家法律知识是<国际护士会伦理法典>.[结论]建议我国护理本科生相关法律课程专用教科书目录提纲的设置包含这几部分的内容.     

增强精神科护士的法律意识以防范护患纠纷

《医疗事故处理条例》的实施、人们法律知识的普及及病人维护自身权益的意识逐渐增强，精神科护理行为涉及到一般法律的广泛内容，同时又有它自身的特殊性。作为护理工作者，特别是精神科护理工作者更应增强法律意识，加强有关法律法规、规章制度的学习，提高自身素质，注意护患之问的交流与沟通技巧，建立良好的护患关系，防范护患纠纷。     

Legal Issues in Nonrelated Infant Adoption: Nursing Implications

purpose . To highlight the legal issues surrounding nonrelated infant adoptions
population . Parties in the adoption triad—the infant, the biological parent(s), and the adoptive parent(s)
conclusions . Current adoption laws have been influenced by a historical stigmatization of adoption by society, states' sovereignty rights, and an individual's constitutional rights. Controversies surrounding nonrelated infant adoptions have highlighted the inadequacies of the present system of adoption laws and regulations. Nurses can take a proactive role in their practice by acquiring a clear understanding of the legal issues surrounding adoption.
practice implications . Knowledge about state adoption laws, regulations, and resources, as well as the legal issues surrounding infant adoption, will allow the nurse to take a proactive role in formulating and providing supportive interventions that assist all parties through the process.     

某院护士掌握采供血知识及输血法律法规知识情况调查分析

目的了解和提高临床护士采血用血相关法律法规知识水平。方法采用自制问卷调查表对某院内科系统9个临床科室，外科系统10个临床科室的全部护士，共328人进行问卷调查，了解其所掌握的输血法律法规知识情况。结果职称较高、年龄较大的护士，输血法律法规知识掌握较好；职称低、较年轻的护士，输血法律法规知识掌握较差；护士对“输成分血优于全血”掌握最好，有306人掌握，占93．3％；输血法律法规知识及输血记录知识掌握了77．8％，但仍有22．2％的知识没有掌握；护士对采供血知识掌握欠佳，有36．4％的知识没有掌握。结论临床护士采供血知识、输血法律法规知识及输血记录知识的掌握欠佳，医院应进行有针对性的继续教育，使输血这种治疗手段能更好地为患者服务。     

Building coalitions: A statewide nursing organization's role in changing nursing education regulation during the COVID-19 pandemic

The California Association of Colleges of Nursing (CACN), representing California's baccalaureate and higher degree nursing education programs, has raised concerns for over two-years about the number, relevance, and legitimacy of nursing education regulations. Formal CACN letters to state regulators did not affect change. While California nursing education regulations require 75% direct patient contact for all clinical courses, meeting this requirement became impossible as clinical agencies closed to nursing students during the beginning of the COVID-19 pandemic. Nursing regulatory change was urgently needed to provide greater flexibility in meeting clinical course objectives using simulation and other online learning modalities. At stake was the graduation of over 14,971 RN students from public and private nursing programs. While state regulators opposed a legislative approach, CACN collaborated with stakeholders to support legislation that led to a reduction in direct patient care hours, allowing nursing students to progress and graduate. This longstanding advocacy work was accelerated by the pandemic and required leadership and knowledge about the legislative process for nurse educators to succeed. The ultimate goal for CACN is to forge a more respectful relationship and greater collaboration between educators and regulators to enhance quality, reduce costs, and redundancies in nursing education in this state.     

Adaptation of Medical Students During Clinical Training: Effects of Holistic Preclinical Education on Clerkship Performance

Theory: Taiwan’s medical undergraduate program at a university or medical center is a continuation of 12?years of compulsory citizenship education rooted in holistic philosophies. Students acquire both technical knowledge and nontechnical attributes, which are necessary for success in further work and life. The early clinical learning experiences of medical students are primarily acquired through clerkships. These clerkships require medical students to apply and extend what they learned during their preclinical education; however, previous studies have explored this issue through examining fragmentary factors such as preclinical course grades and traits but not undertaking comprehensive, whole-person investigations. Hypotheses: To account for the potential benefits of a holistic approach in medical students’ learning, we propose three hypotheses: Medical students’ preclinical performance on Taiwan’s technical and nontechnical higher education assessments are positively associated with their clinical competence (Hypothesis 1) and psychological well-being (Hypothesis 2) during clerkships, and medical students’ psychological well-being during clerkships is positively associated with their clinical competence (Hypothesis 3). Method: We studied a cohort of 65 medical students engaged in clerkships from September 2013 to April 2015. Their preclinical technical knowledge scores—formal curricular grades received from course instructors—were obtained from their medical school’s archival dataset. Their nontechnical attributes—moral and social performance scores received from student mentors and physical performance scores received from course instructors—were also obtained from the school’s archival data set. The medical students’ competence in their 2-year clinical clerkships was measured using the objective structured clinical examination scores from the end of both clerkship years. The medical students’ psychological well-being during their 2-year clerkships was measured according to burnout level, which was determined using routine online surveys that employed validated, structured, and self-administered questionnaires at each specialty rotation. Multiple regressions and linear mixed-effects model were employed for statistical analysis. Results: Our study revealed that higher preclinical technical knowledge predicted superior clinical competence and a higher level of burnout during clerkships. By contrast, higher preclinical nontechnical attributes (i.e., higher preclinical moral, social, and physical performance) predicted lower level of burnout. However, no relationship was discovered between clerkship burnout and the clinical competence of the medical students. Conclusions: Our study verified the value of a holistic education that encompasses both technical knowledge and nontechnical attributes during the preclinical learning stage for medical students. Our findings can serve as a reference for medical educators designing preclinical educational programs for medical students.