护理人员心理护理技能培训效果评价

目的 了解临床护士掌握心理护理技能的现状，并探讨有效的培训方法。方法 对103名临床护士进行培训前后的问卷调查，通过比较做近期效果评价。结果 培训后85％的护理人员对心理护理的定义及内涵掌握较好，96％的护理人员认识到心理护理的重要性，47％的护理人员能够很好地掌握心理护理理论及技巧，71％的护理人员认识到提高护理人员自身素质对开展心理护理重要性，82％的护理人员体会到专业的心理护理技能培训是开展心理护理的前提。结论 加强临床护理人员心理护理技能培训，可提高医院整体护理效果和护理质量。     

临床护士掌握心理危机干预知识调查与培训效果探讨

目的探讨临床护士掌握心理危机干预知识的现状，通过针对性干预提高临床护士的心理危机干预水平。方法对综合医院临床科72名护士采用自行设计的测评表进行调查，设计培训方案，并举办心理危机干预培训。结果培训前，72名护士的心理危机干预知识测评合格率为13．89％，护士的学历、护龄与心理危机干预知识掌握程度相关（P〈0．05）；培训后，72名护士的心理危机干预知识测评合格率为100%，心理护理技能明显提高，防范了6起患者意外自杀事故。结论应加强临床护士心理危机干预培训，以应对突发公共卫生事件发生，保障住院患者安全，特别对于低学历、短护龄的临床护士更具有积极意义。     

情景模拟教学法在安全型静脉留置针输液中的应用

目的分析60名护士对安全型静脉留置针输液技术的掌握程度,进一步规范护理技能培训,以提高护士的综合能力及服务质量。方法 2014年5月~2014年8月护理部成立技能培训组,采取情景模拟技能培训、常规技能培训2种方法对10个病区的60名护士进行护理技能培训,比较2组培训效果。结果情景模拟技能培训组在技能考核合格率、综合能力、服务质量、患者满意度、护理安全等方面均优于常规技能培训组,差异有统计学意义(P0.05)。结论通过4个月的情景模拟技能培训,护理人员的技能考核合格率及患者满意度提高,规范了护士静脉治疗操作行为,保障了患者的输液治疗安全。     

基于“护理助手”的混合式教学在护士能级培训中的应用

目目的 评价“护理助手”APP结合微信的混合式教学模式在护士能级培训中的应用效果。 方法 选取我院2022年8月-10月内科290名护士为研究对象，采用护士工号随机抽样法，单号为对照组，双号为观察组。对照组157名护士采用传统教学模式进行培训，观察组133名护士采用混合式教学模式进行培训。观察两组护士培训后的理论、实践技能考试成绩、自主学习能力及护理人员学习满意度进行评价并比较。 结果 观察组护士的理论考试和实践技能考核成绩明显优于对照组；护理人员自主学习能力及学习满意度高于传统教学组，且两组比较差异有统计学意义（P＜0.05）。 结论 混合式教学能有效地提高护士学习效率、激发学习兴趣，提高护理人员自主学习能力及学习满意度。     

神经外科专业护士院内护理岗位资质认证培训的实施与效果评价

目的 :分析神经外科专业护士院内护理岗位资质认证培训的方法与效果。方法 :使用研究小组编制的神经外科护士院内岗位资质认证理论培训教程、专业技能操作培训和临床实践手册,对全院37名护士进行培训,通过理论、技能、临床实践能力考核、培训前后自评专业基础能力评分及培训工作满意度评价培训效果。结果:37名护士经培训,30名考核合格,总体培训合格率为81.1%。培训后护士自评专业基础能力评分高于培训前(P0.05)。护士对培训工作比较满意。结论 :院内护理岗位资质认证培训有利于神经外科护士专科护理核心能力提升,有助于确保护理安全、提高护理质量。     

中小型医院护理人员对整体护理培训需求的调查研究

对19所军队中小型医院开展整体护理科室的473名护士及护士长进行问卷调查，旨在了解对整体护理理论与技能培训需求的情况。经统计学处理，被调查对象有很高的需求，且不同职务者没有差异。从而分析阐述了对护理人员进行系统地整体护理理论与技能培训的紧迫性、必要性和相应对策，以促进整体护理的开展和内在质量的提高。     

山东省三级综合医院急诊科护士护理软技能现状调查

目的:调查山东省三级综合医院急诊科护士护理软技能得分状况,分析护理人员一般人口学特征对护理软能的影响,为制订急诊科护士培训计划提供理论依据。方法:对山东省三级综合医院急诊科164名护士采用护理软技能测评量表进行问卷调查。结果:山东省三级综合医院急诊科护士护理软技能总分为(178.97±14.61)分;护士的年龄、工作年限、学历、层级、职称、职务等因素在护理软技能得分上比较差异有统计学意义(P0.05)。结论:山东省三级综合医院急诊科护士护理软技能得分处于一般水平,护理管理人员应从提高护理人员的沟通合作技能、时间管理技能、应变能力、创新能力方面入手,减轻护士工作量,提高工作待遇,提高护士主动服务患者的积极性,鼓励护士制定职业规划方面提高急诊科护士护理软技能。     

中医肿瘤专业护士临床教学基地管理实践与效果

目的探讨肿瘤专业护士临床培训的方法和效果,构建具有中西医结合护理技能的肿瘤专业护士临床培训模式。方法制订具有中医特色的临床实践培训计划,对20名护士进行160个学时的规范化培训,并建立较规范的培训组织管理模式和考核标准。结果学员的培训理论与技能考核优良率100．00％,专科讲课考核优良率95．00％,护理综述汇报考核优良率85．00％;规范了PICC导管维护操作。结论将传统中医肿瘤护理知识和技能与现代肿瘤专科护理相结合,深入开展肿瘤专业化护士培训,是培养临床实用型专科护理人才的有效途径。     

影响护理人员心理健康的因素分析及护理措施

目的 对影响护理人员心理健康的因素及护理措施进行探讨及分析.方法 选取2010年1月～2012年1月我院120名护士为研究对象,采用应对方式问卷、焦虑自评量表(SAS)、抑郁自评量表(SDS)、症状自评量表(SCL-90),对医务人员进行调查.调查方法:调查前对调查人员进行统一培训,由专人讲解调查表的填写方法、调查的目的和意义,采取无记名形式进行集体问卷调查,并根据调查的结果,对护理人员进行相应的培训.结果 本研究护理人员SAS评分、SDS评分及SCL-90的评分与护理前相比,均有较大的差异性,差异有显著意义(P＜0.05).结论 通过提高护理人员的心理承受能力,对护理人员进行岗位培训,提高护理人员的待遇等措施,可有效降低护理人员焦虑、抑郁等心理情绪,从而提高护理质量.     

基层医院应对疫情临床护理教学和管理新模式的应用

目的 通过线上和线下结合的培训考核模式,补充疫情中出现的培训“短板”,提升护理管理水平,提高护理质量,达到优质护理的目标方法 选取2019年1月-2019年12月在职在岗护理人员层级分布及随机分层抽样80名护士作为对照组,接收传统的集中式面授的临床护理教育和管理;选取2020年1月-2020年12月在职在岗护理人员层级分布及随机分层抽样80名护士作为观察组,接受疫情新状态下新型临床护理教育和管理模式。比较两组护士在职培训率、护理操作技术考核合格率、“三基”理论考试合格率、护士继续教育学分、学时达标率、护士临床综合能力考核达标率、护士对培训考核满意度、患者对护理工作满意度。结果观察组在职培训率、护理操作技术考核合格率、“三基”理论考试合格率均优于对照组为(P ＜ 0.05);观察组继续教育学时达标率、护士临床综合能力考核达标均优于对照组(P ＜ 0.05);观察组护士对培训满意度和患者对护理工作满意度均高于对照组(P ＜ 0.05)。结论疫情常态化下的临床护理教学和管理新模式,提高了护理人员的核心竞争能力,提升了护理管理效率和水平,提高优质护理服务质量。     

对在职护理本科生精神科护理临床实习需求的调查

目的了解在职护理本科生对精神科护理临床实习的需求。方法采用自行设计问卷,调查北京2所护理学院的在职护理本科二年级的204名学生对精神科护理临床实习的需求。结果89．7％的护生认为对在职护理本科生有必要开设精神科护理课程;91．2％的护生认为课程设置中应该安排精神科的临床实习,实习时间最好为1—2周。实习过程中希望采用临床观摩、亲自参与患者护理等形式,达到掌握沟通交流的技巧、患者的安全护理、典型症状的识别、精神科药物护理等目的。结论对在职护理本科生教学中有必要安排精神科护理课程,并在课程设置中增设临床实习内容,提高护生的综合能力。     

新形势下医院护士专业化教育培训体系构建与实践

目的:构建新形势下医院护士专业化教育培训体系。方法:以开展高级护理专业技能培训为引领,以夯实基本素质培训为起点,以强化基本技能培训为基础,以拓展专科护理技能培训为支撑,构建医院护士专业化教育培训体系。结果:护士专业化教育培训体系的构建与实践显著提高了全院护理人员的综合护理技能与知识理论水平、提升了全院基础护理服务质量、提高了全院护理科研水平。结论:新形势下医院护士专业化教育培训体系的构建具有重要的实践意义。     

影响肿瘤姑息护理培训内容制定的因素分析

目的分析肿瘤医院护士对姑息护理培训内容的意见,将护士的年龄、工龄和职称与其认为培训内容的重要性进行相关性分析,以确定肿瘤姑息护理培训内容的重点。方法2007年5月,参考美国ELENC临终关怀协会提出的9模块教育内容、威斯康星大学的姑息护理课程、澳大利亚姑息护理协会制定的培训内容,提出我国姑息护理培训内容,包括姑息护理概述、症状护理、心理护理、沟通交流、道德伦理观念、终末护理。调查对象根据经验和实际工作需要对内容的重要性做出评判。采用问卷调查某肿瘤医院的148名临床护士,回收有效问卷131份。运用SPSS 10.0统计软件对数据进行处理,采用描述性统计分析及非参数Spearman秩相关检验。结果（1）培训内容的重要性依次为：沟通交流、心理护理、症状护理、道德伦理观念、终末护理、姑息护理概述;（2）Spearman秩相关检验显示：护理人员的工龄与其认为心理护理（rs=0.240;P=0.006）、沟通交流（rs=0.201;P=0.022）、道德伦理观念（rs=0.233;P=0.008）培训的重要性成正相关;护理人员的职称与其认为沟通交流培训的重要性成正相关（rs=0.187;P=0.034）。护理人员的学历与其认为培训的重要性成负相关,但无统计学意义。结论沟通交流、心理护理是姑息护理培训的重点,应着重提高年轻护士对心理护理、沟通交流、道德伦理观念培训重要性的认识及相关能力;护士均未接受过姑息护理相关培训,制定的培训内容应适用于各学历层次的护理人员。     

A longitudinal evaluation of a communication skills programme

Communication is an essential component of palliative care, but patients and their families are often dissatisfied with their interactions with health professionals. Communication difficulties are also a recognized stress factor among health professionals. Education and training, however, are said to improve communication skills. A communication skills training programme for 110 nurses has demonstrated statistically significant improvements in the nurses' skills, but no long-term effect was evaluated. This paper presents the results of the long-term follow-up study. Of the 110 nurses contacted, 20% refused to participate, 45% agreed and 35% did not respond; 33 nurses returned usable data. The mean length of time since completing the original study was 2.5 years. Since completion of the original course there was no statistically significant deterioration or improvement in eight of the nine areas of assessment skills evaluated. In the area of psychological assessment there was a statistically significant improvement, and overall the nurses maintained their skills and improved in this area. The results suggest that over time the nurses became more confident in the emotional areas of care as a result of the training. The two key elements of the training were audio-tape recordings and feedback, which raised self-awareness, and experiential workshops covering ways of handling difficult situations. Whether a similar training effect could be achieved by a short 3-5 day course on communication skills needs addressing, because the integrated training skills course evaluated here is costly. Preliminary evidence suggests that the 3-5-day course may not be as effective, so the increased costs associated with the integrated training skills course may be wisely spent if it improves the quality of nurse-patient interaction as evidence here suggests.     

理论与实践交叉培训模式在ICU专科护士培训中的应用

目的 探讨理论与实践交叉的培训模式在ICU护士培训中的应用与效果。方法每周的星期二和星期四理论讲座,其余时间进行临床实践培训。结果ICU护士理论、技能及临床综合能力成绩显著提高;不同学历护士理论及技能成绩差异无统计学意义,但临床综合能力差异具有统计学意义;不同职称及工作年限的护士理论、技能及临床综合能力差异均具有统计学意义。结论理论与实践交叉的培训模式在临床中切实可行。     

Nurses' knowledge and attitudes on comfort nursing care for hospitalized patients

To investigate the knowledge and attitudes of practicing nurses on comfort care for hospitalized patients, a survey was conducted in 311 registered nurses from a major teaching hospital. A total of 212 (68.1%) of the participants showed an adequate knowledge of comfort care. Participants who had 6 years or more working experience returned a higher mean scores on physiological and psychological aspects of comfort care (P < 0.05). The total scores were the highest among participants from intensive care unit and the lowest among participants from the oncology department. Although 282 (90.7%) participants were involved in comfort care, only 210 (67.5%) received formal hospital‐based training in this practice. We conclude that there was a large difference in the knowledge between nurses from different departments on comfort care. Continuing education programmes are required to improve the knowledge and skills in comfort care.     

Second-year undergraduate nursing students’ experiences with clinical simulation training in mental health clinical practice: A focus group study

AimThe aim of this focus group study was to investigate second-year undergraduate nursing students’ experiences with clinical simulation training as part of their clinical practice in acute mental health care.BackgroundThe quality of bachelor programmes in nursing has been criticised for lacking theoretical and experiential learning in the mental health modules. Novice nurses feel unprepared to care for patients with mental health challenges and graduate nurses are reported to lack the necessary knowledge and skills to manage patients with mental health issues confidently and competently. Clinical simulation training can facilitate the teaching of clinical and non-clinical skills simultaneously and is a highly suitable method within mental health care for addressing gaps in knowledge and skills in communicating with patients. Clinical simulation training may enhance nursing students' competence and thereby reduce the risk of adverse events and increase safety. However, we know little about undergraduate nursing students’ experiences with clinical simulation training as an integrated part of nursing students’ clinical practice in acute mental health wards.DesignExplorative qualitative focus group study.MethodThree focus group interviews were conducted using a semi-structured interview guide with second-year undergraduate nursing students from a university in Norway during spring 2020. In total, 14 students who had experienced clinical simulation training as part of their mental health clinical practice participated in the study. The collected data were analysed using systematic text condensation.ResultsClinical simulation training as part of the clinical practice increased the students’ preparedness, coping and self-awareness. Most of the participants had positive perceptions of the use of high-fidelity simulation-based learning. Furthermore, they highlighted three elements that increased the value of the training. First, the simulation felt authentic and increased their professional skills. Second, the standardised patient had clinical qualifications, which made the simulation feel authentic and close to realistic situations. Third, not having a former relationship with the person acting as the standardised patient enhanced authenticity.ConclusionClinical simulation training as part of clinical practice contributed to increasing the students’ self-awareness and in-depth reflection and to broadening their nursing competence. The present study lays the groundwork for future studies on clinical simulation training in mental health clinical practice for nursing students.     

军队疗养院文职护士管理实践与体会

目的加强文职护士管理，提高护理队伍整体素质。方法专人管理，建立技术档案；进行军政训练、岗前培训和规范化培训；按照德（廉）、能、勤（体）、绩4个方面的要求进行综合考评。结果培训后，文职护士理论与技术操作考核合格；综合考评均为称职及以上，优秀率为20．83％；疗养员服务满意度为100．00％。结论全面培训与综合考评是文职护士管理的重要举措．有利于文职护士综合素质的提高。     

伤口造口专科护理实践培训的做法与效果

目的探讨伤口造口专科护理实践培训的做法与效果。方法根据学员的情况、学习时间分别制订培训计划,包括伤口造口理论知识、操作技能实践、参与造口门诊出诊及医院临床疑难伤口会诊、考核等方法。结果共完成护士专科技能培训272人,其中造口治疗师55人,院外学员166人,本院伤口造口小组成员51人。结论通过伤口造口专科护理实践的培训,为护士提供了一个专业技能指导平台,可以提高护士的专业技能。     

Bridging the gap: can a link nurse initiative influence palliative care in an acute hospital?

With 90% of people needing some inpatient hospital care in the final year of life, it is evident that the provision and awareness of palliative care, and education surrounding this, are widely needed. This study aims to evaluate a palliative care link nurse initiative (PCLN) in an NHS acute hospital, identifying key factors affecting link nurses' ability to influence palliative care practice. This qualitative study used semi-structured interviews and a focus group to show the anticipated and actual influence of link nurses on practice. Findings suggest that link nurses had increased knowledge and skills in palliative care due to education provided. Link nurses were seen to have an influence on the presence and quality of palliative care practice in hospital wards. Factors that could help link nurses to have greater influence are reported, as are difficulties in providing care and accessing training.