Doctoral education from a distance

This article describes the environmental factors that have contributed to the recent rapid growth of nursing doctoral education at a distance. Early and recent efforts to deliver distance doctoral education are discussed, using The University of Arizona College of Nursing experience as the key exemplar. The Community of Inquiry model is introduced as an appropriate model for doctoral education and then used as a framework to evaluate the current state of the art in distance doctoral nursing education. Successes and challenges in delivering doctoral education from a distance are described.     

关于护理人文教育的思考

加强护理人文教育,符合当今科学教育与人文教育相融合的趋势,也是医学模式转变的需要,更是学生全面发展的内在要求。护理人文教育作为一种人文素质教育,教育内容应包括文学、历史、哲学和艺术,教育方式可采取开设人文课程、举办人文讲座和开展人文活动。     

高职护理教育改革的探索

护理学专业是山西医科大学汾阳学院的特色专业,多年来在高职护理教育方面不断进行改革,2 0 0 1年通过国家教育部专家评审,被确认为全国高职高专护理专业教学改革试点专业。在高职护理教育改革方面,通过把握准确定位、注重实用、保证质量、专业创新诸方面进行了一些探索。本文就改革过程中对以上诸方面的探索进行阐述     

论加强护士审美教育的意义

护士审美教育适应人类(包括病人)对美的追求,也是整体护理对护士素质的内在要求,有助于密切护患关系,沟通护患情感,提高护理服务质量。护士审美教育主要包括美学基础理论、护士专业思想、职业道德、技能操作、仪表形象等方面教育。对护士进行审美教育,应坚持理论与实践相统一,内在美与外在美相统一,自然美、社会美和艺术美相统一,形式与效果相统一。     

Testing a Teaching Appointment and Geragogy‐Based Approach to Medication Knowledge at Discharge

Limited research is available on how best to provide discharge teaching for rehabilitation patients. The purpose of this study was to evaluate the effectiveness of different methods for providing education to increase patient knowledge about discharge medications. Using a convenience sample of patients and family members, a randomized, experimental study design was conducted to compare three methods for teaching about discharge medications (geragogy format plus scheduled time for teaching; geragogy format alone; standard teaching method). No differences were found in knowledge between the three teaching methods, but family members had significantly lower confidence levels before the teaching sessions than patients; patients' confidence levels increased after education (p = .002). Although the teaching method did not affect medication knowledge, family members (though not patients) experienced significant increases in confidence levels for administering discharge medications after the education.     

Resident-As-Teacher: A Suggested Curriculum for Emergency Medicine

Resident teaching is a competency that must be recognized, developed, and assessed. The ACGME core competencies include the role of physician as educator to “educate patients and families” and to “facilitate the learning of students and other health care professionals.” Residents spend a significant proportion of their time in teaching activities, and students report achieving much of their clinical learning from their interactions with residents. Although many residents enjoy their critical role as teacher, many do not feel well prepared to teach. This article summarizes a preliminary curriculum of modules for a resident teacher‐training program for emergency medicine residents. The goal of these modules is to provide learning objectives and an initial structure through which residents could improve basic teaching skills. Many of these skills are adaptable to residents' interactions with each other and with students, other healthcare professionals, and patients. Each module and corresponding teaching exercises can be found at http:www.saem.org     

依托优势挖掘潜能增强继续护理教育实效性

为了增强继续护理学教育的实效性,我们通过两年的摸索,一方面依托军医大学,综合医院拥有众多学科,人才济济,师资力量雄厚的优势,与相关专业,学科加强联合,申办全国,军队,省级继续教育I类项目,另一方面,充分挖掘护理队伍自身的潜力,组织学有专长,工作业绩突出,具有高级职称的人员举办全院性学术讲座,在实践中不断优化教育内容,针对传统学院教育在内容上的不足和滞后,注重层,面结合,实用性,前瞻性,系列性并重,切实达到了更新和拓展护理人员知识,提高专业技能和学术水平的目的。     

设立专职教育护士 深化医院健康教育

目的：通过专职教育护士的设立,深化医院健康教育。方法：设立专定相应的职责功能管理考评制度。结果：使医院的健康教育工作规提高医院健康服务质量,拓展护理的服务领域,提高护士健康教育专职教育护士的设立能深化医院的健康教育。     

叙事教育在护理教育中的应用研究

随着信息时代的到来，传统的行为主义教育方式已经不能满足护理教育的发展，迫切需要发展以研究为基础的、体现专业特色的教学方法和教学研究方法。护理教育由注重教学内容转向注重学习者的体验，注重体验交流，注重构建平等的师生合作关系。叙事教育（Narrative Pedagogy）正是在这一背景下应运而生的。     

同伴教育对糖尿病患者教育效果的探讨

目的 探讨同伴教育对糖尿病患者教育效果的影响.方法 将120名糖尿病患者随机分成观察组和对照组,对照组用传统方法进行教育,观察组在与对照组相同的教育方法基础上采用同伴教育法.6个月后,对两组患者的糖尿病知识掌握情况,焦虑情绪变化和治疗依从性进行比较.结果 两组糖尿病患者对糖尿病知识的掌握、治疗的依从性和焦虑情绪,差异均有显著意义(P＜0.05).结论 增加同伴教育对糖尿病患者的糖尿病知识掌握程度和治疗依从性均有明显提高作用.同时可以减少糖尿病患者的焦虑情绪.     

A critique of cultural education in nursing

AIM(S) OF THE PAPER: This paper critiques cultural education in nursing. Current approaches to cultural education, embedded in traditional anthropology, are obsolete and fail to acknowledge the global environment that impacts even the most remote and isolated cultures. The argument is made that new, transformative approaches to cultural education are needed. BACKGROUND: Cultural awareness of the other is the foundation of existing strategies to teach cultural education. Students are encouraged to learn about each culture, often described as a monolith, by learning the unique characteristics of a group with a common race, ethnicity, or other distinguishing feature. Despite the increased emphasis on cultural education in nursing worldwide, culturally based problems persist. Nurse and health care researchers continue to report disparities in health, an unequal distribution of health care, and the lack of knowledge and sensitivity when caring for clients from another culture. DISCUSSION: Globalization contributes to differences within cultures that may equal or exceed differences between cultures. Evidence is presented that current nursing education emphasizes cultural distinctions that do not persist in the postmodern world. Problems adherent to the continued use of cultural monoliths as the foundation of cultural education are discussed and expanded perspectives on culture and cultural education are presented. CONCLUSION: The principles of transformative education are offered as an alternative to the current approaches to cultural education. Students are encouraged to be vulnerable to personal change when interacting with people from other cultures because transformative education is as much about personal growth as it is about enhanced care of others. This modernized approach to cultural education transcends the standard adaptation of care from the dominant culture of the health care delivery system to the culture of the client/patient.     

荆门市临床护士实施健康教育现状调查

目的了解荆门市综合医院临床护士实施健康教育状况,并探讨影响因素。方法采用问卷调查荆门市3所综合医院448名临床护士健康教育实施状况,并做统计学描述与分析。结果临床护士开展健康教育经常采用面对面咨询和发放健康教育处方的方法;健康教育主要内容是提供有关疾病的饮食指导和入院指导;健康教育内容得分3～26(20.44±4.31)分,健康教育方法得分1～20(8.73±4.33)分。不同科室、学历、职称、护理工作年限的护士在健康教育、内容和方法方面,差异具有统计学意义(P0.01);临床护士实施健康教育存在的问题前3位是工作忙、任务重,护士编制不足和担心医护讲解不统一。结论临床护士健康教育内容实施相对较好;健康教育方法不容乐观;学历和职称较高、护理年限较长的临床护士在健康教育方面具有优势;临床护士实施健康教育存在问题较多,应改善条件提高临床护理健康教育质量。     

成人护理大专教育质量影响因素研究

文章从教育接受方和教育提供方两方面对护理成人学历教育质量的影响因素进行了调查与分析。结果显示：教育接受方的学习目的与态度、教育提供方的教师因素,以及工学矛盾问题是教育质量的主要影响因素;大部分学生学习目的不仅仅是为了拿学历,他们更注重学习过程,渴望学到知识;基层医院护理人员接受大专教育的比例较低。     

批判性思维培养与护理素质教育

21世纪，护理教育将面临严峻的挑战。为迎接挑战，护理教育必须深化教学改革，树立主体教育观念，全面实施素质教育。通过对批判性思维的概念、本质、要素组成及它所要求的教学条件和教学评价等方面的论述，阐明了培养批判性思维是从根本上促进学生主体性发展、提高综合素质的有效方式。     

图文口袋书联合双向视频推送在胃镜检查患者中的应用研究

目的 观察图文口袋书联合双向视频推送在胃镜检查患者中的应用效果。方法 选取2019年1-3月于我科住院并接受胃镜检查的50例受检者为对照组, 选取2019年4-6月同类受检者50例为观察组, 对照组接受胃镜检查常规教育, 观察组接受图文口袋书联合双向视频推送法进行胃镜检查教育, 比较2组检查前焦虑情况和检查中配合依从率及患者心率、血压波动值。结果 观察组检查前焦虑发生率低于对照组(χ²=6.775, P=0.009), 检查中配合依从率高于对照组(χ²=4.891, P=0.027), 心率、血压波动值均低于对照组(P<0.001)。结论 采用图文口袋书联合双向视频推送法对胃镜检查患者进行健康教育, 可改善该类受检者检查前焦虑情绪, 提高检查依从度, 降低检查时应激反应程度。     

Evaluation of an online master’s programme in Somaliland. A phenomenographic study on the experience of professional and personal development among midwifery faculty

To record the variation of perceptions of midwifery faculty in terms of the possibilities and challenges related to the completion of their first online master's level programme in Sexual and Reproductive Health and Rights in Somaliland. The informants included in this phenomenongraphical focus group study were those well-educated professional women and men who completed the master's program. The informant perceived that this first online master's level programme provided tools for independent use of the Internet and independent searching for evidence-based information, enhanced professional development, was challenge-driven and evoked curiosity, challenged professional development, enhanced personal development and challenged context-bound career paths. Online education makes it possible for well-educated professional women to continue higher education. It furthermore increased the informants' confidence in their use of Internet, software and databases and in the use of evidence in both their teaching and their clinical practice. Programmes such as the one described in this paper could counter the difficulties ensuring best practice by having a critical mass of midwives who will be able to continually gather contemporary midwifery evidence and use it to ensure best practice. An increase of online education is suggested in South-central Somalia and in similar settings globally.