Educator informed practice within a triadic preceptorship model

Preceptorships have long been a subject of scholarship with proven effectiveness in preparing nursing students to transition into beginning graduate nurses. Nursing research has predominantly focused on the dyadic preceptor–student relationship. The triadic pedagogical relationship between educator–student–preceptor has garnered less attention and inquiry. Nurse educators' experience in preceptorships is under reported. Through a process of scholarly inquiry, nurse educators from one western Canada School of Nursing documented their experiences and professional judgment in facilitating preceptorships over one semester. In the context of the anticipated exodus of nursing experts in the midst of rapidly changing healthcare delivery, this paper recommends a reemphasis on preceptorships as a triadic pedagogical relationship. Educator informed practices that foster triadic relationships in preceptorships include attending to distant relationships, being mindful of the influence of continuity, recognizing a preceptor's proficiency, responding to rapidly changing and complex environments, facilitating common understanding through communication, and integrating practice and education performance expectations.     

问诊的教学实践与思考

问诊是临床诊断学的基本组成部分。教学中组织学生问诊练习并进行评估分析,有利于发现存在的问题,通过引导学生重视问诊、锻炼医学语言沟通技巧、培养临床思维能力,并结合病史书写的训练,提高学生问诊水平。     

Situación de la pediatría hospitalaria en España: informe de la Sociedad Española de Pediatría Hospitalaria (SEPHO)

Few reports are available on the status of Pediatrics Hospital Medicine in Spain. This has prompted the Spanish Society of Hospital Pediatrics (SEPHO) to conduct a study to determine the status of pediatric hospital care received. Data released by the Ministry of Health, the National Institute of Statistics have been used in the study, and an analysis was made of the results of a computerized survey designed and developed by SEPHO and available on the Internet for completion from November 2011 to December 2012 among Spanish hospitals. The results of this survey are part of the beginning of our journey as an association, and the current status of child and family welfare during hospitalization needs to be determined in order to consider and, where appropriate, make recommendations for improvement and standardization of care. The study, still unpublished, is to determine the state of pediatric hospital care as seen and analyzed from the perspective of the professionals directly involved in pediatric general hospital care. We included hospitals of different size and complexity of care. The aim of this report is to present the results of the survey and relate it to demographic and health care data from official sources.     

1358例烧伤病人调查分析

目的：了解烧伤高发人群，分析常见致伤原因，探讨合理预防措施以减少烧伤所造成的灾害性损伤。方法：采用回顾性方法，将我科1990～1999年间收治的烧伤住院患者的流行病学特征及常见致伤因素进行描述性分析及统计学处理。结果：1990～1999年共收治烧伤住院病人1358例，其中以0～10岁组最高占47．1％，其次21～40岁组占31．4％，烧伤原因分布中以热液烧伤为最高，为1120例，占82．5％。地区分布中农村病人768例，占56．6％，并以小儿热液烫伤为主。本组烧伤以中小面积、Ⅱ度烧伤为主。结论：呼和浩特市周边农村地区小儿烫伤是一不可忽视的群体。改掉农村锅台连炕的旧习对预防和减少小儿灾害性损伤有积极作用。加强岗前安全教育对减少成人灾害性损伤有重要意义。     

A Narrative Inquiry into Teaching of In-service Kindergarten Teachers: implications for re-conceptualizing early childhood teacher education in Hong Kong

Narrative provides meaning and belonging in human lives because every human experience is a lived story, and a storied experience. Rooted in Dewey's thoughts on the past-present-future continuum of experience, Connelly and Clandinin define narrative inquiry as "the study of how humans make meaning of experience by endlessly telling and retelling stories about themselves that both refigure the past and create purpose in the future" (1988, p. 21). In the present paper, I first explore the meanings of early childhood education and depict the general background of early childhood education in Hong Kong. Then, by adopting Schwab's (1973) four commonplaces of subject matter, learner, milieu and teacher as a curriculum framework, I examine curriculum issues in kindergarten with illustrations of my experienced stories about the teaching of an in-service kindergarten teacher in Hong Kong. Finally, based on Schwab's four curriculum commonplaces, I analyze the Reform Proposals for the Education System in Hong Kong as published in September 2000 by the Hong Kong Education Commission with special emphasis on early childhood education and pre-primary teacher education in Hong Kong for the new millennium.     

中医文献信息学课程建设目标和教育理念探讨

中医文献信息学课程整合了中医文献学、文献检索、文献信息管理和中医文献信息数据挖掘等方面的知识,以培养学生中医文献信息学信息素养为目标,采用综合性学习方式、研究性学习方式,使学生能够学会有效获取和管理中医文献信息,并创造性利用中医文献信息。     

探究性教学在妇产科学教学中的实践

本文探讨了探究性教学在妇产科学教学中的应用。研究发现,探究性教学提高了学生的学习兴趣和沟通能力,加强了学生的团队协作精神,培养了学生的科研意识,有利于提高学生分析问题、解决问题能力和创新意识。探究性教学和传统教学并轨的教学形式适合现阶段妇产科学临床教学的需要。     

情景模拟教学在问诊和病史书写教学中的应用

目的探讨情景模拟教学在医学本科生《诊断学》中间诊和病史书写教学中的应用效果。方法选择上海交通大学医学院附属新华医院2009级临床医学专业本科生55名为研究对象,随机分成传统教学组和情景模拟教学组。传统教学组先进行课堂理论讲授,然后进行临床实习;情景模拟教学组在课堂理论讲授后进行问诊的情景模拟,然后进行临床实习。通过问卷调查了解情景模拟教学组学生对教学的评价,并对2组学生的病史成绩进行评分。数据用SPSS10．0软件进行分析,组间比较采用t检验。结果学生均对情景模拟教学感兴趣,并认为其对实习医疗工作有帮助,能够提高学习、交流、与人合作等各方面的能力。情景模拟教学组学生的病史成绩教较传统教学组有明显提高（t=2．04,P=0．046）。结论在问诊和病史书写教学中应用情景模拟的效果良好,有助于学生从理论到临床实践的过渡。