循证护理在临床护理实践中的应用

循证护理 (ｅｖｉｄｅｎｃｅｂａｓｅｄｎｕｒｓｉｎｇ ,ＥＢＮ)是循证医学在护理学领域的重要应用 ,是一种提高护理实践科学性和有效性的方法。它是将科研结论与临床护理实践、病人的需求有机结合的产物 ,对临床护理实践具有十分重要的指导意义。1　ＥＮＢ的概念　　ＥＢＮ是 2 0世纪 90年代受循证医学思想影响而产生的护理观念 ,同循证医学一样 ,其核心思想是在客观、明确、最新的科学证据基础上开展护理工作 ,在护理实践中利用已有最好的科学证据来决定对每个病人实施护理[1] 。ＥＢＮ的真实含义可理解为慎重、准确、明智地应用当前所获…     

循证护理在临床护理实践中的应用

循证护理是20世纪90年代在循证医学思想的影响下应运而生的一种最新的护理观念,其核心是要求护理人员在临床实践中运用最新、最佳的科学证据对患者实施有效的护理,循证护理为临床护理实践中的决策提供可靠的科学依据。通过将循证护理运用到护理实践中,从传统的经验主义的护理模式向依据科学研究成果为基础的新型护理模式转变,以提高护理质量。     

护理教学管理模式在临床实践中的应用

护理教学是一门应用性、实践性很强的学科,而临床护理教学是护理教育的重要组成部分,是指导和帮助实习生在实践中综合运用以往在校学到的专业基础理论知识与基本技能,护理理论和护理操作能力相结合,获得从事护理工作所必需的专业及个人技能、态度和行为的过程,也是实习生实现角色转变的重要阶段[1].因此,培养一支高素质的护理队伍已成为护理管理者工作的重要内容.几年来,我们在护理教学中不断摸索求新,总结制订了一套护理教学管理模式,使护理教学管理步入科学发展轨道.现报道如下.     

优质护理在妇科病房临床护理实践中的应用

目的：探讨优质护理在妇科病房临床护理实践中的应用价值。方法从本院2014年7~12月妇科1310例住院患者中随机性抽取50例作为研究组,给予患者优质护理,另从我科室实施优质护理前的妇科疾病患者中随机选取50例患者设置为对照组。对照组患者均实施常规护理,比较实施优质护理前后的效果。结果研究组患者对护理人员在入院迎接、响铃应答、病房巡视、疾病知识教育以及整体护理满意度上均优于对照组(均P<0.01)。结论对于妇科病房患者,在实施常规护理的基础上加以优质护理,可以显著提高患者对护理人员护理工作的满意度,在促进护患关系的和谐,减少护患纠纷的同时,也能显著提高医院的服务质量,是一种有效的护理方式,值得临床推广和应用。     

临床护理路径在护理实践中的应用及展望

从临床护理路径的产生背景、定义、设计及应用方法、效果评价、变异分析等方面综述了临床护理路径在护理实践中的应用,并提出了应用过程中面临的问题及改进方法,进一步护理展望了临床路径的发展前景。     

临床护理路径在护理实践中的应用及展望

从临床护理路径的产生背景、定义、设计及应用方法、效果评价、变异分析等方面综述了临床护理路径在护理实践中的应用,并提出了应用过程中面临的问题及改进方法,进一步护理展望了临床路径的发展前景。     

人性化护理在优质护理实践中的应用

目的：探讨人性化护理在开展优质护理服务实践中的作用及效果。方法：结合开展优质护理服务病区的标准及要求,对患者实施人性化护理服务,对护士实行人性化管理。结果：通过倡导人性化的服务理念,提供人性化的服务环境,实施人性化的护理服务,实行人性化的护理管理,患者、家属及护士的满意度均明显提高。结论：人性化护理模式在开展优质护理服务过程中充分发挥了护士的主观能动性及创造性,提高了护士的人文素质,体现了护士对患者的关爱,有利于提升护理质量,提高患者及家属的满意度。     

循证护理在临床护理实践中的应用

目的掌握实践方法，遵循科学的原则和依据办事，提高护理质量。方法提出问题，收集相关最好研究证据，严格评价研究证据，结合患者具体情况，做出护理决策，评价效果，提高护士技术水平和护理质量。结果患者得到最佳护理，症状在短时间内改善，无一例投诉案件发生。结论循证护理可以帮助护理人员做出临床护理决策，制定护理计划，选择有效的、准确的护理措施。对患者实施优质的护理，提高患者的满意度，同时能够增强护理工作的科学性，促进护理质量的提高。     

思维导图在护理教育和临床实践中的应用研究

概述了思维导图的概念、优点和制作,对国内外思维导图在护理教育和临床护理实践中的的应用现状进行了综述,并对思维导图在护理专业中的推广应用进行了展望。     

思维导图在护理教育和临床实践中的应用研究

概述了思维导图的概念、优点和制作,对国内外思维导图在护理教育和临床护理实践中的的应用现状进行了综述,并对思维导图在护理专业中的推广应用进行了展望。     

护理本科生临床实习模式的研究

依据护理本科生培养目标 ,从临床护理、护理教育、护理管理、护理科研方面 ,对护理本科生临床实习模式进行综述     

Learning in clinical nursing practice

In this study, a qualitative interpretivist perspective was used to analyze the following research question: How does clinical nursing practice facilitate learning? Forty nurses working in acute care, long-term care, and home care were interviewed about their clinical practice experiences and the learning that resulted. Data were analyzed using a constant comparative method. Study results indicate that clinical nursing practice facilitates both personal and professional development of nurses by fostering an examination of the concepts of self-respect, hope, control, vulnerability, acceptance, loss, and persistence. Implications for continuing educators and staff development instructors are drawn.     

规范性护理查房的应用研究

护理查房是一项最基本的护理活动,是提高护理质量的重要环节,也是培养高级护理人员的重要手段[1].针对我院护士反映查房难、无规范可遵循导致查房质量良莠不齐的现状,参考李冰主编的<实用护理查房指南>[2]进一步规范统一了实施程序和书写要求,并对实施效果进行评价,现报告如下.     

简易标准化病人在高职护理临床病例教学中的应用研究

目的为提高五年制高职护理专业内科护理教学中护生的临床病例分析能力及健康资料的收集能力。方法120例护生随机分为实验组(40例)和对照组(80例),实验组运用从临床采集的典型病例,以学生模拟标准化病人并与学生直接交流的方法进行辅助教学,而对照组采用传统的教学法训练学生。结果实验组学生的健康资料的采集能力及临床病例分析的能力成绩明显高于对照组,两者在统计学上差异有显著性意义(P≤0.05)。结论应用简易标准化病人(SSP)的辅助教学可提高护生多种临床护理能力,并可缓解临床见习机会少的矛盾,取得了较好的教学效果,可以广泛应用在高职护理临床病例教学中。     

扁平化管理在护理工作中的应用研究

自公立医院深化医药卫生体制改革以来,一大批看得准、见效快的便民惠民措施推行,看病难、看病贵的问题有所缓解,人民群众的就医体验得到改善0],住院人数加倍,造成了护理人员的相对不足;同时为了响应郭燕红副司长提到的优质护理服务的切入点在于改革临床护理服务模式,实施责任护士对病人的全面责任,使责任护士对所负责的病人提供连续、全程的护理服务,让病人满意,护士的职能范围逐渐扩大,造成了护理人员任务繁重。     

Problem solving in clinical nursing practice

Problem solving in clinical nursing practice is the essence of good care delivery. This paper gives an overview of a research study which identified the cognitive problem solving process nurses use while delivering care. The study was conducted in the clinical setting and used a qualitative research methodology of observation, followed by in-depth semi-structured interview. The analysis of the study revealed diagnostic reasoning is the process used by clinicians. Information regarding the differences between novices and experts is offered as topics for discussion throughout the paper, and recommendations for changes to educational processes are made.     

The nursing expert in clinical practice

Reflection has long been used as a developmental tool within nursing education, however the benefits of structured reflection for qualified nurses does not receive the same emphasis within clinical practice despite its well documented benefit in terms of professional development. The aim of this paper is to examine a specific clinical experience through the process of structured reflection to demonstrate that nurses can learn through the process of reflection and re-evaluate their perception of expert care.It was found that many nurses do not consider themselves to be expert in the areas in which they work; however, the use of structured reflection can assist nurses to identify areas of practice in which they operate in an expert manner and therefore enable themselves and others to value their work as expert professionals.     

Translating clinical tools in nursing practice

BACKGROUND: The widespread use of clinical tools in nursing practice reflects their usefulness in guiding patient care, evaluating treatment effectiveness and conducting audit. Cultural awareness and the provision of culturally competent care is a high priority for nurses in the United Kingdom (UK), given patterns of increasing ethnic diversity. However, meeting the individual needs of patients can be difficult when language barriers hinder communication. One way to address these difficulties is to translate existing clinical tools. AIM: The aim of this paper is to appraise the potential for, and limitations of, translating clinical tools for use in nursing practice. DISCUSSION: Drawing on a range of studies from the disciplines of health and social science, this review describes and discusses some key considerations relevant to translating clinical tools in nursing. These considerations include the need to ensure cultural equivalence, lack of familiarity with clinical tool formats in some cultures and its impact on responses, and low literacy levels in some populations. CONCLUSION: Clinical tools provide benefits in identifying patients' problems, guiding patient care, and evaluating treatments and interventions. Translating these tools can help to bridge the language gap that hinders good communication between nurses and patients. Translated clinical tools can be of acceptable cultural equivalence and validity if high quality translation methodologies are employed, together with an awareness of culturally relevant issues when interpreting the information gained from the tools.