欠发达地区护理专业学生对社区护理认知及就业意愿的调查研究

目的了解护理专业学生对社区护理的认知就业意愿现状,为西部欠发达地区的社区护理教育提供参考依据。方法对遵义市两所医学院校的311名护理专业学生采用自行设计调查问卷进行调查。结果学历对护理专业学生的社区护理认知有影响;只有小部分护理专业学生(33.8%)表示愿意从事社区护理。结论增强护理专业学生社区护理认知,从而有效引导其社区护理就业意愿。     

谈对中等卫生学校护理专业学生技能训练的培养

随着医学科学的发展和医学模式的转变，对护理工作的要求越来越高，特别是对护士专业素质的要求。中等护理专业主要是以培养实践、实用、实干型人才为目标，使学生毕业后即能胜任本职工作，满足社会对该种人才日益增长的需求，这就要求我们培养学生既要有必要的理论知识，又要具备较强的实践技能和较好的职业素质。实验教学是学生深化理解和巩固所     

护理本科生导演社区护理实践汇报课的体会

<正>社区护理学是护理学和公共卫生学相结合的新兴学科,是护理专业的一门必修课程。社区护理是社区卫生服务的重要组成部分,它为社区护士开展社区卫生服务提供必备知识。所以,发展社区护理,培养高素质的社区护理人才是护理教育事业的当务之急[1]。培养高素质的社区护理人才,需从社区护理的课程中开始进行。因此在本科护理生的社区护理课程中,采用了社区护理实践导演式汇报的方式,收到了良好的效果,现报道如下。     

护理专业社区护理实习设想

由卫生职业教育教学指导委员会编写的《中等职业学校医药卫生类护理专业教学计划》(以下简称新的教学计划)的特色之一，是体现社区，即加强实践性教学环节，强化社区护理的教学和实习，以适应不断扩大的社区卫生服务需要，着眼于培养21世纪的护理人才。我国的社区护理工作还刚刚开始起步，护生的社区护理实习尚未全面开展。缺乏较成熟的经验，就此有以下几点设想。     

护理教学与学生健康教育能力培养

21世纪护理学的 4个发展趋势中 ,以提供健康教育和指导为侧重点 ,支持护理走出医院面向社区 ,因此使护理科普面临到前所未有的机遇和挑战。我们不能忽略的一个关键问题是 ,过去按照旧模式培养的护士要从事社区护理工作及护理科普工作 ,不论从知识结构或工作能力上讲都存在缺陷 ,尤其是开展健康教育的能力相当不足 ,护士专业教育必须进行改革。从1997年度开始 ,护理教改步伐逐渐加大。通过这几年的实践 ,我们深感到对学生健康教育能力的培养是一个系统工作 ,实施起来有一定难度 ,本文将从 5个方面介绍在教学过程中如何培养学生的健康教育能力…     

社区护理人才培养的思考

开展社区卫生服务已经成为我国卫生事业发展的趋势。文章指出了护理人才培养中存在的问题,包括社区护理人才缺乏、社区护士角色众多、社区护理实践少等,需要重视社区护理人才的培养,要大力发展本科社区护理专业、积极开展在职培训、政府积极扶持社区护理。     

社区护理教学实践的体会

社区护理的发展与社区护理人员的素质密切相关，培养和提升社区护理人员素质的途径主要有两条：一是在职教育；二是在校教育。笔者在几年高校社区护理教学中，逐步积累了一些教学经验，主要有：首先引导护生正确认识社区护理，形成观念的初步转变；引导护生对社区护理中的知识点进行讨论，以加深理解；组织到社区卫生服务中心见习。让护生亲身体验社区护理工作；多查阅资料，保证给予学生最新的知识。     

新时期下高等医护院校开设社区护理专业的探讨

随着我国社区卫生服务的推进,对高素质社区护理人才的需求日益突出,这为社区护理高等教育发展提供了良好契机.本文从社会需求、保障因素、努力方向入手,对我国高等医护院校开设社区护理专业进行了分析,旨在探讨加强社区护理专业建设的意义、途径和可行性.     

妇幼保健是中国护理专业从临床走向社区的开端

随着社会需求的变化和护理专业的发展，我国护理人员将成为初级卫生保健的重要力量，护理工作也将从临床护理扩展到社区护理。根据对妇幼保健工作和护理工作的性质及内容的比较，以及对我国目前的社会需求，妇幼保健的现状和国际经验的分析，指出我国的护理专业从临床护理向社区扩展应以妇幼保健为开端，护理教育应在这一过程中起到重要作用。     

护理教育的拓展与转变

在人类迈进21世纪的时候,随着全新护理模式的建立,护理工作范围也从临床护理向社区、家庭、人群的全人类护理扩展,这就对护理工作提出了新的,更高的要求。而护理教育也在逐步改变那种不适应护理模式需要的,以传授知识为主的封闭式的传统教育思想和方法。培养适应现代医学技术迅猛发展需要的勇于创新、善于思考,具有较强专业能力的护理人才。1 培养高素质,高层次护理人才势在必行 护理学是一门保障人类健康,直接服务于人的生命科学。随着人类社会的发展,医疗卫生条件的改善和人们生活水平的提高医学模式从生物医学模式转变为生物—心理—社会医学模     

A Model Rural Health Orientation Course Using Interdisciplinary,Community Oriented,Inquiry Based Strategies

Introduction to Rural Health was developed as the introductory course for the Community Partnerships in Health Education – a new curriculum educating students using interdisciplinary, community oriented, and inquiry based strategies. Medical students, nursing students, and public health students participated in an elective curriculum designed to teach interdisciplinary groups of students to deliver primary health care in under-served communities. The curriculum began with an intensive one-week course designed to introduce students to the community, its people, their health care needs, and the process of working in interdisciplinary groups. The course was taught using a variety of community based activities. Student evaluations indicated that students strongly agreed that the course objectives were met using this nontraditional methodology. Qualitative analysis indicated that students regarded the team-building aspects of the course as the most influential. Community members indicated a high level of satisfaction with their input in the developmental process and with the extent to which community resources and interests were included. This revised version was published online in July 2006 with corrections to the Cover Date.     

Interdisciplinary education for community health: the case for nursing and social work collaboration.

A nurse educator and a social work educator developed an interdisciplinary team-taught course in community health for both social work and nursing students. This account of their experience elaborates the implications of interdisciplinary education for the student learning experience including theory and practice content, socialization, and transition; faculty development; and the larger university community. Although this particular instance is limited to baccalaureate education, the authors underscore the potential of interdisciplinary course work for the enrichment of all levels of nursing and social work education.     

Nursing care and teaching

This is a reflection on nursing care and teaching which is based on academic and professional experiences in the fields of research, teaching and community extension services. It aims at contributing to discussions on the importance of nursing students in the process of giving care and teaching as well as of their participation in scientific work, which allows the development of a more critical view on nursing teaching and practice.     

A Comparison of Problem-Based and Conventional Curricula in Nursing Education

The purpose of this study was to compare graduating baccalaureate students in a problem-based curriculum with those in a conventional nursing program with regard to perceived preparation for clinical practice, clinical functioning, knowledge and satisfaction with their education. Prior tograduation, students completed a self-report questionnaire that consisted of five sections and took about 45 minutes to complete. Following graduation, their pass rates on the National Nursing Registration Examination (RN Exam) were also compared. The findings indicated no significant differences in their perceived preparation for nursing practice, although the conventional students scored higher in all areas. There were also no significant differences between the two groups in their perceived clinical functioning, although there was a trend toward higher function in the areas of communication and self-directed learning in the PBL group. There were no statistically significant differences in RN scores. The PBL students scored significantly higher on perceptions of their nursing knowledge, particularly in the areas of individual, family and community health assessment, communication, teaching/learning, and the health care system. The students undertaking the PBL program were more satisfied with their educational experience than their counterparts in the conventional program, indicating higher satisfaction with tutors, level of independence, assessment and program outcomes, but no difference in relation to workload orclarity of expectations This study contributes to our understanding of the relationship between different educational approaches and student outcomes. It suggests that PBL is an effective approach for educating nurses. Furthermore, it indicates that nursing students in the PBL program, like their counterparts in PBL medical programs, report higher levels of satisfaction. Future studies that are longitudinal in design and rely less on self-report measures would contribute further to our understanding of the benefits and limitations of PBL in nursing education. This revised version was published online in June 2006 with corrections to the Cover Date.     

Partnering with public health: a model for baccalaureate nursing education

This article discusses the implementation of a one-year project developed to increase and improve the quality of public health nursing experiences for baccalaureate nursing students at one state-assisted university. The partnership model involved collaboration with public health departments, the academic nursing programs, and community agencies and leaders. The project led to the development of increased student skills related to interdisciplinary team work, program development, and cultural competency skills. A needs assessment questionnaire of the public health department partner staff supported a need to develop public health work force skills. The project provided opportunities for nursing faculty development. The project results support the need for service-academic partnerships to develop the public health nursing workforce.     

高职护生实习前心理健康状况调查分析

目的了解高职院校护生实习前心理健康状况,以便采取针对性措施,帮助学生从学校到社会、从理论到实践的心理顺利过渡。方法采用精神症状自评量表(SCL-90)对高职学院233名护生在临近实习1个月前进行问卷调查和分析,并将结果与全国青年常模进行比较。结果护生的9个因子分都显著高于全国青年常模,除焦虑外,其他8个因子五年制均显著高于三年制高职护生。结论五年制和三年制高职护生的心理问题显著高于同龄人,学校应重视和加强心理健康教育,尤其对五年制护生,应给予更多关注和重视。     

A community-based approach to the medical humanities

BACKGROUND: This paper discusses the rationale behind, and an approach to, the development of a graduate level interdisciplinary curriculum in literature and health care that incorporates community-based learning. Such an innovative approach emerges from the recognition that professional training in both health care and humanities programmes often does not model the kinds of collaborative relationships and professional values desired by contemporary health care students, providers and patients. METHOD: Recent trends in literary study and the medical humanities are described, along with the function (and benefits to students) of interdisciplinary classrooms and the role of community-based learning in higher education. The authors discuss their experiences teaching, and offer students' responses to medical humanities courses from which the concept for such a curriculum evolved. The paper offers advice on developing, evaluating and disseminating such a model curriculum for medical, nursing and graduate literature students. PROPOSAL: By linking health care with graduate English literature students, such a course would promote dialogue and understanding among health professionals, enhance student awareness of the effects of illness on patients, their caregivers and families, and encourage student activism and community service. A common set of literary works would provide a shared vocabulary and opportunities for ethical, critical and personal response. Working together in a community-based project, students from different programmes would learn to appreciate alternative professional and lay perspectives on common experiences.     

强化护生礼仪教育 塑造良好职业形象

随着系统化整体护理的开展,为患者提供更高质量的护理服务是当前形势下的发展目标。因此,在学校教育中,强化护生礼仪,塑造护士美好职业形象,对全面提升护生素质,提升医院形象,有着重要意义。     

医学生对健康教育学课程的认识和评价

目的了解健康教育学教学方法、教学内容和教学效果及影响因素状况,为教学改革提供依据。方法在广东药学院公共卫生学院整群抽取计划生育专业五年级学生46人,护理学专业二年级学生130人,共176名医学生进行问卷调查。结果开课前,近60%的学生对健康教育了解一些,约30%的学生不太了解,1.1%的学生完全不了解。46.0%的学生认为学时数应达到36学时。学习后收获最大的内容是健康传播方法与技巧、健康行为改变理论、社区和控烟健康教育等。78.4%的学生喜欢＂情景教学-以问题为中心的小组讨论-实习基地见习＂的教学方法;有69.4%的学生认为教学效果较好。护理专业学生对健康教育课程更为重视,评价更高。不同专业学生对本课程应开设的课时数的多少和毕业后本课程对自己工作的影响的认识存在显著性差异。结论开课后学生对健康教育的认知和兴趣提高。应根据不同专业调整学时,教学手段应多样化。     

浅谈护理职业教育中护生综合能力的培养

探讨护理职业教育中加强护生综合能力培养的具体内容.文章从护生获取与处理信息的能力、工作与学习的能力,社会交往与合作能力,组织与控制能力,批判性思维能力五个方面分析,提出护生综合能力培养的具体内容.