构建我国护理学本科专业设置标准的研究

运用专家会议法论证<我国护理学本科专业设置标准>草案,以求构建适合当前我国护理学本科教育发展现状的<护理学本嗣专业设置标准>,推动我国护理学本科教育的健康发展.结果显示,专家们对标准的草案给予了充分的肯定,对具体指标的设置标准提出了建议,体现了构建标准的指导性思想:[1]必须体现护理专业特色;[2]注重质量建设与规模效益的关系;[3]处理好统一要求与特色发展的关系;[4]注重指标的弹性与刚性;[5]注重发展性,突出专业的主体地位.     

构建我国护理学本科专业设置标准的研究

运用专家会议法论证《我国护理学本科专业设置标准》草案,以求构建适合当前我国护理学本科教育发展现状的《护理学本科专业设置标准》,推动我国护理学本科教育的健康发展。结果显示,专家们对标准的草案给予了充分的肯定,对具体指标的设置标准提出了建议,体现了构建标准的指导性思想：①必须体现护理专业特色;②注重质量建设与规模效益的关系;③处理好统一要求与特色发展的关系;④注重指标的弹性与刚性;⑤注重发展性,突出专业的主体地位。     

《护理学本科教学基本要求》构建的调查研究

目的 通过广泛的调查咨询,确定新构建的指导和规范护理学本科教学的标准性文件<护理学本科教学基本要求>的科学性、适合性和可行性.方法 根据该标准的各组成部分和条目设计调查问卷,由教育部推荐和向设有本科护理学教育的院校普遍发放问卷两种方式,收集了82所院校的反馈意见.结果 参与调研的院校和专家代表性好,对<护理学本科教学基本要求>各部分内容的赞同率在87%以上,各项目变异指数均小于30%.结论 <护理学本科教学基本要求>是一个比较科学并具有普遍适用性的护理教育基本质量标准.     

高等中医药院校本科护理学专业中医模块设置规范的构建

目的构建高等中医药院校本科护理学专业中医模块设置规范(简称"规范"),为中医护理课程设置提供参考。方法对全国高等中医药院校本科护理教学培养方案进行调研分析,以理论研究、专家会议法、德尔菲法构建"规范"。结果确定了毕业生应达到的基本要求(培养目标与培养要求)、专业基本教学条件、课程设置要求(包括中医学概论、中医护理学基础、中医临床护理学三大课程模块)以及中医护理实习安排。2轮专家咨询,专家积极系数分别为88.24%和81.40%,专家权威系数为0.85,第2轮专家咨询Cochran's Q值较低,说明专家意见趋于一致。结论本研究以理论为先导,立足中医特色护理教育现状,通过科学论证,制订的"规范"可以作为中医护理课程设置和教学改革的有力依据。     

构建老年护理本科人才课程设置方案的研究

目的基于德尔菲法构建老年护理本科人才课程设置方案。方法借鉴国外老年护理课程设置的经验,以我国《本科医学教育标准——护理学专业》为依据,构建老年护理本科人才课程设置方案初稿,采用德尔菲法对26名护理学专家进行两轮专家咨询。结果两轮专家咨询后专家意见趋于一致,专家权威系数为0.908,第2轮意见的Kendall协调系数为0.511,最终确立4个课程群,即公共基础课程群、专业基础课程群、专业课程群、素质能力拓展课程群,共46门课程,含31门必修课和15门选修课。结论构建的老年护理本科课程设置方案结果可靠,实现老年护理专业本科生知识结构与能力素质的有效衔接,为老年护理二级学科的建立奠定理论基础。     

本科护理学专业教材质量评价指标体系的构建

[目的]为适应本科护理学教材发展需求,构建本科护理学专业教材质量评价指标体系.[方法]选择有本科护理学教材编写或管理经验,相关专业工作10年以上且具有中级以上专业技术职务的专家57名,采用德尔斐法(Delphi tech-nique)进行两轮专家咨询,确定指标;根据专家对各指标的赋值情况,运用专家排序法原理设置指标的权重.[结果]构成框架为4个一级指标、15个二级指标、34个三级本科护理专业教材质量评价指标体系,各指标专家赋值均满足均数>3.50分,满分比>0.20,变异系数<0.25,专家意见达成一致.4个一级指标权重分别为0.27、0.31、0.22、0.20.[结论]构建了科学可信的本科护理学专业教材质量评价指标体系,为提高本科护理学教材质量提供了决策依据.     

护理学本科教育标准及专业认证

该文概要介绍了国内外医学教育和护理学教育标准化发展的趋势,并聚焦于我国本科护理学教育标准,详细阐述了该标准的用途、内容结构及其特点。在此基础上,重点介绍了目前我国本科护理学专业认证的基本程序,包括认证专家组的组成、认证的具体步骤、认证活动的形式和过程,以期帮助国内各护理院校进一步认识和理解本科护理学教育标准的内涵和本科护理学专业认证工作的重要意义。     

我国护理学硕士研究生核心知识体系的研究

目的探讨所有研究方向的护理学硕士研究生都必须学习和具备的知识,以尝试构建我国护理学硕士研究生教育的核心知识体系。方法采用德尔菲专家函询法。在查阅文献和半结构访谈的基础上,形成分为2种培养类型(科学学位、专业学位),包含5个维度(高级护理实践、教育、管理、科研、专业发展)、82个核心知识备选条目的问卷。58名从事护理教育、临床管理的专家参加函询,按照5分级Likert标度法进行评价选择。结果经2轮函询后形成专家一致性意见,问卷回复率分别为91.4%和87%。有37项和47项知识分别成为科学学位和专业学位硕士研究生的核心知识,其4分以上(重要和很重要)的选择率均在80%以上。两种培养类型的研究生均应具备科研、专业发展、临床实践、教育和管理的相关知识,科学学位研究生偏重于学习更多教育、科研知识,专业学位研究生则更注重临床实践和管理知识的获取;在专业发展知识方面,侧重点稍有不同。结论两种培养类型的护理学硕士研究生共同的核心知识有32项,科学学位护理学硕士研究生的核心知识有37项,被纳入专业学位护理学硕士研究生的核心知识有47项。护理学硕士生核心知识的确立为组建护理硕士教育核心课程奠定了合理的基础。     

护理学专业本科教育培养目标体系的构建

目的借鉴国内外护理本科教育培养目标,构建我国护理本科教育培养目标体系。方法采用专家咨询法,以人的全面发展论为理论框架,分析国际医学教育标准、国内外护理本科教育培养目标、国际化护理教育等方面文献,优化我国护理本科教育培养目标体系。结果经研究形成的护理本科教育培养目标体系包括4项一级指标、7项二级指标及31项三级指标。结论培养目标体系明确列出对学生在德、智、体和美方面的具体要求,使目标的可操作性提高,为构建国际化背景下护理本科教育人才培养模式提供了参考依据。     

本科护理学专业教材质量评价指标体系的构建

[目的]为适应本科护理学教材发展需求，构建本科护理学专业教材质量评价指标体系。[方法]选择有本科护理学教材编写或管理经验，相关专业工作10年以上且具有中级以上专业技术职务的专家57名，采用德尔斐法（Delphitech-nique）进行两轮专家咨询，确定指标；根据专家对各指标的赋值情况，运用专家排序法原理设置指标的权重。[结果]构成框架为4个一级指标、15个二级指标、34个三级本科护理专业教材质量评价指标体系，各指标专家赋值均满足均数〉3.50分，满分比〉0.20，变异系数〈0.25，专家意见达成一致。4个一级指标权重分别为0.27、0.31、0.22、0.20。[结论]构建了科学可信的本科护理学专业教材质量评价指标体系，为提高本科护理学教材质量提供了决策依据。     

南方医科大学护理学专业认证的实践与启示

护理学专业认证旨在建立专业标准杠杆,规范国内护理专业教育,促进国内护理专业教育与国际接轨,实现教育国际化。南方医科大学是我国首批接受专业认证的院校,该文介绍了接受护理学专业试认证工作的过程、认识与体会,为进一步推动认证工作的有效开展提供参考依据。     

Adapting the CAUSN accreditation process for emerging models of nursing education in Canada.

This paper highlights the accreditation issues raised by new and emerging models of baccalaureate nursing education and program delivery in Canada. It suggests ways of adapting the accreditation process to address recent changes. Nursing degree programs now offered by universities include programs at several sites, collaborative programs with partner institutions at multiple sites, and programs offered primarily through distance education. The accreditation program developed by the Canadian Association of University Schools of Nursing (CAUSN) provides a mechanism for monitoring the quality of a nursing education program and promoting the growth of the school that offers the program. Since the decision to undergo accreditation signifies a major commitment on the part of a nursing program, it is essential that the accreditation process be adaptable to meet the needs of evolving nursing education and program delivery models, and that it be fair, equitable, and credible.     

Use of videotaping to assess competencies and course outcomes

A constant challenge in nursing education is effectively teaching competencies and allowing students to safely practice essential nursing skills. Faculty members must develop sound methods of instruction to achieve program outcomes, which determine program effectiveness, assure professional readiness, and meet accreditation standards. To this end, the use of videotaping is suggested. Videotaping offers a safe way for students to practice skills and develop confidence prior to actual performance. This article reviews the literature on videotaping and discusses videotaping as used at Central Missouri State University baccalaureate school of nursing. Videotaping is a teaching-learning strategy used to help students develop effective communication, physical assessment, and selected psychomotor skills. Videotaping also provides students with a mechanism for detailed instructor feedback to improve performance.     

Program evaluation: A concept analysis

BackgroundProgram evaluation is critical for continuous quality improvement in nursing programs to achieve programmatic goals. The purpose of this concept analysis was to clarify the concept of program evaluation in nursing education.MethodUtilization of Walker and Avant's concept analysis methodology guided the process.ResultsThe identification of approximately 17 nursing education articles and three textbooks related to program evaluation in nursing education transpired through the search process. A program, a systematic process of collecting data and information, and judgments were the defining attributes of program evaluation in nursing education. The author defined program evaluation as a systematic process of data collection by which nurse educators make programmatic judgments based on predetermined program goals, benchmarks, and accreditation standards for pedagogical revisions and programmatic improvements to transpire.ConclusionLimited scholarship on program evaluation in nursing education supports future research regarding the concept, especially at the graduate program level.     

Responses of baccalaureate and graduate programs to the emergence of choice in nursing accreditation

Specialized accreditation in nursing is a widely recognized and respected hallmark of program quality. The advent of a second specialized accrediting agency for baccalaureate and higher degree programs in nursing prompted a survey of these programs to determine their choice of nursing accreditation agency, factors influencing their choice, their perceptions of the value added by nursing accreditation, and the difficulties encountered with the accreditation process. These study variables and the relationships between choice of accrediting agency and types of degree-granting nursing education programs offered by the institution, agency membership in the National League of Nursing (NLN) or the American Association of Colleges of Nursing (AACN), expected date of next accreditation visit, geographic region, public versus private status, and type of institution (Carnegie classification) were analyzed. Findings revealed that nearly a quarter (24%) of respondents intend to continue with the NLN Accrediting Commission (NLNAC), whereas 30% indicated they have already switched to the Commission on Collegiate Nursing Education (CCNE) or intend to do so prior to their next accreditation cycle. However, nearly a quarter (24%) of respondents said they plan to be accredited by both agencies for the immediate future, and 21% indicated they are still undecided. Study findings suggest an end to single-source accreditation, and the beginning of a new market-oriented approach.     

Fostering Innovation in Nursing Education: The Role of Accreditation

There are multiple calls for innovation in programs of nursing education. Frequently accreditation is cited as a barrier to innovation which serves as a detriment to faculty pursuing program change. However, an examination of accreditation standards can actually demonstrate that accreditation can play a positive role in fostering innovative change. This article examines strategies that nurse educators can use to embrace innovation and introduce program change while minimizing risk-taking.