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高等护理教育评估是高等护理教育质量控制的核心问题,由于其作用重大和工作难度都很有特点,要做好此项工作必须建立专门的机构、制定专门的标准。至今国内尚无护理教育评估标准,开展护理教育评估活动也比较少。介绍美国护理教育评鉴7条标准及其对我国高等护理教育评估的借鉴意义。 相似文献
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高等护理教育评估是高等护理教育质量控制的核心问题,由于其作用重大和工作难度都很有特点。要做好此项工作必须建立专门的机构、制定专门的标准。至今国内尚无护理教育评估标准.开展护理教育评估活动也比较少。介绍美国护理教育评鉴7条标准及其对我国高等护理教育评估的借鉴意义。 相似文献
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护理本、专科毕业生的合理分配与使用,是我国高等护理教育稳步、健康发展的重要环节.发展和加强高等护理教育,直接关系到我国护理工作的长远建设和护理学科的发展.由于我国高等护理教育停办三十多年,致使护理教育师资严重缺乏,高级护理人才及骨干力量青黄不接.发展高等护理教育,培养护理人才乃当务之急,必须积极给予扶植. 相似文献
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21世纪我国高等护理教育面临的机遇与对策 总被引:3,自引:1,他引:2
我国的高等护理教育改革,经过十多年来的实践,为社会输送了大量的护理人才。根据社会发展的需要,高等护理教育还存在一些问题,这些问题有认识上的误区,也有实践中的偏差。如何正确认识我国高等护理教育存在的问题和面临的发展机遇,将高等护理教育推上新的台阶,成为现阶段我国高等护理教育改革的重要课题。1我国高等护理教育的现状与薄弱环节 随着社会经济的发展,目前我国护理科学正朝着独立性、科学性、多元性、服务性的方向发展,并逐步形成为生物一心理一社会模式。科学技术水平的不断提高,使得护理队伍的学历层次以中专为主的现状已经不能… 相似文献
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专业认证作为高等教育质量保证的重要措施,促使高等教育机构质量保障由外部力量转变为教育机构自我发展、自我激励、自我约束的内在需求。科学的专业认证制度既能有效地保障专业教育发展的基本需求,又能调动专业教育院校的特色化和个性化发展的积极性。该文通过回顾国内外护理学专业认证、教育标准和规范的发展现状,探讨我国护理学专业认证的未来与发展。 相似文献
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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。 相似文献
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我国本科护理学专业教育标准构建的研究 总被引:3,自引:0,他引:3
目的 构建既符合我国国情,又顺应国际环境的本科护理学专业教育标准,为开展本科护理学专业认证提供依据和科学的评价工兵.方法 考察我国护理本科教育现状,并组织专家小组会议构建本科护理学专业教育标准草案.运用德尔菲法,从全国开办护理本科护理教育的院校中选择98所进行两轮函询,根据专家意见修订草案,同时对标准进行验证.结果 确立的本科护理学专业教育标准包括本科护理学毕业生应达到的基本要求(32项)和本科护理学专业教育办学标准(10个领域40项).专家意见的集中程度和对各级指标评价的一致性程度均较高.结论 形成的本科护理学专业教育标准科学、全面地规定了我国护理本科教育的人才培养和办学条件要求,符合我国本科护理教育的发展现状,并融入了我国护理专业发展特色,体现了当前护理教育发展的国际趋势. 相似文献
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目的探讨美国、英国、澳大利亚护理学专业认证机构的异同点,为我国开展护理学专业认证提供参考意见。方法采用比较研究法辅以文献研究,按照选择研究对象、确定比较框架的要素、描述比较特征和开展比较分析的步骤展开。结果相同点包括以提高教育质量为宗旨、机构的非政府性质、程序的公开透明化等6个方面;差异包括认证体系、组织方式、认证项目等方面。结论我国护理学专业认证的组织建设可从发展多元化护理教育评价、培育认证机构的独立性和加强认证机构的权威性等方面考虑进行改进。 相似文献
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B Thomas J Pearce A M Arseneault L Gien W McBride A Malinowski 《Revue canadienne de recherche en sciences infirmières》1999,31(3):129-137
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. 相似文献
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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. 相似文献
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Cynthia Burke 《The ABNF journal》2003,14(2):45-46
Nursing education accreditation visits are similar to JCAHO accreditation visits. Both types of accreditation are offered to ensure quality programs and services. The author, a librarian, describes the role of the nursing library in helping the Hampton University School of Nursing to achieve full accreditation from the two national nursing accreditation bodies. This article describes the process and outcomes of accreditation visits. 相似文献
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Janet H. Davis 《Teaching and Learning in Nursing》2018,13(1):14-17
Accreditation, a public measure of program quality, is essential in today's competitive higher education environment. State board of nursing prelicensure program approval and a program's reputation are affected by the accreditation decision of a nursing program-accrediting agency. Writing the accreditation self-study and hosting the program site visit are often stressful experiences for the nursing program administrators, faculty, and students involved in these processes. The Neuman Systems Model can be used to objectively develop protective buffers for the stressors associated with programmatic accreditation. Three example scenarios that were developed to describe interventions, based on the Neuman Systems Model, to buffer and reduce the stress of the accrediting agency's processes are presented. The scenarios do not represent any specific nursing program but were created based on the experiences and questions of faculty members and academic administrators. 相似文献