湖南省助产士核心胜任力的调查分析

目的了解湖南省助产士核心胜任力现状。方法采用助产士核心胜任力量表对湖南省6所医院102名助产士进行调查。结果助产士核心胜任力总均分为（4．08±O．48）分,其中分娩期保健和产后保健得分较高,而公共卫生保健和孕前保健得分较低;助产士的年龄、工作年限、助产工作年限与助产士核心胜任力得分呈显著正相关,而不同婚姻状况、职称、医院级别、有无助产证和产科进修的助产士核心胜任力水平不同。结论应进一步完善我国助产专业教育体系,建立独立的助产士准入制度和职称体系,充分发挥助产士的角色职能,从而推动助产士队伍核心胜任力的全面提高。     

河北省教学医院助产士的核心胜任力及影响因素研究

目的:了解河北省三级甲等教学医院的助产士核心胜任力现状,分析其影响因素.方法:根据目的抽样法,采用助产士核心胜任力量表对河北省5所三级甲等教学医院的131名助产士进行问卷调查.结果:助产士的核心胜任力总分为(220.78±33.22)分,其中分娩保健维度得分较高,条目均分为(4.30±0.70)分,孕前保健的得分较低,条目均分为(3.62±0.90)分.助产士核心胜任力与年龄、婚育状况、初始学历、工作时间、助产工作时间以及是否参与带教工作等呈正相关.多元线性逐步回归分析显示,助产工作时间是助产士核心胜任力的影响因素(P<0.01).是否参与科室/医院带教工作的助产士核心胜任力总分比较差异有统计学意义(P<0.05).结论:河北省教学医院助产士的核心胜任力水平较高,教学医院应根据不同的助产工作时间和是否参与科室/医院的带教工作等特点,制定合理的培训措施与内容,提高助产士核心胜任力水平.同时通过进一步加强临床带教师资的培养,完善我国助产专业教育体系,为助产教育奠定基础.     

基于核心胜任力的助产方向专科护士培训实践

目的探讨基于核心胜任力的助产方向专科护士培训效果。方法以2019年参加助产方向专科培训的39名学员为研究对象,以助产士核心胜任力为框架,从孕前保健、孕期保健、分娩保健、产后保健、新生儿保健、公共卫生保健对其进行理论(7周)与技能(9周)的培训,培训前后评价学员的理论知识、临床技能及助产士核心胜任力。结果培训后学员的理论成绩与临床技能成绩均较培训前提高(P<0.05),学员的助产士核心胜任力由(3.79±0.47)分提升至(4.16±0.43)分,差异有统计学意义(P<0.05)。结论基于核心胜任力的助产方向专科护士培训可有效提升助产士核心胜任力。     

助产士核心胜任力量表信度和效度研究

目的:对助产士核心胜任力量表进行信度和效度的检测。方法:采用文献回顾的方法,重点参考国际助产联盟制定的助产士胜任力标准,通过助产专业的专家,形成助产士核心胜任力量表,并对北京市19家医院的300名助产士进行测评,对量表进行信度和效度分析,最终形成量表。结果:有效量表295份。助产士核心胜任力量表共由6个维度,54项条目组成,其内部一致性Cronbach’sα系数为0.978,各分维度的Cronbach’sα系数为0.921～0.938之间,均在0.9以上,总量表的内容效度比为0.95,结构效度6个因子的累计解释变量为70.927%,均在测量学可接受的范围。结论:该助产士核心胜任力量表具有良好的信度和效度,条目设置适用于我国助产士核心胜任力的评价。     

山东省助产从业人员核心胜任力调查分析

目的：了解山东省助产从业人员核心胜任力现状。方法：采用助产士核心胜任力量表对山东省231名助产从业人员进行问卷调查。结果：助产从业人员的核心胜任力总均分为（4．09±0．36）分,其中孕期保健、分娩期保健维度得分较高,公共卫生保健、孕前保健维度得分较低。助产从业人员的年龄、工作年限、助产工作年限、职称与其核一iS,胜任力呈显著正相关（P〈0,01）。结论：教育者应进一步完善助产专业教育和在职培训,促进助产从业人员核心胜任力的全面提高。     

国际助产士联合会助产核心胜任力标准的发展以及在我国的应用

本文就助产核心胜任力的概念与意义,国际助产士联合会(ICM)所提出的助产核心胜任力标准的发展历程,我国助产核心胜任力指标体系的研究进展和应用现状进行了全面回顾,以期为进一步推动助产人力资源建设、促进助产专业的可持续发展提供理论依据。     

护理专业助产方向本科教育培养目标和课程体系的构建研究

目的以国际助产士联盟(International Confederation of Midwives,ICM)建议的助产士核心胜任力标准为依据,初步构建我国助产本科教育培养目标和课程体系。方法通过文献回顾和专家会议法制订专家咨询问卷,应用德尔菲法对16名专家进行咨询,通过专家论证会的方法最终确立课程体系。结果确立了培养目标,建议学制为5年全日制;确立了课程体系,以课程模块的形式来体现ICM建议的助产士核心胜任力6个方面能力的要求,分为4个模块,分别为公共基础课程、医学基础课程、助产专业课程(分为助产课程部分、护理课程部分和专业相关课程部分)及人文社会科学课程。结论研究过程科学严谨,培养目标和课程体系能够突出体现专业特色和助产士核心胜任力。     

福建省13所医院助产士核心胜任力现状及影响因素研究

目的 了解福建省助产士核心胜任力现状并分析其影响因素。 方法 采用助产士核心胜任力量表对福建省13所二级以上医院的374名助产士进行横断面调查,并进行核心胜任力影响因素的单因素分析和多元线性回归分析。 结果 助产士的核心胜任力总均分为（3.96±0.54）分,职业素养、产后保健技能、妊娠期保健技能得分较高,公共卫生保健知识、公共卫生保健技能、妇女保健知识得分较低。助产士核心胜任力初级、中级、高级能力总均分分别为（4.03±0.55）分、（3.78±0.59）分、（3.54±0.75）分。7个维度中,技能得分均高于知识得分。多元线性逐步回归分析显示,助产工作年限、医院级别、婚姻状况、聘用形式是助产士核心胜任力的影响因素（P<0.05）。 结论 福建省13所医院助产士核心能力总体处于中等水平,初级能力较好,中、高级能力有待提高。应关注新入职、基层、非在编助产士,全面提高助产士队伍的核心胜任力。     

助产士健康教育现状分析

<正>国际助产士联盟(ICM)将助产士的核心能力定义为"在助产教育和实践背景下,能够胜任助产岗位所需要的知识、专业行为和专科技能的综合能力"[1]。我国卫生部在1986年规定助产士的职责中明确指出了围产期保健、妇婴卫生教育、负责产后随访等职责[2]。健康教育是助产士核心能力之一,最重要的是提供全程持续性照护的能力。目前主要体现在产前助产士门诊咨询,产时助产士导乐陪产,而国内助产士在产褥期的     

宿迁地区助产士核心胜任力现状及影响因素分析

[目的]了解宿迁地区助产士核心胜任力现状,分析核心胜任力的主要影响因素。[方法]根据方便抽样方法,采用自行设计的一般资料调查问卷、助产士核心胜任力量表对来自宿迁地区二级以上医院从事助产工作的105名助产士进行调查。采用多元回归分析助产士核心胜任力的影响因素。[结果]宿迁地区助产士核心胜任力总均分为(28.99±3.85)分。多元线性回归分析显示,年龄、助产工作年限、婚姻状况、职称、编制、医院等级、学习经历是影响助产士核心胜任力的重要因素(P0.01);学历与核心胜任力无明显相关性(P0.05)。[结论]宿迁地区助产士核心胜任力处于中等水平,管理者应根据不同年资、工作年限等特点,制订合理的措施和培训内容,提高助产士核心胜任力水平,稳定助产士队伍。     

中国注册护士能力架构的质性研究

目的确定护士能力的含义及中国注册护士能力的架构。方法采用国际护士会护士能力架构作为模板,发展2个半开放式问题,收集了38名中国护理专业人士的意见,并用内容模板法进行分析。结果护士能力的定义强调护士在临床实践中将知识、技能和态度有机结合的能力水平;中国注册护士的基本能力由8个维度构成。结论中国护理专业人士对护士能力概念的定义从某种程度上不同于国际护士会的定义;构成注册护士基本能力的维度也在很大程度上不同于国际护士会的护士能力架构。     

Critical care competencies

In the absence of nationally accepted critical care competencies, each educational institution providing critical care programmes is forced to define the essential competencies necessary for practice, leading to variations in expected practice and the emergence of 'postcode' competencies. This research report aims to build upon competency activity for all areas of nursing practice within critical care levels 1, 2 and 3. A functional analysis to elicit core critical care competency statements was conducted and a modified Delphi technique was used to generate consensus opinion from a pan-London purposive sample of nurses working in critical care. The functional analysis group identified four competency statements and elements of competencies. Consensus agreement of 80% was achieved with mean agreement scores that exceed 97%. A core critical care competency framework was refined and developed by expert nurses drawing on their own experience and knowledge of critical care nursing. The framework could be useful to: educationalists designing competency-based curricula; critical care managers as a tool for recruitment and retention and for education and training of staff; individual critical care nurses to facilitate continuous professional development.     

手术室低年资护士危急症护理核心能力评价体系的构建研究

目的构建手术室低年资护士危急症护理核心能力评价体系。方法采用自行设计的咨询表及德尔菲(Delphi)专家咨询法,选取广东医学院附属医院、湛江市中心医院、湛江市农垦医院、湛江市第二人民医院等临床护理专家、广东医学院护理学教授、统计学专家共32名进行调查。结果专家咨询的权威系数为0.771,熟悉系数为0.826,判断系数为0.764,经过2轮咨询后确定的手术室低年资护士危急症护理核心能力评价体系中,一级指标5条,二级指标16条,三级指标40条;专家咨询内部协调系数为0.716,Cronbach’sα系数为0.783。结论经过专家咨询及修改、删除、添加条目,手术室低年资护士危急症护理核心能力评价体系各级指标共有条目61条,经检验,结果可靠、信度较高,对手术室低年资护士危急症护理核心能力的考核、评价、培训提供量化的可参考依据。     

高职助产护生核心能力指标体系的构建

目的 构建高等职业教育助产护生核心能力指标体系,为高职助产学生的培养提供参考依据。方法 通过文献分析、半结构访谈、德尔菲法及优序图法,构建高等职业教育助产护生核心能力的指标体系及统计各指标的权重。结果 对从事助产护理的23名专家进行2轮函询,2轮专家函询的回收率均为100%,第1轮、第2轮问卷函询专家的熟悉程度系数为0.828、0.836,判断系数为0.903、0.926,权威系数为0.866、0.881;第1轮、第2轮函询的肯达尔和谐系数分别为0.109和0.112（P<0.05）;共构建一级指标6项,二级指标56项,其中一级指标包括职业素养、一般保健护理、孕期护理、分娩期护理、产后护理、新生儿护理6个方面。结论 构建的高等职业教育助产护生核心能力指标体系内容较全面,具有一定的科学性,可为国内高职护生的培养提供参考依据。     

Developing a competency framework for critical care to match patient need.

The competency framework developed by the critical care education group of the London Standing Conference aims to serve every grade and level of practitioner. It is neither time specific nor static. The patient is the central focus of the framework and the elements of competence reflect patient need at any critical care level [Comprehensive Critical Care: A Review of Adult Critical Care Services, The Stationary Office, London]. A group of expert nurses have developed the competency framework, with widespread consultation and collaboration. This approach intended to develop consistency for critical care education and practice. It is envisaged that this will reduce pockets of repeated activity, which places huge demands on limited resources. The critical care competency framework was developed using the method of functional analysis. A plan for the future has been identified, including continued collaboration and consultation with Trusts and Higher Educational Institutions and the development of an online manual to support the competency framework. KEY POINTS: 1. Critical care delivery has been under close scrutiny and a number of key contemporary drivers have led to the development of this competency framework. 2. The development of a consistent pan-London approach to critical care education has been identified. 3. The patient is the focus of critical care delivery and therefore patient need is central to the critical care competency framework. 4. Wider collaboration is needed with other agencies and groups to prevent the repetition of work already carried out.     

The diversity of critical care nursing education in Australian universities.

A range of critical care nursing educational courses exist throughout Australia. These courses vary in level of award, integration of clinical and academic competence and desired educational outcomes; this variability potentially leads to confusion by stakeholders regarding educational and clinical outcomes. The study objective was to describe the range of critical care nursing courses in Australia. Following institutional ethics approval, all relevant higher education providers (n=18) were invited to complete a questionnaire about course structure, content and nomenclature. Information about desired professional and general graduate characteristics and clinical competency was also sought. A total of 89% of providers (n=16) responded to the questionnaire. There was little consistency in course structure in regard to the proportion of each programme devoted to core, speciality or generic subjects. In general, graduate certificate courses concentrated on core aspects of critical care, graduate diploma courses provided similar amounts of critical care core and speciality content, while master's level courses concentrated on generic nursing issues. The majority of courses had employment requirements, although only a small proportion specified the minimum level of critical care unit required for clinical experience. The competency standards developed by the Australian College of Critical Care Nurses (ACCCN) were used by 83% of providers, albeit in an adapted form, to assess competency. However, only 60% of programmes used personnel with a combined clinical and educational role to assess such competence. In conclusion, stakeholders should not assume consistency in educational and clinical outcomes from critical care nursing education programmes, despite similar nomenclature or level of programme. However, consistency in the framework for speciality nurse education has the potential to prove beneficial for all stakeholders.     

The development of multi-level critical care competency statements for self-assessment by ICU nurses

Multi-levelled critical care competency statements were developed based on the levels of novice to expert (Benner, 1984). These competency statements provide a framework for the development of knowledge and skills specific to critical care. The purpose of this tool is to guide personal development in critical care, facilitating the assessment of individual learning needs. Competency levels are attained through the completion of performance criteria. Multi-levelled competency statements define clear expectations for the new orientee, in addition to providing a framework for the advancement of the intermediate and experienced nurse.     

Holistic care in the critical care setting: application of a concept through Watson's and Orem's theories of nursing

For the critical care nurse, two concerns increase the complexity of competent nursing care. First, the intrusion of technology into the critical care environment is more conducive to the use of the medical model than to a nursing theoretical framework. Technology has quantified body functions that were once elusive to man, enabling practitioners to treat dysfunction and disease. Technology, which has provided health care equipment that can maintain breathing, circulation and other important quantifiers of life, is welcomed by a society that fears finality. Second, the critical care nurse must remain cognizant that technology cannot care for the whole being who is in a health care crisis. Holistic caring, the being-with, the empathy, the interconnected experience of need and response within a nursing theoretical framework is the nurse's art. It is this art of caring that is the qualifier of life. It is the balance of technological competency with the art of nursing that promotes adaptations in health crises. Application of holistic caring through established nursing theories such as Watson's theory of nursing and Orem's theory of nursing enable the critical care nurse to acquire an expert level of nursing care.