在校护生自我导向学习倾向与学习成绩的相关性研究

目的了解在校大专护生各年级自我导向学习倾向状况及其与学习成绩的相关性,从而揭示培养在校护生自我导向学习倾向的重要性。方法采用自我导向学习倾向问卷对护理大专一、二年级共398护生进行调查,利用公共课、专业基础课和专业课的各平均成绩和总平均成绩作为学习成绩的指标,所有数据采用SPSS11．0软件进行统计分析。结果一、二年级在校护生的自我导向学习倾向各层面及整体均处于中等水平,一年级的自我导向学习倾向中仅喜爱学习与学习成绩有显著相关性,二年级的自我导向学习倾向的各层面和总体大多与学习成绩有显著相关性。结论对在校大专护生的教育要注重自我导向学习倾向的培养,以提高学习成绩。     

CQI教学模式在临床带教中的运用

目的：解决临床实习管理中的难点问题,增强带教老师的责任感,提高三级优秀医院带教能力。方法：采用CQI教学管理模式检验临床带教质量。结果：护生毕业考试操作和理论考试均取得优秀成绩,为走上护理岗位打下坚实基础。结论：CQI规范了临床教学管理,提高了护生综合素质。     

就业导向型教育模式对护生就业状况的影响

目的 探讨就业导向型教育模式对护生就业状况的影响,为护理教育改革提供理论依据.方法 将2008届516名接受传统护理教育的毕业生与2009届507名接受就业导向型护理教育的毕业生进行比较,包括毕业考试成绩、护生就业情况问卷和护生工作质量问卷.结果 接受就业导向型教育的护生在毕业考试、就业情况和执业水平的定量评价中均优于接受传统护理教育的护生(p<0.05,p<0.01,p<0.001).结论 就业导向型教育模式提高了护生的专业水平、综合素质和就业能力,有利于促进现代护理专业人才的培养.     

护理软技能培训在临床实习中的应用

[目的]对护理实习生进行护理软技能培训,提高其综合素质和就业竞争力.[方法]采用对照研究,比较在临床实习中加入护理软技能培训前后两组护生出科理论、操作、综合测评成绩及病人对护生的满意度、护生差错及投诉发生率.[结果]两组护生在出科时理论、操作、综合测评成绩及病人对护生的满意度和护生差错、投诉发生率比较差异均有统计学意义(Ρ<0.05或P＜0.01).[结论]通过对护生进行护理软技能培训,可以有效地提高护生的综合素质,减少差错和投诉,提高病人对护生的满意度.     

护理专业学生学习成绩影响因素分析

目的:分析护理专业学生(护生)专业基础课程学习成绩的影响因素,为高等护理职业教肓改革提供参考。方法:统计我校2008级1 206名护生的基本信息及《人体解剖学》、《基础护理学》课程的学习成绩,分析护生专业基础课成绩的影响因素。结果:《人体解剖学》成绩男女生比较差异无统计学意义(P>0.05),《基础护理学》成绩女生优于男生(P<0.01);理科生课程成绩高于文科生(P<0.01);录取层次越高,护生成绩越好(P<0.01)。结论:护生学习成绩受性别、学科、录取层次等因素影响,在教学中应理论结合实践,改革优化考核方法,树立基础课程教学为专业课程教学服务的职业教育理念。     

基于Web技术的护理临床教学管理系统的应用研究

目的通过对基于Web技术的护理临床教学管理系统的研制与运用,探讨其对于临床护理教学质量与教学管理效率的影响。方法在2006、2007学年使用基于Web技术的护理临床教学管理系统进行教学管理,并使用该系统对护生进行培训和定期考核。以2006、2007学年护生为观察组,以使用该系统前2005学年的护生为对照组,对两组护生的毕业考试成绩和护士执业资格考试通过率进行对比研究。结果观察组与对照组护生毕业考试成绩与护士职业资格考试通过率差异均有统计学意义,观察组护生优于对照组。结论基于Web技术的护理临床教学管理系统的使用能提高管理效率,实现教学管理的科学化与规范化,为护生提供了良好的学习平台,提高了护生学习效率,有助于提高带教老师的素质,使管理者、带教老师、护生间的信息交流更为及时便捷,并且更适合临床护理工作特点。     

叙事医学教育在神经外科护理教学实习中的应用

目的：探索叙事医学教育在神经外科护理教学实习中的作用。方法：观察组为2015年1-6月在神经外科护理教学实习护生在传统规范教学基础上进行叙事医学教育,对照组为2014年1-6月进行传统规范教育的教学实习护生。比较两组护生临床综合能力。结果：观察组和对照组在理论考试、基础操作考试、病例汇报、满意度评分及总评分方面比较,均有统计学差异（P<0.001）,临床综合测评成绩明显优于对照组。结论：叙事医学教育能提高护理教学实习护生的临床综合能力。     

护理本科生实习综合能力测评办法探讨

目的 探讨一种较为全面评价本科护生毕业临床实习的考评办法。方法 根据历年带教大、中专护理毕业生实践的经验,结合实习大纲要求制订出详细的综合能力测评系统,对99级本科护生的实习情况进行综合测评、计分。结果护生通过10个月的临床实习,综合考评结果基本符合正态分布,成绩与每一位护生的综合表现相符。达到了公正、全面、综合、量化考评学生的目的,提高了临床教学质量,也为用人单位选择人才提供了依据。结论 全面综合考评系统是一个评价本科实习生实习效果较为理想的方法,有利于提高临床护理教学质量。     

护理实验教学的设计与实施

护理教育已经步入了改革与发展的21世纪。广大护理教育工作者都在为发展我国护理教育、促进护理教育的现代化、培养高素质的护理人才而积极探索。护理专业课程设置也已由医学模式转向以人为本，且突出护理专业特色。在院校护理教学课程改革后的课程设置中，公共和人文素养课、专业基础课、专业课比例为0．47：0．33：1，理论课与实践课比例为1：1．93，实践课占总学时43％，已达到我国现代护理教育的需要。现代护理教育的特征是以培养具有创新精神和实践能力为重点，以全面提高护生的素质为根本。现将在护理实验教学中进行的创新与改革介绍如下。     

行动导向教学法对护理本科生职业素质的影响

[目的]探讨行动导向教学法对护理本科生(本科护生)职业素质的影响。[方法]选取2013级6个班本科护生作为研究对象,随机将其分为观察组和对照组,对照组采用传统教学方法,观察组采用行动导向法教学,干预1学期,课程结束后对两组护生的《护理基本技能综合》单科成绩、综合成绩、人文素质、沟通技能态度和其所具备的护士胜任特征进行评价。[结果]干预后观察组护生护理基本技能综合单科成绩、综合成绩、人文素质得分沟通技能态度得分、护士胜任特征得分均高于对照组,经比较差异均有统计学意义(P0.05)。[结论]行动导向教学法适用于本科护生教学,有利于提高本科护生的学习成绩、人文素质、沟通技能态度和护士胜任特征。     

创新教育理念在护理临床小课中的应用

目的探讨创新教育理念在护理临床小课的应用。方法更新教学观念;改革传统教学模式,将创新教育理念贯穿于备课和授课中。结果融创新教育于临床小课中可培养学生的创造性思维。结论创新教育是素质教育的核心,有利于培养创造型的护理人才。     

Practice nurses experiences of mentoring undergraduate nursing students in Australian general practice

Internationally, the delivery of health services has shifted from secondary to primary care, necessitating an exponential growth of the nursing workforce and expansion of the nursing role in general practice. This growth, and the subsequent need to develop this workforce, has created a need to expose undergraduate nurses to general practice nursing as a viable career option. Concurrently, universities are struggling to find sufficient clinical places for their undergraduate students to gain clinical experience. It is logical, therefore, to increase the number of undergraduate nursing student placements in general practice. Through qualitative research methods, this paper seeks to explore the experiences of practice nurses mentoring undergraduate students on clinical placements within the general practice setting. Findings are presented in the following three themes: (1) Promoting Practice Nursing: We really need to get students in, (2) Mentoring future co-workers: Patience and reassurance, and (3) Reciprocity in learning: It's a bit of a two way street, which show the benefits of such placements. Clinical placements in general practice settings can be mutually beneficial in terms of providing quality teaching and learning experiences for students. Conversely, the experience provides an impetus for practice nurses to maintain currency of their clinical skills and knowledge through mentoring student nurses.     

Development of accelerated options in an associate degree nursing program

Accelerated programs of study for students are one way nurse educators can address projected needs for registered nurses. A community college in the mid-Atlantic region developed several options within the curriculum that allowed nursing students to complete their studies in 15 months instead of the 22–25 months required for traditional students. A prior degree was not a requirement for admission, yet student outcomes have been equivalent to or have exceeded those of the traditional students. This article describes program design, student characteristics, and outcomes. Because these accelerated options are ongoing, lessons learned have been used for quality improvement.     

Can nursing students' perceived teacher enthusiasm dampen their class-related boredom during theoretical lessons? A cross-sectional study among Chinese nursing students

BackgroundClass-related boredom experienced by nursing students during theoretical lessons may affect their health and learning outcomes. Perceived teacher enthusiasm of nursing students may dampen their boredom, but little empirical research has investigated their relationship.ObjectivesThe aim of the current study is to investigate the dampening effects of nursing students' perceived teacher enthusiasm on their class-related boredom during theoretical lessons. The main theoretical framework is control-value theory of achievement emotions.DesignA cross-sectional survey was used.Methods352 nursing students during their theoretical lessons completed questionnaires on perceived teacher enthusiasm, boredom proneness, perceived task difficulty and class-related boredom. Correlation and classic multiple hierarchical analysis results supported the hypothesis about the relationships among variables.ResultsAfter controlling the effects of demographic variables, boredom proneness and perceived task difficulty, perceived teacher enthusiasm negatively predicted class-related boredom significantly.ConclusionPerceived teacher enthusiasm of nursing students can predict their class-related boredom significantly.     

Evaluating the service quality of undergraduate nursing education in Taiwan--using quality function deployment

This study applies quality function deployment (QFD) techniques to evaluate the quality of service of undergraduate nursing education in Taiwan from the perspective of nursing students. Survey data from 560 undergraduate nursing students at four Taiwanese universities were subjected to QFD analysis in order to identify the quality characteristics most highly valued by students, the elements of educational service they consider most important and least important, and relationships/discrepancies between student quality requirements and institutional service elements. Results show that students value traditional elements of nursing education - clinical practice and lectures - more highly than recent additions such as computer-aided instruction and multimedia teaching. Results also show that students are looking for quality primarily in the area of faculty characteristics. The implication is that institutions which provide nursing education should not neglect the importance of investing in faculty when they are seeking to upgrade the quality of their programs. Further QFD studies are recommended to evaluate the quality of nursing education from the perspective of preceptors and nurses who help to train students in clinical settings.     

关于《护理学基础》双语教学的实践与探讨

目的提高护生护理专业英语水平，以增强其竞争力。方法根据《护理学基础》课程内容特点，确立了关键词、定义双语注解、部分护理技术双语授课及部分护理技术“全英”授课的3种双语教学形式，教学过程以课前指导预习—授课—课后跟踪反馈的方法来实施。通过成绩分析，问卷调查及教师研讨进行了系列的教学效果评价。结果85％学生认同开展双语教学的必要性及前景性；72．6％学生认为对提高英语的运用能力有帮助。80％以上学生赞同所采用的独特的双语教学方法。同时在教材的选择，教师的培训方面也获得探索性经验。结论在《护理学基础》中实施双语教学有助于促进护生的专业英语水平。     

A Canada‐Bangladesh partnership for nurse education: case study

BERLAND A., RICHARDS J. & LUND K.D. (2010). A Canada‐Bangladesh partnership for nurse education: case study. International Nursing Review 57 , 352–358 Aim: To describe the lessons learned from a partnership in nurse education between a Bangladesh university and a group of Canadian volunteers. Background: In the host country, nursing enjoys low status and pay, which adversely affect professional standards. Method: The paper describes implementation details of training a core of nurses to international standards, using limited resources. The first cohort received their Bachelor of Nursing degrees in 2009. Outcomes: The Bangladeshi partners benefit from access to up‐to‐date curriculum materials, current clinical expertise, and interaction with visiting faculty and students. The Canadian nursing instructors enjoy professional development opportunities; visiting Canadian students gain exposure to a practice setting in a low‐income country. Lessons learned: These include the importance of (1) integrating nurse training with a general university able to provide core courses (e.g. English as second language, computer training), (2) countering the low status of nursing and inculcating a caring attitude among students, and (3) instilling critical thinking as opposed to rote learning. Next, the following were identified: mechanisms to support networking in the local health system, sharing of resources (e.g. electronic course material adapted to host country context), and assuring programme quality. Implications for practice: The paper will be of interest to those concerned with nurse education and human resource development in less developed countries.     

专题式教学在社区护理见习中的运用

为提高社区护理课间见习的教学质量,尝试将专题研究及汇报引入社区护理课间见习。结果表明,专题式教学法能较好地克服社区护理见习中常面临的困难,有利于学生巩固理论知识,锻炼学生综合能力。     

Lessons learned from collaborative testing

Is collaborative testing a valuable tool for use within nursing education? This study discusses the lessons learned from the use of collaborative testing with sophomore nursing students in their first medical-surgical nursing course. Although the findings did not necessarily support previous research in all areas, the students reported development of collaborative and communication skills as well as critical thinking and conflict management.