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。     

Reshaping clinical nursing education: an academic-service partnership.

This article describes the conceptualization and implementation of an academic-service partnership for a baccalaureate nursing program. The partnership began its fifth year in the fall of 2002; 107 students have entered the partnership since its inception. The partnership goals were to develop and implement clinical training experiences that teach students key skills for community-based practice settings, and to develop and evaluate an innovative and collaborative model for community-based clinical education. Students in the partnership have a unique opportunity for learning the art and science of nursing in a complex, integrated health care system with a strong emphasis on quality of environment, providers, and care delivery. A longitudinal program evaluation is underway, based on an American Association of Colleges of Nursing publication, the vision and goals of the School of Nursing, and the construct of organizational socialization.     

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。     

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.     

Community-based nursing education of prelicensure students: settings and supervision

This study of prelicensure nursing programs had a fourfold purpose: 1) describe what community-based settings are being used by faculties in associate degree (AD) and baccalaureate degree (BSN) programs to provide community-based nursing care experiences; 2) explore whether or not the settings used in AD and BSN programs differ; 3) describe how faculties in AD and BSN programs provide for supervision of students in community-based settings; and 4) synthesize from the data what might be best practices for faculty-student supervision in community-based settings. A web-based survey was sent to 827 accredited AD and BSN programs with usable email addresses; 324 programs (39 percent) completed and returned the surveys. Findings indicated that students were placed in a variety of settings, including public health departments, schools (K-12), prisons, and home care. Community-based activities were in the following categories: immunizations, surveillance, data collection, health teaching, case management, treatments, and procedures. Depending on the activity, students performed nursing functions independently 4 percent to 39 percent of the time. Depending on the activity, preceptors were sole supervisors 27 percent to 40 percent of the time. Telephones, cell phones, and pagers were the primary means of faculty-student contact. AD and BSN students in the same settings performed the same activities. The only significant differences were that BSN students were placed in K-12 schools for community-based experiences more often than AD students, and they engaged in case management more often than AD students. Based on these findings, a model for community-based education is proposed.     

Standards of holistic nursing practice as guidelines for quality undergraduate nursing curricula

The accreditation criteria of the Commission for Collegiate Nursing Education (CCNE) direct faculty to select nationally developed standards for professional practice to guide curricula and to articulate curriculum outcomes. Recently, the CCNE proposed that all undergraduate programs should adopt the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education as one set of national standards for undergraduate and prelicensure programs. Standards of Holistic Nursing Practice, developed by the American Holistic Nurses' Association, is an additional set of standards that assists in defining quality for undergraduate nursing education. Standards of Holistic Nursing shares major concepts with Essentials; however, it accentuates the concepts of nurse self-care, articulated nursing theory as a foundation for practice, managing the care environment to promote healing, and care of the environment as essential to professional practice. These standards do not change the care being provided by professional nurses adhering to nursing theory and current evidence, but they do raise awareness and change emphasis of practice to reflect a holistic perspective. Used together, Standards and Essentials provide complementary guidelines for curricula-preparing professional nurses to care for client and self.     

Interprovincial partnership in nursing education

The Canadian Nurses Association endorsed the position that baccalaureate education is essential to practise nursing. Provincial adoption of this position began efforts to increase seats in baccalaureate programs as early as the late 1980s. These efforts have generated many different models of collaborative baccalaureate nursing programs in Canada. One model, the UNB-Humber Collaborative Nursing Program, began to offer nursing courses in the fall of 2001. As UNB already offered its basic baccalaureate program in four New Brunswick sites and Humber College had well-established nursing diploma and continuing education programs, a partnership approach to nursing education seemed beneficial to both institutions. This article describes, from the perspective of one faculty member in Ontario and one in New Brunswick, how the development and implementation of this collaborative program and its curriculum were guided by a similar philosophy. The authors describe how the curriculum values of primary health care, social justice and caring influenced their relationships in the program development process. They also discuss strategies the partnership has used for developing the curriculum collaboratively, ensuring similarity of courses across sites, addressing academic freedom and sharing and learning together.     

Performance improvement in higher education: adapting a model from health care agencies

Because a nationwide nursing shortage continues to affect consumers of nursing education, it is currently more important than ever for nurse educators to continue to define and evaluate the quality of their programs. The authors propose that a model used by an industry leader in health care accreditation, the Joint Commission on Accreditation of Healthcare Organizations, can be adapted to evaluate the quality of nursing programs. This model is improvement oriented and data driven, targeting program functions and processes, rather than being problem focused.     

Implementing a QAPI framework for improvement in an academic setting: A roadmap to success

Designation as an accredited school of nursing (SON) requires “…. a comprehensive framework for ensuring quality in nursing education programs” (NLN CNEA, 2016). Although standards for accreditation of baccalaureate and graduate nursing programs are defined by agencies such as the Commission on Collegiate Nursing Education (CCNE, 2018) and the National League for Nursing Commission for Nursing Education Accreditation (NLN CNEA) (NLN CNEA, 2016), methods for collecting, analyzing, or reporting data are not prescribed, resulting in wide variation in quality management processes among schools. The lack of a standardized approach can lead to inefficiencies, invalid or misleading data, and unnecessary stress for all involved in the quality management process (Hanna, Duvall, Turpin, Pendleton-Romig, & Parker, 2016). In contrast, hospitals and nursing homes frequently implement a quality assurance and performance improvement (QAPI) program, a well-defined, methodical approach to quality management. The QAPI model offers healthcare organizations a systematic, comprehensive, and data-driven strategy for maximizing outcomes (Centers for Medicare & Medicaid Services (CMS), 2016). Recognizing the need to improve and standardize the processes for data collection, analysis, and reporting, this paper describes how leaders at one accredited SON collaborated to translate CMS's QAPI model into the academic setting, establishing the foundation and mechanism to ensure the quality and integrity of the SON's outcomes.     

国际高等护理教育评估的发展与现状

评估是保证和促进教育质量持续改进的一种重要手段。对国际高等护理教育评估的发展与现状做一综述,以期为我国高等护理教育评估制度和评估体系的建立与发展提供一些借鉴和启示。     

Community based and community focused: nursing education in community health

Nurses have always cared for individuals, families, groups, and communities in their practice. Recently there has been an increase in the focus on nurses working outside of the hospital, primarily in community-based settings that focus on individuals and families. There is also increasing emphasis on community-focused nursing care with the community as the client. In some nursing programs, nurse educators have tried to adjust to this change by increasing the amount of time that nursing students spend in the community. The focus of this experience ranges from individuals to populations. This article describes a one-semester community health course in a baccalaureate nursing program that gives students both theoretical and practical knowledge in caring for individuals, families, groups, and communities. This allows for practice and understanding of both community-based and community-focused nursing care.     

Indicators of quality in research-focused doctoral programs in nursing

THE AMERICAN Association of Colleges of Nursing (AACN) is the national voice for university and 4-year college education programs in nursing. Representing more than 560 member schools of nursing at public and private institutions nationwide, AACN's educational, research, governmental advocacy, data collection, publications, and other programs work to establish quality standards for bachelor's degree and graduate degree nursing education, assist deans and directors to implement those standards, influence the nursing profession to improve health care, and promote public support of baccalaureate and graduate nursing education, research, and practice.     

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.     

我国本科护理学专业教育标准构建的研究

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.     

Case management curriculum in nursing education

Case management has been viewed as an essential function within the current healthcare environment. While the importance of case management in providing quality patient care is documented in the literature and in statements by national nursing and healthcare organizations, there is limited identification and documentation of case management content in nursing education programs. The purpose of this study was to identify the current case management content taught in nursing education programs and to determine the essential concepts and skills of case management relevant to associate, baccalaureate, and graduate nursing education. Using the results of this study, one baccalaureate nursing program revised a chronic illness course to expand the classroom presentation and clinical experience associated with case management content.     

The influence of managed care on U.S. baccalaureate nursing education programs

The transformation of health care into managed care has raised many issues and concerns for nurse educators. The milieu in which nurses currently practice reflects the restructuring shaped by managed care principles. The shift from acute care to expanded community services has changed the way health care is provided within hospital settings. The organization of nursing programs has been affected by this shift, and the ramifications of these external forces on curriculum structure have altered the way nursing students are educated. This article presents research demonstrating the changes in the structure of the curricula for baccalaureate nursing education in 2001, which were caused by health care reform in effect since 1994.     

Enhancing baccalaureate student nursing education. Collaboration with occupational health nurses for hands-on experience

Historically, occupational health nursing has been underemphasized in most baccalaureate nursing education programs. Advances in medical technology resulting in higher costs for hospital care, increasing need and support for nursing students, and curriculum emphases on holistic health care are factors pointing to the potential for broader clinical experiences for students outside the traditional hospital setting. One school in Louisiana has found that providing opportunities for occupational health nursing affiliations with students in baccalaureate programs has benefitted practitioners, students, and faculty.     

Quality and safety curricula in nursing education: matching practice realities

Health care delivery settings are redesigning in the wake of staggering reports of severe quality and safety issues. Sweeping changes underway in health care to address quality and safety outcomes lend urgency to the call to transform nursing curricula so new graduate competencies more closely match practice needs. Emerging views of quality and safety and related competencies as applied in practice have corresponding implications for the redesign of nursing education programs. Nurse executives and nurse educators are called to address the need for faculty development through strategic partnerships.     

Psychiatric nursing education at a distance

Accessibility is a major impediment to nursing education, whether you live in densely populated southern California or rural upstate New York. During the past 10 years, there have been scientific advances, technological breakthroughs, new reimbursement mechanisms and regulatory practices, and shifts in society's priorities. Consequently, the focus of master's programs and the role of graduates has adapted to the needs of the mental health care delivery system. What has not changed much is the way we offer psychiatric nursing education. There is still a strong emphasis on traditional classroom teaching, on campus-based activities and face-to-face supervision. One solution that might increase access to psychiatric nursing programs is to develop educational programs with quality distance education standards and practices as a primary means for educating future psychiatric nurses. Psychiatric nursing faculties need to design creative scenarios and interactive activities to engage students in online learning about psychiatric and mental health nursing. J Am Psychiatr Nurses Assoc, 2008; 14(1), 36-38. DOI: 10.1177/1078390307307451.