Transcultural nursing in Australian nursing curricula

As a result of the fact that Australia is a multicultural society with many people who come from non-English speaking backgrounds (NESB), the objective of the present study was to discuss the extent to which transcultural nursing education is incorporated into undergraduate nursing curricula. A survey was undertaken to determine the availability of nursing modules for undergraduate nursing students through Australian university websites on "transcultural nursing" or related modules. Although the inclusion of these modules into nursing education provide an opportunity for nurses to perceive and respond to different patient behaviors in multicultural societies, it is not sufficient to understand the complexity of the health care needs of a multicultural society. The survey findings suggest that many universities have not included transcultural nursing modules in their nursing curricula. To address this problem, more transcultural nursing modules need to be introduced into nursing curricula and nursing academics need to refine their attitudes about the importance of cultural aspects of patient care within nursing education.     

Current nursing courses and nursing textbooks.

This study has two parts. In the first part, current nursing courses in 18 baccalaureate nursing programs of Canada are examined to find out how traditional nursing courses have been changed. Major trends of nursing courses are identified, and two major types of current nursing courses are identified. In the second part, 16 nursing textbooks [child nursing (8); medical-surgical nursing (8)] are examined to see how they have changed to reflect the newer nursing curricula. Textbook and chapter content organizers commonly used in nursing textbooks are identified. Contents organizers currently used in nursing textbooks are argued to be ineffective for students' knowledge integration and knowledge development within the nursing profession. This position and its implications are discussed, and two approaches to developing textbooks are suggested.     

护理工作中引入护理哲理

介绍了哲理、护理哲理及重要性。提出在护理教育和临床护理工作中引入护理哲理可促进护理人员护理价值观与信念的形成。     

大专护理教育中的社区护理实践

目的 探索大专社区护理实践教学。方法 我院在原有课程设置的基础上增设了《社区护理》，其中理论24学时，实习30学时。结果 通过理论和实践的培养，提高了护生开展社区护理的兴趣，增强了护生从事社区服务的能力。结论 大专社区护理教育应积极开展实践教学。     

护理工作中引入护理哲理

介绍了哲理、护理哲理及重要性,提出在护理教育和临床护理工作中引入护理哲理可促进护理人员护理价值观与信念的形成。     

护理诊断与护理问题之争

文章针对目前护理界究竟是用＂护理诊断＂还是用＂护理问题＂的争论,调查了教材中护理诊断与护理问题的使用现状,并进行了分析和讨论,得出如下结论：用护理问题代替护理诊断是不现实的;目前提出的护理问题的科学性有待论证;发现新的护理问题是学科发展的必然趋势,但必须经过广泛讨论、严格论证后才能进入使用阶段。     

Implementation of nursing diagnoses in nursing education

Successful implementation of nursing diagnosis in nursing education begins with assessment of the program's philosophy, terminal objectives, faculty, and organizational framework. The outcome of successful implementation is a graduate that uses nursing diagnosis as the pivotal point in nursing practice. If nurses of today and tomorrow are to become competent diagnosticians in nursing, teaching diagnostic reasoning and nursing diagnosis formulation must be an integral part of the nursing educational process.     

护生护理软技能培养的研究进展

从护理软技能的定义、特征成分、测评量表、提高护生护理软技能的必要性、培养护生护理软技能的作用、影响护生护理软技能的因素、培养护生护理软技能的主要措施等方面综述了护生护理软技能培养的研究进展,为今后更好地培养护生护理软技能提供依据。     

The relationship between nursing theory and nursing practice

During the past two decades, redefinition of many of the beliefs and assumptions which underly nursing appears to have contributed to an increasing divergence between nursing theory and nursing practice. Nurses who are theorists and educationalists, and nurses who are engaged in nursing practice tend to use different vocabularies, to have differing perceptions of patients and of nursing, and to value different kinds of nursing knowledge. Some of the divergences between nursing theory and nursing practice are considered, and suggestions made about how theory and practice might be reconciled.     

Factors influencing home care nursing problems and nursing care

This study was conducted to determine the contributions of sociodemographic factors, medical conditions, and nursing dependency to nursing problems identified and nursing care provided to patients during a home care nursing visit. Patient interviews, direct observation of nursing care, record abstraction, and nurses' reports were used to obtain data from 438 patients receiving nursing visits from a certified home health agency. Nursing dependency was the strongest predictor of the nursing problems of and nursing care provided to home care patients. Measures of nursing dependency should be incorporated in models to determine the extent of nursing problems and nursing care provided in the home and in models of home care nursing reimbursement. © 1993 John Wiley & Sons, Inc.     

大专护理教育中的社区护理教学

社区护理教育是护理教育的新课题。作通过《社区护理》理论大专课程的讲授实践,对学习目标、教学内容、见习安排以及教学评价进行探讨。体会到教师要不断提高自身素质,充分发挥老师与学生的主观能动性,才能提高教学质量;提高学生的综合分析能力和独立工作能力是社区护理教育的重要内容;注重教书育人是培养适应护理学发展的未来人才的关键。     

养老院中护理服务模式探讨

[目的]探讨养老院中的护理服务模式,旨在提高养老院护理服务质量。[方法]讨论国内外养老院中的护理服务模式,重点阐释了国内3种模式：传统养老护理模式,中西医结合养老护理模式和开放式的养老院护理模式。[结果]通过对国内外养老院护理服务模式探讨,认为中西医结合养老护理模式是适应社会发展和老人喜爱的养老院护理服务模式,可提高生活质量。[结论]养老院中的护理服务模式要不断探讨与创新,以更好的服务老年人,解决个人、家庭及社会的负担。     

Use of nursing homes in Baccalaureate nursing education

Abstract Although the use of nursing homes in nursing education has been described in the published research, no current report exists outlining guidelines for faculty if they desire to use nursing homes for their undergraduate nursing courses. Thus, the purpose of this paper is to identify courses that are best taught in nursing homes and the approaches faculty can implement when using nursing homes for student experience. The use of nursing homes for the courses in fundamentals, leadership and management, research and community health is discussed. A step-by-step approach for faculty to initiate the use of nursing homes for undergraduate teaching is also provided. The nature of the faculty, the characteristics of nursing home settings and the characteristics within the community will affect students' learning experiences and effectiveness. Thus, it is important to consider nursing homes as appropriate for certain types of learning needs.     

Graduate-entry nursing students' journeys to registered nursing

AimThe aim of this study was to investigate the experiences of Australian graduate-entry nursing students as they journeyed towards their wish of becoming a registered nurse.MethodThis paper reports the findings from a qualitative grounded theory study used to develop one theoretical framework for explaining graduate-entry nursing students’ journeys to nursing. Computer mediated communication collected data through semi-structured electronic interviews. This study focussed on the experiences of a purposive sample of six past graduate-entry nursing students from an Australian university.FindingsParticipants’ decisions to pursue nursing were often long-lasting involving considerable thought and preparation. Educational experiences were a collection of detractors and facilitators throughout the course. Working as nurses post-graduation re-shaped their original perceptions of nursing, often with gender differences, however their commitment to nursing remained strong and all overtly verified having become a registered nurse.SummaryThis study identified the unique experiences of graduate-entry nursing students. This uniqueness represented numerous life experiences including previous tertiary study. Avenues of further research were identified where a deeper understanding of graduate nursing students could be gained. Such knowledge may lead to courses that better capture the abilities of graduates who may not have considered nursing but for the graduate-entry pathway.     

Careful nursing: a model for contemporary nursing practice

BACKGROUND: Careful nursing, a system of nursing developed in Ireland by Catherine McAuley in the early years of the 19th century and used by Irish nurses at the Crimean war, has been described as Ireland's legacy to nursing. Although records of careful nursing have been preserved, it has received little attention in the nursing literature. AIM: The purpose of this study was to conduct a preliminary content analysis of the mainly primary source historical documentation of the careful nursing system and present it within the structure of a contemporary conceptual model of nursing. METHODS: The documents describing the careful nursing system were studied and re-studied to gain understanding of the philosophical assumptions underlying careful nursing and of the thinking, attitudes, actions and practice of the nurses. Content relating to the four central nursing concepts was identified and summarized. RESULTS: Careful nursing definitions of person, environment, health and nursing are presented. Ten key concepts of careful nursing practice are identified as disinterested love, contagious calmness, creation of a restorative environment, 'perfect' skill in fostering safety and comfort, nursing interventions, health education, participatory-authoritative management, trustworthy collaboration, power derived from service and nurses' care for themselves. The spiritual dimension of human life and the spiritual in nursing emerge as important characteristics of the model. CONCLUSIONS: The results of this preliminary analysis require further verification and critical examination. However, the careful nursing model illuminates important aspects of professional nursing and could be further developed to conceptualize and guide nursing practice.     

护理结局分类系统在老年专科护理中的应用

目的探索护理结局分类系统在老年专科护理中的应用，为推广应用护理结局分类系统提供依据。方法对293例老年住院患者实施老年专科护理，同时观察组采用护理结局体系的方法，对护理结局进行测量，根据结果不断修订护理措施和目标，并适时的建议医生调整诊疗方案。结果观察组老年患者的护理不良事件的发生率低于对照组（2．5％比17．3％，X^2=17．86，P〈0．01）。观察组护理人员护理诊断、护理措施与护理结局知识水平及技能的考核显著优于对照组，差异均有统计学意义（P〈0．01）。结论将护理结局分类系统应用于老年专科护理中，有助于护士运用护理程序、提高老年护理质量以及护理人员的专业水平。     

Changes in students' orientations to nursing during nursing education

The purpose of this study was to describe the changes that took place in students' orientations to nursing during nursing education. The theoretical background of the research lay in the model of nursing students' orientation to nursing, which defines students' orientations in terms of caring, nursing expertise and life orientation. The orientations differ from each other as regards the student's pre-educational caring and nursing experiences, the meaning of caring and nursing and the expectations for a career in nursing. The research was conducted qualitatively, but quantitative measures were also used. The interviews of 19 voluntary nursing students concerning their orientation to nursing both at the beginning and at the end of education were analyzed by content analysis. The categories were derived deductively from the model of nursing students' orientation to nursing. The categories were quantified, and paired t-test and Wilcoxon test were performed to test the significance of the changes in students' orientations between the beginning and the end of education.     

推进优质护理服务 塑造护士良好社会形象对护理质量的影响研究

目的:探讨重塑护理人员形象对护理质量的影响。方法:将3个优质护理试点病房在实施重塑护理人员形象后(2010年7～12月)的护士综合素质评价、护理质量评分和病人、医师对护理工作满意度与2010年实施前的同期进行比较,分析重塑护理人员形象对护理质量的影响。结果:实施重塑护理人员形象前后,护士综合素质评价、护理质量评分和病人、医师对护士工作满意度比较有统计学意义(P<0.05)。结论:重塑护理人员形象的实施,提高了护理质量,推动了优质护理服务进程。     

动态急救护理模式和常规护理在儿科急救护理中的效果对比

目的：分析临床进行急救儿科护理服务期间对比其常规护理服务、动态急救护理模式的效果探究。方法：本次研究选取我院儿科临床救治患者80例,作为分析对象,研究时间自2018年6月开始,收集临床相关数据,并拟定出研究计划,直至2021年11月截止,期间将参与本次研究案例患儿依照其护理方式进行分组,并制定研究小组人数上限为40例,待成功组建研究小组后,对其临床相关数据进行归纳、整理,对照组予以常规护理服务,研究组予以动态急救护理模式,比较两组满意度情况、护理质量、临床指标等。结果：据统计,两组患儿家属对其护理工作满意度情况对比,满意度结果分别为(95.00%)、(75.00%),对照组护理满意度较差；两组护理质量情况对比,研究组患者护理态度、专业能力、护理效果等各项指标情况,均优于对照组；两组患儿临床各项指标情况对比,对照组患儿急救时间、住院时间等指标情况,相比较研究组较差,(P＜0.05)。结论：临床实施儿科紧急救护期间予以患儿动态急救护理模式,效果极为显著,能够有效缩短临床急救时间,提高其护理质量、满意度等情况,全面保障患者身心健康、生命安全等,极具应用价值,值得广泛推荐使用。