Advanced nursing practice: an introduction to physical assessment

Changing philosophies of clinical management and moves to reduce junior doctors' hours have led to increasing pressure upon nurses to take on the responsibility for assessing and initiating the management of acutely ill patients. Although nurses have been educated to assess, plan, and deliver care in a format known as the nursing process, this does not fully equip them for the demands of their rapidly developing roles. With increased responsibility comes the risk of increased stress and legal accountability, particularly where inadequate support is provided. In an effort to address this matter, this article briefly considers the theory of gaining clinical expertise, and describes a framework to facilitate physical assessment.     

Statistics for clinical nursing practice: An introduction

Difficulty in understanding statistics is one of the most frequently reported barriers to nurses applying research results in their practice. Yet the amount of nursing research published each year continues to grow, as does the expectation that nurses will undertake practice based on this evidence. Critical care nurses do not need to be statisticians, but they do need to develop a working knowledge of statistics so they can be informed consumers of research and so practice can evolve and improve. For those undertaking a research project, statistical literacy is required to interact with other researchers and statisticians, so as to best design and undertake the project. This article is the first in a series that guides critical care nurses through statistical terms and concepts relevant to their practice.     

Preparing nursing faculty for baccalaureate-level and graduate-level nursing programs: role preparation for the academy

This article explores the multiple roles expected of nursing faculty teaching in baccalaureate and graduate programs, as well as the preparation required to accomplish those roles. The educational preparation for the challenging roles nurse educators are required to assume is explored, along with suggestions on how to support faculty in their roles to ensure they are both productive and retained in their work. Although the research mission remains an important priority role for faculty today, it can easily overshadow and conflict with the equally compelling faculty roles needed to address the holistic development of the next generation of the profession: teaching; service, and practice. Boyer's dimensions of scholarship are used to suggest a structure for the roles that baccalaureate and graduate faculty in nursing programs need to be prepared to assume: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching.     

International classification of nursing practice (ICNP): introduction

The identification and organization of nursing practice, or concerns that are the focus to nursing practice are the primary aim of the International Classification for Nursing practice (ICNP) that is being developed by the International Council of Nurses (ICN). In this article we like to present to you some background information about the ICNP, so that you can get familiar with this new development and gain some insight about its importance. We start with the beginning and the history of ICNP, and explain why we need it. Next we will discuss the objectives and current ICNP programme. Then we will present you a broad outline of the ICNP Beta version and some first experiences about the practicability and usefulness of it. At the end we will present some closing remarks.     

优化实践教学体系培养创新型护理本科人才

通过优化实践教学体系,建立以突出创新能力培养为核心的满足多层次学习需要的4个实践教学训练平台,包括基础护理技能训练平台、专科护理技能训练平台、人文护理技能训练平台、特色社会护理服务平台,形成课堂-校园-社区-医院四位一体的实践教学网络,系统训练学生的专业技能,培养学生的科学思维、创新意识、创业精神和社会服务的综合素质,以适应未来社会对护理人才的需求.     

医学生实习前进行集中护理培训实践

为促进医学生医疗技能和综合素质的提高,我院在保证完成高等医学院校临床医学实习大纲要求的基础上,在岗前培训后两周进行集中护理实习和培训,使医学生掌握常用护理技能、了解护理模式、体会护理工作的重要性。经过几年的实践,取得了较好效果。1实习前进行集中护理培训的必要性     

培养护生护理操作中的沟通技巧

目的护生在护理操作前、操作时向病人和家属作解释的沟通技巧是提高病人知情知晓率的关键.方法用护理程序框架修改操作流程图及评分表,重点把解释的内容和步骤融入操作流程图.教改试行12个班级、326名护生.不记名调查参加教改的全部护生,随机无记名调查病人和家属各30名.结果调查显示326名护生达到预期目标,30名病人和30名家属表示希望得到这样的解释.结论护生在操作前、操作时、操作后应向病人和家属作好解释,让病人和家属较平静的接受护理操作.     

医学生实习前进行集中护理培训实践

为促进医学生医疗技能和综合素质的提高。我院在保址完成高等医学院校临床医学实习大纲要求的基础上，在岗前培训后两周进行集中护理实习和培训，使医学生掌握常用护理技能、了解护理模式、体会护理工作的重要性。经过几年的实践，取得了较好效果。     

An evidence-based curriculum to prepare students for global nursing practice

This article describes a curriculum designed to prepare nurses for global public health practice. Designed to be adapted to meet the needs of either undergraduate or graduate students, the curriculum uses the Internet to provide the knowledge and skills needed by nurses to effectively practice in areas around the globe. This course offering integrates the disciplines of nursing and public health with state-of-the-art technology to teach nurses how to identify the health care needs of populations, prioritize national and international responses, and design health care delivery services to meet these needs.     

Nursing students learning to utilize nursing research in clinical practice

The purpose of the study was to examine the significance of a learning assignment in relation to research skills and learning of nursing students in clinical practice. The learning assignment included an oral presentation of a nursing research article, which the students gave to their fellow students and ward nurses. The students also chaired the discussion after the presentation. The target group for the study was nursing students of a Finnish polytechnic who had been studying for 2-2 1/2 years and had accomplished a minimum of 120 ECTS credits of the total of 210 ECTS credits. When participating in the study, the students were completing a six-week clinical practice of optional studies. The data were collected with a questionnaire designed for the study. It consisted of six open-ended questions. Three of the questions were related to learning of research skills. Two questions were concerned with learning during the ongoing clinical practice. The final question inquired the students' views on the development of the learning assignment. The students received the questionnaire before the commencement of their clinical practice, and they returned it to the other researcher after their clinical practice. The questionnaire was given to 80 students, of which 50 returned it; the response rate was 63%. The data were analysed by content analysis question by question. According to the results, the learning assignment advanced the understanding of research concepts for the majority of the students. In particular, the students reported that the oral presentation clarified the research concepts, and the structure of a scientific article was also elucidated. The students stated that the assignment generated ideas concerning the development of nursing care. In relation to the ongoing clinical practice, the assignment advanced patient encounters and interaction, and bearing responsibility the most. Proposals for the further development of the learning assignment were expressed by more than half of the nursing students. Half of them suggested ensuring the interest in the topic from the ward.     

Supporting and mentoring nursing students in practice

Decision making is a fundamental skill required by the Nursing and Midwifery Council (NMC) for entry to the nurse register. It is required for the completion of the essential skills clusters - skills identified by the NMC that must be achieved in pre-registration nursing programmes. Often students do not recognise that many of the tasks they perform on clinical placement involve decision-making skills and therefore find it difficult to show their attainment in their record of achievement. This article explores how students can demonstrate their decision making and suggests techniques for mentors to support students.     

Mentorship in contemporary practice: the experiences of nursing students and practice mentors

Aim. This paper explores the role of the mentor in contemporary nursing practice in the UK. It presents findings from a recent study which investigated the impact of a locality‐based nursing education initiative on students, practice mentors and academic staff and draws on another study, conducted in the same setting and two Australian sites, to examine the perceptions of nursing students and mentors. Background. Within nursing, mentorship is integral to students’ clinical placement experiences and has attracted increasing interest among researchers. Despite a plethora of studies focussing on mentoring and its nature and application within the practice setting, limited attention has been paid to the extent to which guidelines provided by regulatory bodies for nursing inform and influence the practice of mentoring in contemporary health‐care settings. Design. The study used a two‐phased design with data on mentorship being focussed on the second phase. Method. Data were collected using an online survey questionnaire of pre‐qualifying students and a postal questionnaire for practice mentors. Findings. The findings highlight the importance of mentorship for prequalifying students and emphasise the need to provide mentors with adequate preparation and support. They confirm previous research, but also highlight improvements in bridging the gap between rhetoric and reality for mentorship. Results are further strengthened when compared with those of the second study. Conclusions. Findings provide new evidence of a narrowing of the gap between the theory and practice of mentoring and for the continuing implementation of national standards to clarify the roles and responsibilities of the mentor. They also suggest the benefits of developing such standards in countries with similar systems of support for nursing students. Relevance to clinical practice. Mentorship is pivotal to students’ clinical experiences and is instrumental in preparing them for their role as confident and competent practitioners.     

注重护生入科指导提高实习质量

护生入科指导即实习护士入科的第 1天 ,护士长所做的介绍工作 ,是护生进入本科实习的第一课 ,又是最关键的一课。它直接影响着护生在本科室实习的情绪、效果、质量。因此 ,多年来的带教工作中 ,我们不仅重视护生入科指导 ,而且结合实际 ,充实指导内容 ,改善指导方法 ,提高指导效果。使护生在本科实习期间迅速进入并保持最佳状态 ,取得良好实习效果 ,同时提高护理安全 ,降低了护理风险。现介绍如下。1　了解护生情况 ,因人制宜制订方案　　尽管是同一批实习学生 ,但在实习期间学习能力、接受新事物能力、适应新环境能力、基础知识、基本技能…     

如何指导学生在临床实习中应用护理程序

护理程序作为一种科学的工作方法已广泛的应用于护理实践中。在我院现行的护理课程改革中,护理程序作为基本的工作方法贯穿在临床护理教学中,教师在临床教学中的重点是指导学生运用护理程序为病人实施护理。本文阐述了在临床护理教学中如何在评估、诊断、计划、实施及评价五个步骤对学生进行重点指导,分析了学生在每一步骤学习过程中存在的主要问题,并指出每一步骤的教学重点。