高职高专学生培养模式的探索与实践

经过深入调研和科学论证,在护理高职高专层次设置老年、急救、涉外、妇幼护理4个专业方向,并于2005年全面招生.经过5年的研究与实践,初步构建了"前期趋同,后期分方向"的人才培养模式,为护理人才专科化培养奠定了坚实基础.     

急救护理学实践课程教学改革探讨

总结了急救护理学实践课程教学改革的经验.包括调整教学计划与学时,改革课程结构和内容,改进课程教学方法,如增设创新性、综合性实践训练,完善实训教学评价体系.认为为提高急诊护理专业实习生的临床实践技能、分析问题和解决问题的能力,对急救护理学实践课程进行改革,可使急救护理知识与技能适应临床需要,进一步缩短护理专业实习生向专业护士转化的过渡时间,以达到符合培养高技术专科型护理人才的目标.     

英国4所大学护理本科成人护理课程的研究及思考

对4所英国大学护理本科注册前护士教育项目的教学计划、护理本科课程设置、课程教学大纲等19份资料进行文献研究,描述成人护理课程群的主要课程要素,归纳出英国护理本科成人护理课程主要优点为按照专业方向设置护理课程,成人护理课程群理论教学与实践活动结合紧密,指导学生自主学习形式多样.提出我国的护理专业课程设置应该体现以人的健康为中心的理念,按照人的生命周期设置成人护理学课程,构建更加富有护理专业特色的课程框架与教学内容体系,围绕学生能力素质培养的核心,进一步改革教学方法与手段,密切理论教学与临床护理实践的联系.     

高专层次社区护理专业分化方向课程设置改革的研究及实践

目的探讨高层次社区护理专业方向的课程设置,使培养出来的护理人才适应社会社区护理人才需求的预期培养目标。方法对我校护理专业学生实行了社区护理专业方向（模块化）教学,在学生、专家调查、描述分析社区护士工作任务目录,作为制订社区护理教学目标,设置课程计划和内容为依据的基础上进行课程设置的改革与实践。结果改革后社区护理课程设置更符合高职等专技能型人才的教育特色和培养目标。结论科学适用的培养高职高专类社区护理专业人才培养模式,必将使社区护理专业方向毕业的学生有更好的就业市场和就业能力,以满足社会对社区护理专业人才的需求。     

护理专业中医护理方向课程设置的研究

[目的]调查临床护理专家对专科护理专业中医护理方向课程设置的评价。[方法]通过个别访谈法对临床护理专家进行访谈。[结果]护理专家积极性和权威程度高,意见协调程度好,专家注重对护士的核心能力、实践性、人文素养及中医护理特色的培养。[结论]形成的课程体系有利于护理专业中医护理方向人才的培养。     

以能力为本位的专科护理实践教学模块的构建与实施

旨在探索高职高专护理专业内科、外科、儿科、妇产科专科护理实践教学的课程设置、教学内容及教学方法的改革。以能力本位构建专科护理实践教学课程模块:护理评估、护理计划、心理护理、健康教育、专科技能操作、综合运用实训和语言沟通7个教学模块;并以护士职业实践活动为核心实施模块教学,力求探索培养适应临床需求的应用型护士的新方法。     

护理专业方向设置现存问题及对策

总结了我国医学院校护理专业方向设置的必要性及存在的问题,问题主要包括培养目标不明确、专业方向课程设置混乱、没有统一规划教材、师资力量薄弱等问题.认为要培养出具有一定专科技能的护生,学校应从培养目标的制定、专业方向课程的设置、教材的编写、师资力量、学生的选拔、实习就业渠道等方面进行探索.     

在本科护理教育中开设老年护理专业的实践

目前在我国大陆地区高等医学院校中缺乏对老年护理专业人才的培养。天津中医药大学护理学院从2010年起设置“老年护理专业方向”,培养老年护理专业本科生,两年来在招生、培养目标、办学模式、课程设置、教学实践、教学方法、师资队伍、科学研究等方面对专业建设进行了初步探索实践。     

肾病临床护理专家的培养

目的:探讨有影响力的具备较高护理实践、教育、科研和管理能力的肾病护理专家的培养方法.方法:根据培养目标,结合国外已有报道以及专家的最后论证对课程设置进行了设计.包括理论课程、临床实习、教学实习3部分.其中理论课程包括基础核心课程、高级临床护理实践核心课程、专业领域课程3部分;临床实习包括两个阶段;教学实习包括本、专科学生的教育、临床带教和病人的健康教育3部分.按本课程设置对2002年入学的13名肾病护理专家学生实施教学.结果: 13名学生均修满33学分,如期结业.完成肾病专科系统综述、护理计划、健康教育计划、临床带教简案、理论授课教案各1份,达标及格率100%,试讲量化考评结果及格率100%,优秀率38%.结论:本课程设置体系注重学生实践、科研、教育和管理能力的培养,但目前仍属于探讨和试验期,其内容将在今后的培养工作中不断更新和完善.     

我国麻醉护理人才培养模式的探索与实践

[目的]探讨我国麻醉护理人才培养模式,对教学进行改革。[方法]我院自2006年开始招收护理学(麻醉护理与重症监护方向)五年制本科生,经过7年的教学探索和实践,形成了"以护理专业为基础,结合临床麻醉学的理论和实践,培养具有创新能力、临床监护和麻醉护理能力的专科护理人才"的培养目标。在教学实践中突出"培养关爱品质和人文素养"、培养"麻醉护理的专科实践能力"和"创新和竞争能力"的特色。[结果]经过3次培养方案的修订,形成了"3+1+1"的人才培养模式,构建了公共基础课程、专业基础课程、护理专业课程、麻醉护理专业课程、实践教学5个教学模块,在全国建立了10多所较为稳定的麻醉实践教学基地。目前共培养麻醉护理学生521人,已毕业165人。[结论]我院麻醉护理教育模式已初具成形,但也存在许多问题。     

急诊急救专科护士培训课程设置及管理实践探索

急诊急救专科护士培训在我国尚处于起步阶段,缺乏统一的培训规范和教材,要达到培养要求,课程设置是关键。针对临床及护理专业发展对急诊急救专科护士的要求,制订培养目标,进行课程设置,制订实施方案,并进行教学效果评价。学员们经过严格培训及考核后,在急救护理素养,急救护理知识、技能,护理管理,临床教学能力,护理科研能力等方面都有明显提高。     

院校合作模式下高职高专《急救护理》精品资源共享课程的建设

在《急救护理》精品资源共享课程建设中,本课程组更新教学理念,以院校合作为切入点,以培养学生核心能力为本位,加强师资队伍建设,对教学内容、方法、手段、教材、师资队伍以及急救护理实训室建设等方面进行了改革。重点培养学生的综合急救能力、创新能力和评判性思维能力,并建成了高仿真、开放共享型的急救护理实训区和专兼结合的＂双师型＂急救护理教学团队。     

Development of an emergency nursing training curriculum in Ghana

The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.     

The Foundation Programme and the emergency department: a review of the curriculum and experience of a UK pilot

The emergency department will have an important role within the Modernising Medical Careers Foundation Programme (FP) in the United Kingdom. Many of the key competencies required of Foundation training relate to acute medical care. However, the Foundation curriculum is a large and complex document. Some of the detail within it has particular implications for emergency medicine. Issues of curriculum content, teaching styles, and assessment have a potentially significant effect upon established working practices in a typical unit. This paper examines the FP curriculum to allow a clearer understanding of its key elements. Problems in relation to delivery of teaching and the quantity of assessment required are highlighted and solutions discussed. Experience from a UK pilot site for Foundation training in emergency medicine which began in August 2004 is used to illustrate how some of these issues have been addressed. The review concludes with a series of practical hints and tips which others may find useful as they prepare to incorporate FP trainees locally.     

The Development and Evaluation of a Geriatric Emergency Medicine Curriculum

Objective : To summarize the processes used to develop a curriculum and model of care for the emergency medical treatment of elder patients and to assess the efficacy of the teaching material in a pilot course.
Methods : A survey of emergency medicine (EM) residency directors and geriatric fellowship directors was used to identify key topics for inclusion in the didactic material. An interdisciplinary consensus process was used to develop didactic as well as teaching material in geriatric EM. Pretests and posttests were administered to 46 participants in the initial course to assess knowledge gain. Subjective course evaluations were also done.
Results : Test scores significantly increased from 54% correct on the pretest to 77% correct on the posttest (p < 0.001). Significant improvement in knowledge as judged by pretest and posttest results occurred in 6 of the 7 teaching modules. Subjective evaluations demonstrated good to excellent ratings for each module as well as the overall workshop.
Conclusions : The process of developing a curriculum for geriatric EM is described. The initial training of instructors was effective in improving participants' knowledge of geriatric issues in EM. Participants considered the training to be effective. The effect of the training on the emergency care of elder persons remains to be determined.     

Patient Safety: A Curriculum for Teaching Patient Safety in Emergency Medicine

The last decade has witnessed a growing awareness of medical error and the inadequacies of our health care delivery systems. The Harvard Practice Study and subsequent Institute of Medicine Reports brought national attention to long-overlooked problems with health care quality and patient safety. The Committee on Quality of Health Care in America challenged professional societies to develop curriculums on patient safety and adopt patient safety teaching into their training and certification requirements. The Patient Safety Task Force of the Society for Academic Emergency Medicine (SAEM) was charged with that mission. The curriculum presented here offers an approach to teaching patient safety in emergency medicine.     

Emergency medicine in the Netherlands

The Dutch health‐care system provides high‐quality inpatient care, but emergency care apart from trauma is poorly developed. A model for emergency medicine based on Anglo‐American and Australasian principles was introduced in 2000, and a national integrated training curriculum was introduced in 2007. There exist many impediments and opposition to the acceptance of emergency medicine as a defined discipline. Despite this emergency medicine became a recognized specialty this year (2009). The present paper gives an overview of the Dutch health‐care system and the history, current status, training and future development of emergency medicine in the Netherlands.