Nursing education in Norway

AIM: The aim of this paper is to describe nursing education in Norway and some essential questions and challenges regarding the undergraduate and newly graduated nurses' competencies and functionally preparedness. BACKGROUND: The first formal training of nurses in Norway started in Oslo in 1886. Since then the education has changed considerably. As long as society is changing, and nurses are going to meet and adapt to societies needs, the education of nurses will also have to change continuously. The present general plan of nursing education has gone through a long process. The discussions have concerned the content of medical and natural science subjects, the practical part of the training and the relation between theory and practice. CHALLENGES: There are challenges in nursing education in Norway today. We have seen that recruitment has decreased, and that nurses seek jobs where they are better paid. To increase the accessibility distance and part-time education has been established. The theory-practice gap will always exist. Therefore we should aim to prepare the students to minimize this gap in a way that they can combine training of nursing with training in improvement. The demand of a masters degree to be a nursing teacher has reduced the teachers' ability to keep up their practical skills. The government pays nursing teachers who want to practice as nurses for several months to maintain their salary level during that period. CONCLUSIONS: There are many possibilities to improve nursing education in Norway. We are on our way with highly qualified teachers and students, and we still have enough good applicants. The new general plan and new law for universities and university colleges offer great opportunities. However, the shortage of nurses is a great challenge for further quality improvement both in clinical practice and in education.     

远程护理教育的实施与评估

对在国内首次服务于护理教育的远程教育网络作全面考察并评估，用自行设计的调查表，对与远程教学课程传输有关的各类人员（包括管理者，授课教师，技术人员，学历教育和继续教育学员）进行询问调查，结果：学历教育学员对远程教育大部分指标的评价均达到中等或满意以上，对教师的评定和各门课程的满意度均达到满意以上，但远程组满意程度低于医科大学组，86．0％以上的继续教育学员认为：远程教育增强了继续教育的机会，远程教学内容新，容易理解，对护理知识的积累和护理技能的提高帮助。93．4％教师认为远程教学与课堂教学质量无差别，89．9％的被调查者对远程教育表示支持。而在师生互动交流，声音图像传输，板书效果等方面遇到一些挑战，有待进一步改进，结论：远程护理教育在国内的首次实施效果颇佳，提示应加强各部门之间的协调与合作，尽快提高各类人员运用远程设备的能力，使远程护理教育网络在护理人员的学历和继续教育中发挥更大的作用。     

The Decolonization of Nursing Education

In the era of COVID-19, coupled with a community in tune to Black lives, the call to action is now. It is now time to stop, listen, and be intentional in efforts to create sustainable policies and programs that shape the ability to deliver culturally competent care to diverse patients, families, professionals, and communities. Our recommendations for how faculty and academia can decolonize nursing education are delineated in this article. All nursing schools and departments should form a diversity, equity, and inclusion (DEI) committee, if they have not already done so. DEI committees can help thread Social Determinants of Health throughout the curriculum, highlight and address microaggressions, and develop formal and informal mentorship programs. As nurses, we must continue the discussion of race with humility but without denial and defensiveness. Subtle racist biases may be unintentionally internalized, and it is our moral and ethical responsibility to recognize these and fight them so that they do not result in prejudicial policy, practice, research, and education. Faculty should celebrate diversity through an exchange of ideas and open communication despite differences in race, gender, sexual orientation, religion, age, social class, or disability.     

Partnering to Scale a Graduate Nursing Program

In response to market demand, a private, nonprofit university affiliated with an academic health center expanded its existing on-campus nurse practitioner programs to include an innovative online delivery method. This expansion aligned with the university's service mission to increase access to high-quality education to rural and underserved regions and to improve the health and well-being of communities by increasing the nurse practitioner workforce. In order to achieve these goals, the university entered into partnership with a for-profit educational technology company to develop a sustainable online program. The authors discuss the challenges and lessons learned through this venture.     

美军护理教育概况及对我军护理教育的启示

作者介绍了美军护理教育的任务、职能和历史发展,以及美军护理院校教育和继续教育概况,并通过与我军护理教育比较,针对性地提出了面对新形势我军护理教育发展需注意的问题。     

开展社区护理研究 推动社区护理发展

我国社区护理工作落后,为推动社区护理发展,我们与卫生局合作,建立社区护理实践基地,组织教师参与社区护理实践,积极开展社区护理研究,以研究带动社区护理发展。目前已获得多项省厅级及局级、院级社区护理研究课题,形成了良好的社区护理研究氛围。在社区护理研究中提高了社区护士及护理教师的工作、研究能力,拓展社区护理的范围,促进社区护理的发展及社区护理教育体系的发展。     

Genomics in Nursing Education

PURPOSE: To review international efforts to incorporate genetics content into nursing education curricula. ORGANIZING FRAMEWORK: A discussion of the progress in nursing education programs in selected countries to educate students for genomics-based health care. Information is based on review of the literature and curriculum change efforts by the authors. CONCLUSIONS: The lack of agreed-upon minimum competencies impedes efforts to educate nurses for genomics-based health care. Nationally and internationally recognized documents are useful for collaborative efforts to establish minimal competencies in knowledge, skills, and attitudes for nurses with basic and advanced education. Curriculum change that incorporates minimum competencies will require nursing faculty to improve their knowledge base in genomics-based health care. Partnerships among nurses in different countries are needed for successful genomics education programs for faculty.     

Personality Development during Nursing Education

The aim of the study was to explore personality development during nursing education. The sample consisted of 122 Swedish nursing students. Ninety-three per cent of the students were female and the mean age at the beginning of the nursing education (which lasts for two years) was 27.6 years. Personality inventories were administered at the beginning and end of the education. The posteducation assessment rendered several statistically significant differences of means. Compared with the pre-education assessment, the nursing students reported a more positive profession-oriented self-perception at the end of the education, a stronger ideal, real, and mirror identity, a reduced trait anxiety, stronger needs for achievement, exhibition, autonomy, dominance, and nurturance, and a weaker abasement need. The practical significance of the results was discussed.     

关于开展护生诚信教育的思考

目的探讨对护生进行诚信教育的意义和举措。方法分析目前护生中存在的诚信缺失及成因,寻找相应对策。结果针对护生诚信缺失的表现和成因,提出了诚信教育的有关措施。结论对护生进行诚信教育是为了培养其诚信的职业理念、职业道德、职业态度和职业作风,诚信教育可采用管理育诚、环境育诚、教学育诚和活动育诚等举措。     

护理本科生专业信息能力现状及启示

目的了解护理本科生专业信息获取能力现状,探讨其培养过程中存在的问题,提出有关策略来提高学生的专业信息获取能力。方法采用自行设计的专业信息素质调查问卷,对44名在校护理本科生进行调查。结果护理本科生在专业信息能力方面存在获取、利用信息能力缺乏,专业信息查询意识淡薄,文献检索能力有限,获取信息渠道单一等问题。结论护理本科生专业信息获取能力不高,不能满足专业学习需求,提出通过开展整合式教学、提高教师的引导作用、开展信息实践教学、充分利用已有资源等措施,逐步提高护理本科生的专业信息获取能力。     

全院性护理会诊在业务建设中的作用

目的 :进一步提高医疗护理质量 ,加强医院护理队伍的业务建设 ,提高护理人员的业务素质。方法 :根据病人存在的护理问题 ,组织常规会诊、紧急会诊、专题会诊等三种会诊。结果 :通过会诊 ,提高了医疗护理质量 ;提高了护理人员的整体业务素质。     

对中等护理教学改革的几点建议

就中等护理教学改革提出要注重培养“实用型”人才、增加教学内容的建议，并对教材改编、考试方法的改革及校园化建设提出看法。     

International Partnerships in Nursing Education

As economies are shrinking, international partnerships in nursing education are growing, with the more estabilished educational institutions launching not only on-site internationally focused programmes but also educational partnerships that cross borders, regions, societies, cultures, languages and educational and nursing traditions. Below, some issues related to initiating and maintaining partnerships, as well as the benefits and problems based on personal experience with these partnerships in developing countries.     

批判性思维培养与护理素质教育

21世纪，护理教育将面临严峻的挑战。为迎接挑战，护理教育必须深化教学改革，树立主体教育观念，全面实施素质教育。通过对批判性思维的概念、本质、要素组成及它所要求的教学条件和教学评价等方面的论述，阐明了培养批判性思维是从根本上促进学生主体性发展、提高综合素质的有效方式。     

护理硕士专业学位研究生循证护理课程的效果评价

目的评估护理硕士专业学位研究生循证护理(evidence-based nursing,EBN)课程的教学效果。方法便利抽样法选取本校护理学院2013、2014级护理硕士专业学位研究生62名为研究对象。采用中文版循证实践知识、态度、行为问卷(evidence-based practice questionnaire,EBPQ)和EBN课程反馈问卷在EBN课程教学前、后对学生进行教学评价。结果在接受EBN课程后,护理硕士专业学位研究生的循证实践行为、态度、知识技能3个维度的得分及总分较课程前均有很大提升(均P0.01)。学生对EBN课程的反馈评价良好,对教学内容、教学方法、考核方式、总体评价的满意度分别为91.9%、85.5%、85.5%、90.3%。结论在护理硕士专业学位研究生教育中开展循证护理课程,能提升学生的循证实践知信行水平,其对课程满意度较高。     

外科实施健康教育的探讨

通过对50例外科住院病人健康知识掌握程度的调查及术后配合行为的观察，发现不同文化程度和不同年龄段病人在健康教育知识的理解程度和配合行为方面有显著性差异（P＜0．01）。提出健康教育形式应多样化，方法应个体化，内容应具体化，时间应随机化，才能收到良好的效果。