国际化形势下高等护理院校开展跨文化护理教育的思考

介绍跨文化护理的概念和文化能力教育的理论基础,分析国外跨文化护理教育发展情况,探讨了我国跨文化护理教育目前存在的问题和需求,认为无论是国际护理人才培养还是本土护理人才流动需求,高等院校都应从理念引导和课程设置方面加强培养学生的跨文化护理能力,为学生提供境外交换学习机会,搭建网络平台共享跨文化护理学习资源,以增强学生在国际护理领域的竞争力。     

论高等护理教育的国际化

护理教育的国际化是高等护理教育发展的必然趋势。提出护理院校迈向国际化进程的重要举措:转变办学观念;尊重知识,尊重人才,使护理教师享有充分的自主权;合理配置师资;综合调整课程设置,渗透护理教育国际化内容;扩大护理教育的国际交流与合作。     

多元文化护理和我国护理的发展

１多元文化护理和跨文化护理是护理工作的发展趋势 文化是人类在社会历史发展中所创造的物质财富和精神财富的总和,包括知识、信仰、文学艺术和世界观、伦理观以及风俗习惯等。多元文化是指世界上多种民族各自具有不同的文化。我国是著名的文明古国,并具有５千年历史和优秀的传统文化,它们对我国的护理有着广泛而深远的影响。被我国广大护理人员看作护理工作中行动指南的格言“待病人如亲人”、“一切从病人利益出发”就是中华民族传统文化中关于子女要孝敬父母,尊敬老人,人与人之间要仁爱相处等伦理观在护理工作中的反映。 改革开放以…     

护理教育应对多元文化护理的思考

介绍了文化的多元化、多元文化护理的定义和特征 ,以及认识和把握多元文化中的精髓和主流部分方法 ,提出要做好多元文化护理 ,护理教育者要具有多元文化意识 ,在教育理念、课程结构、教育方法上进行改革 ,充分体现多元文化的特征。     

护理教育应对多元文化护理的对策

文化的多元化给临床护理和社区护理提出了多元文化护理的问题.多元文化护理是护理工作者所面临的实践课题,对护理教育提出了挑战.笔者分析了多元文化护理的相关研究,以此提出护理教育要改变教育理念、增加多元文化课程设置、改革教学方法、加快护理教育国际化进程、重视继续教育,以适应多元文化护理的要求.     

护理教育应对多元文化护理的对策

文化的多元化给临床护理和社区护理提出了多元文化护理的问题。多元文化护理是护理工作者所面临的实践课题,对护理教育提出了挑战。笔者分析了多元文化护理的相关研究,以此提出护理教育要改变教育理念、增加多元文化课程设置、改革教学方法、加快护理教育国际化进程、重视继续教育,以适应多元文化护理的要求。     

教育国际化背景下护理人才培养模式的构建

目的探讨教育国际化背景下我国护理人才培养模式的构建。方法通过全面审视、分析和研究教育国际化背景下我国护理教育面临的挑战以及国际化护理人才培养标准走向,提出适应国际化的人才培养模式。结果构建起适应人才培养国际化的护理人才培养模式。结论经济全球化和教育国际化的现实对我国传统的生物医学教育的护理人才培养模式提出了严峻的挑战,我国的护理人才培养必须适应国际化的人才培养标准,建立起适应当今社会发展的符合国际标准的护理人才培养模式。     

玉树地震伤员多元文化护理的实践

根据玉树藏族地震伤员的文化背景需求,应用多元文化护理理论对向伤员进行护理评估,并提供与其文化一致的心理护理.多元文化护理理论对分析和解决玉树藏族地震伤员心理护理问题具有重要作用.     

护理教育应对多元文化护理的思考

介绍了文化的多元化、多元文化护理的定义和特征。以及认识和把握多元文化中的精髓和主流部分方法，提出要做好多元文化护理，护理教育者要具有多元文化意识，在教育理念、课程结构、教育方法上进行改革，充分体现多元文化的特征。     

多元文化护理课程自主学习模式的构建与应用

目的培养护理学专业学生自主学习能力,提高人文类课程的教学效果。方法针对教学中存在的问题,在2011年构建并实施自主学习模式,以自主学习指南、学生独立认知、小组合作主题探究、教师导学答疑为要素,加强过程管理。结果在对239名本科学生调查中发现,学生对教学满意度和自我评价较高,实施后学生的自主学习能力提高(P<0.05)。结论自主学习模式有利于学生自主学习习惯的养成,提高自主学习能力,有利于人文课程知识的学习和内化,也有利于自我可持续发展。     

Transforming nursing curricula for a global community

With nurses and midwives providing the majority of health care globally, nursing education in all countries must prepare students for broader responsibilities to move the agenda forward for equitable care and universal health coverage. Columbia University School of Nursing developed and implemented a vibrant approach to curriculum transformation that included a new didactic course followed by a program of global clinical experiences to expand students' learning environments in global health. Program planning included defining learning objectives, mobilizing support within the school, establishing new sites, recruiting and preparing students, overseeing of students with host institutions, and evaluating the program. A total of twenty-four students were placed over five sites for a six-week credit-bearing global clinical experience. Students had varied clinical experiences with new understandings of the reality of health disparities. Host sites expressed a commitment to have students return in the next year, and all students stated that they would chose a global experience again. This innovation provides a transformative addition to nursing education with a deepened understanding of health disparities and nursing roles in different health systems. It strengthens the school's network of nursing and midwifery educators and opens doors for new exchanges.     

Undergraduate nursing curricula: Numeracy and accreditation

BackgroundNumeracy skills are essential for patient safety; therefore, it is vital that registered nurses are proficient in performing calculations, notably medication calculations. However, the literature indicates that a large proportion of undergraduate nursing students and registered nurses are not competent in numeracy. The manifestation of numerical and calculation errors is thought to stem from failing to comprehend key mathematical principles from primary or secondary school, as well as the minimal admission requirements to enter nursing programs. Tertiary education providers teach and assess numeracy within nursing programs using a diverse range of pedagogical and instructional approaches. These programs of nursing study are underpinned by the Australian Nursing & Midwifery Accreditation Council standards, and lead to nursing registration in Australia. These accreditation standards do not incorporate numeracy, placing the onus on the tertiary education providers to design content and assessment types, as well as establish a benchmark to gauge the competence of the student prior to graduating.QuestionWhy the Australian Nursing & Midwifery Accreditation Council does not require graduates to demonstrate numeracy proficiency, and why there are no recommendations for undergraduate numeracy content and assessment in Australia.MethodAn exploratory sequential mixed methods design across 5 stages will be used.FindingsNo data has been collected to date.DiscussionNo discussion has been written to date.ConclusionTo contribute knowledge to improve the competence of undergraduate nursing students in relation to numeracy education, and ultimately the safety of Registered Nurses when calculating medications in practice.     

Internationalizing nursing curricula in a rapidly globalizing world

Rapid transformations in our globalizing world means there is an urgency for nurse educators to revitalize curricula to prepare nurses better for practice and the emphasis on achieving global health for all has never been greater. Nurses are being urged to collaborate across borders to achieve the United Nations' Sustainable Development Goals, through research, practice, policy and education. Thus, nurse educators and leaders need to consider the critical importance of internationalizing nurses’ education at all levels, as well being committed to their roles in curricula reform and using innovative technology. There are challenges to internationalization, but the benefits include helping nurses to grow cultural competence, developing strength in nursing voices globally, capacity building in global health, health policy and advocacy, growing scholarship in nursing across borders, developing the skills and knowledge of nurses from low-income countries, and forming partnerships to work together to achieve global health.     

欧洲及我国护理教育国际化发展现况

为应对政治、经济、教育的全球化发展,欧洲推行一体化高等教育发展政策。本文综述了在该政策的影响下,欧洲多国及护理组织所开展的护理教育一体化发展策略,并对我国高等护理教育国际化发展现况作一阐述,思考国外高等护理教育国际化发展策略对我国的启示。     

Electronic toolkit for nursing education

In an ever-increasing hectic and mobile society, Web-based instructional tools can enhance and supplement student learning and improve communication and collaboration among participants, give rapid feedback on one's progress, and address diverse ways of learning. Web-based formats offer distinct advantages by allowing the learner to view course materials when they choose, from any Internet connection, and as often as they want. The challenge for nurse educators is to assimilate the knowledge and expertise to understand and appropriately use these tools. A variety of Web-based instructional tools are described in this article. As nurse educators increase their awareness of these potential adjuncts they can select appropriate applications that are supported by their institution to construct their own "toolkit."     

适应护理模式 改革临床教学

目的：为了提高教学质量,以冀护生毕业后能适应新的护理模式。方法：自1999年开始我们进行教学改革,即每天下午护理小查房1次,结合患者的心理、生理、病理等进行分析。结果：通过实践取得了满意的效果,提高了护生的实际工作、分析问题、书写护理病历及健康教育的能力。结论：护生实习期间多安排护理查房,是提高教学质量的重要措施。