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护理本科教育承担培养护理专业高层次人才的重任,学生思想素质的提高是培育高素质护理专业人才的基础。引导学生热爱护理事业,提高学生综合能力,提高教师素质,改善学生心理健康状况,是培养高质量护理专业本科生的关键。 相似文献
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循证护理在护理专业教学中实践探索 总被引:2,自引:0,他引:2
综述了循证护理产生的历史背景和循证护理引入护理教学的必要性及循证护理在护理教学中的应用现状,指出护理教育要想适应循证护理的发展,必须加强院校投资,进行专业教师培训,培养学生循证思维和循证实践能力,提高护理质量。 相似文献
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随着护理模式的转变和护理教育体系的日趋完善,高等护理教育的领域和范畴不断扩展,越来越趋于多层次、多规格、多重知识结构。它担负着培养高等护理人才的重任,在社会、政治、经济、文化发展的冲击下,正经历着令人瞩目的改革。护理教师是护理教育事业的主要依靠力量.护理教师队伍的整体素质如何,关系着护理教育事业的兴衰成败,明确护理教师的权利和义务,是护理教师管理体制改革和民主化发展的需要,是保障护理教师法定社会地位和权益的需要,也是提高护理教师自身素质的需要。《教师法》在保护教师合法权益方面发挥了积极作用,它的出台使保护教师权益纳入法治轨道。如何加强护理教师教育法律意识,提出以下3点建议。 相似文献
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根据“理念”及护理教育“理念”:人、环境、健康、护理、护士、护理程序、教学的理论,论述了护理教育理念在现代护理教育课程设计中的指导作用;在护理教育“理念”的指导下,建立概念框架,设置课程目标,进行科目选择,确定科目目标,计划教学活动和评价;护理教育“理念”可以在护理教学实践中建立教师的认同感和信念,在共识的前提下更好地体现教师在护士培养中的价值和行为取向,利于克服教学中只见局部不见整体的盲目性和随意性,提高护理教育的整体性效益 相似文献
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大专护理教育中的社区护理教学 总被引:5,自引:0,他引:5
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。 相似文献
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护理本科生思想教育研究 总被引:1,自引:0,他引:1
护理本科教育承担培养护理专业高层次人才的重任,学生思想素质的提高是培育高素质护理专业人才的基础.引导学生热爱护理事业,提高学生综合能力,提高教师素质,改善学生心理健康状况,是培养高质量护理专业本科生的关键. 相似文献
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护理审美教育在临床护理工作中的实施 总被引:4,自引:0,他引:4
目的在临床护理实践中培养护士正确、健康的审美观和审美情趣,促进护士整体素质的提高.方法通过美学知识讲座、健身健美操的培训和护士礼仪行为规范竞赛等方式进行审美教育.结果通过实施审美教育,密切了医护关系和护患关系,病人对护理工作的满意度明显提高.结论在临床护理中结合专业特点实施审美教育,对提高护士的整体素质具有积极的促进作用. 相似文献
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拓展护士知识 推进整体护理 总被引:3,自引:1,他引:2
随着整形外科学科发展及护理模式的转变,要求护士具有多学科、多领域的知识体系。通过定期进行业务学习,提高理论水平;进行术前宣教,制定切实可行的护理措施;结合具体病例,学习相关知识及宣传竞争意识,激发学习热情等途径,拓展知识,强化了整形外科护士职业心态,促进心理护理的实施,并能正确认识患者的需求,尊重患者的隐私;运用交流技术进行身心整体护理;制定多元化心理护理,从而提高护理质量。 相似文献
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目的:探讨“整体护理比较学习表”在高职护生核心能力培养中的应用效果。方法将2011年5-10月在上海市某大学附属医院实习的大专护生63人按随机数字表法随机分成两组,研究组31人,采用“整体护理比较学习表”方法进行整体护理教学,对照组32人采用传统方法进行整体护理教学。比较两组护生培训前后核心能力。结果培训前对照组护生核心能力为(142.95±20.987)分,培训后为(155.84±22.605)分,差异有统计学意义(t=-3.894,P=0.000);培训前研究组护生核心能力为(148.32±24.370)分,培训后核心能力为(178.00±22.586)分,差异有统计学意义( t=-6.120, P=0.000);培训后研究组护生的核心能力得分高于对照组,差异有统计学意义(t =3.891,P=0.000)。结论在整体护理教学中采用“整体护理比较学习表”可以有效提高教学效果,提高高职护生的核心能力。 相似文献
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Benjamin Roberts Valerie T. Cotter Kaytlyn Scott Lauren Greco Jennifer Wenzel Jessica Ockimey Bryan R. Hansen Nancy Sullivan 《Collegian (Royal College of Nursing, Australia)》2021,28(2):157-161
BackgroundNursing curricula often lack end-of-life (EOL) care training, particularly regarding the nursing skill of “being present.” Collaboration between students and faculty in curriculum design is rare, but may effectively help fill the curriculum gaps in EOL care.AimTo describe the creation of a novel EOL care simulation by students and faculty, and its implementation into a pre-licensure Masters of Science in Nursing (MSN) curriculum.MethodsWith support from expert faculty, three students developed an EOL care simulation focused on nursing presence, comfort care, and compassionate communication. Pilot participants submitted pre- and post-test surveys regarding confidence in providing comfort measures for dying patients. The simulation was integrated into the MSN curriculum and simulation evaluations were collected.FindingsPilot data are limited. Once incorporated into the curriculum, 95% of respondents (N = 38; response rate 35%) reported feeling better prepared to respond to changes in patient condition, more confident in their ability to prioritise care and interventions, and better able to communicate with patients. One hundred percent of respondents recommended the simulation for future use.DiscussionA curricular gap in EOL care provided a unique opportunity for nursing students and faculty to develop clinical EOL care training that focused on compassionate nursing presence.ConclusionThis project demonstrated the potential for collaboration between nursing students and faculty to enhance nursing education in EOL care. Pre-licensure exposure to the general principles of EOL care and nursing presence may be beneficial for new nurses entering the workforce. 相似文献
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BackgroundThe role of interdisciplinary faculty in schools and colleges of nursing has evolved over time. Historically, integration of interdisciplinary faculty into nursing education was as experts in non-nursing content and to fill a gap created by the lack of doctorally prepared nurses. In the 1980s, Lenz and Morton surveyed Departments, Schools and Colleges of Nursing to explore the role of interdisciplinary faculty in nursing education.PurposeOur study adapted Lenz and Morton's work to examine new trends in faculty composition, while also considering the evolution in nursing education, including the integration of doctor of nursing practice (DNP) prepared faculty.ResultsDifferences in enrollments, programs offered, and number of faculty and faculty composition were observed between 1988 and 2017. In 1988 the most common disciplines represented were nutrition, education and psychology, while in 2017 the most common disciplines were pharmacology, statistics and biological sciences. The current study shows a decrease of 15% in interdisciplinary faculty educating nursing students, although this finding may be related to differences in sampling techniques.ConclusionsIntegration of interdisciplinary faculty has the potential to enrich nursing education by bringing in a depth of specialized knowledge from other disciplines. Further faculty role-modeling successful interdisciplinary collaboration is another way to prepare nurses for team-based patient care which is an imperative skill in today's health care arena. 相似文献
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健康教育质量控制的实施与体会 总被引:18,自引:6,他引:18
目的:探讨健康教育质量控制在整体护理工作中的作用。方法:结合医院健康教育质量控制的实际,总结归纳了健康教育质量控制的具体做法:三级质控、常规检查和抽检、满意度调查及质量反馈有机结合。结果:护理工作的满意度调查从1999年的77.6%提高到了2002年的96.3%,融洽了护患关系,提高了护理质量。结论:健康教育的质量控制是整体护理质量控制的重要内容,上述质控方法对护理部实施护理质量控制具有参考价值。 相似文献
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“免陪护理”病区护理员的规范化培训与管理 总被引:2,自引:1,他引:2
笔者介绍了“免陪护理”病区的概念、内涵及对其护理员的规范化培训与管理。规范化培训:开展岗前培训;进行专科知识培训;强化思想意识;注重精神风貌。管理:护理员的管理体制;护理员的信息化管理;制定护理员的相关岗位制度与职责;制定护理员的值勤制度;护理员的教育;护理员的考核。认为通过对“免陪护理”病区护理员的规范化培训与管理,解决了护理员管理情况中存在的主要问题,护理员的工作得到了病人和家属的认可,体现“免陪护理”病区的服务宗旨,从一定程度上减少了护士的工作量,使护士更好地与病人进行高一层次的护理和治疗,有利于整体护理质量的提高。 相似文献
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