护士行为素质的培养与护理质量

随着医学护理模式的转变，在整体护理理论体系框架下，对护士的行为实践作出了具体的要求，如护士的道德行为、心理行为、仪表行为、语言行为等等，护士个体的行为素质，是反映整体护理水平的关键。因此加强护士行为素质的培养是提高护理素质的内容之一。     

重视高护生非语言性行为的培养

护理经历了以疾病为中心的功能制护理、以病人为中心的责任制护理，目前开展广以整体人为中心的整体护理。整体护理是一种新型的科学的护理模式，其核心是以现代护理观为指导，以护理程序为科学方法，对病人进行系统的、躯体和心理的整体护理。它适应了医学科学发展的需要，适应厂人们对身心健康的需要，适应了社会的需要。整体护理模式要求护士素质全面，护理思维先进，护理方法科学。总之，开展整体护理，提高护理质量，关键在于护士的素质，而提高护士素质的根本在于教育。当前，护理队伍素质参差不齐，加强在校高护生的素质培养势在必行…     

护士素质培养与整体护理的实施

整体护理的实施要求护士能应用护理知识和技能，运用护理程序依据人的基本需要为服务对象提供身心整体护理。然而，多年来我国护理教育模式及临床护理工作模式导致现有护士素质难以达到整体护理的要求。作者从实施整体护理对护士素质要求的角度提出对护士素质培养的要求、...     

提高手术室护士素养与保障护理质量的体会

目的 在护理实践中，通过对护士能力素质的培养。方法 要求护士注重护理道德修养．在工作中能自觉的运用职业道德来规范自己的言行，从而提高业务技术及心理素质修养，使护理质量得到提高。结果 通过加强护士素质培养提高了护理工作质量。结论 只有提高护士素养，提高业务技术水平．才能不断提高护理质量。     

提高护士综合素质有效途径的尝试

目的：提高护士综合素质，适应现代护理工作模式。方法；组织培训、考试、考评等途径，加强各种能力培养。结果：实现了护士多元角色的转变和职能。结论；在强化培训和临床实践中，护士的智力潜能得以有效发挥。     

浅论医学模式的转变与护士素质要求

随着医学模式的转变,护理学作为医学的一个分支,其职能与范围也发生了相应的变化,改变旧的护理观念,提高护理人员适应新医学模式建立的能力,加强护士自身素质培养,提高整体护理水平,是护理管理者所面临的现实问题.充分认识护理模式的转变对护士素质要求的新特点,对于改善和提高护理管理水平有着十分重要的意义.     

浅谈护士情商的培养对护理质量的影响

随着整体护理的不断发展，医院的护理服务对象不再是一个单纯的病人，而是一个社会的人、一个整体的人，因此人们对护理质量的要求已不再是单纯的技术水平，而是更全面的综合素质的提高。护士所面临的工作日趋复杂化，其心理压力也在逐渐增大。护理质量的好坏与护士情商的高低有着直接关系。本文从情商的概念、护士情商培养，探讨了护士情商在护理质量管理中的作用。说明了加强护士情商的培养，注重护士情绪的调控，可有效地提高护理质量。     

应用企业管理模式开展星级护理服务

目的探讨星级护理服务模式,提高整体护理质量.方法在借鉴企业管理和宾馆服务模式的基础上,制定星级护理评分标准,建立测评制度,每季度由病人、护士、医生进行星级护士评比.结果通过每季度的星级护士评比,调动了护士的积极性,加强了护士自身素质培养,病人对护士的满意率显著提高.结论星级护理服务在护理程序的运用过程中可以起到积极的、重要的作用,能提高护士自身素质,调动积极性,也能使病人真正得到优质的护理服务.     

护理人员的美学素质在护理工作中的实施

随着人们审美观的日益提高．疗养员对疗养环境和护士的素质要求也相应提高。人们呼唤卫生行业要有现代化的道德风貌、思想境界、专业技术和学术造诣。所以，新的护理模式要求利用美感的“生理-心理效应”使人在生理、心理上达到愉快的状态，需要运用美学的原理来指导临床护理实践，进而满足人们对健康美的需求。因此，加强护理人员的美学素质培养，在护理工作中有着十分重要的意义。     

应用目标教学管理模式对转科护士实行综合管理

青年护士是护理队伍的后备力量，抓好青年护士的培养，关系到提高护理队伍整体素质，培养新一代适应新的医学模式的护理人员。在他们刚进入临床工作第一年期间．加强对他们转科期问的管理有利于他们在有限的时问里掌握各专科基本知识，培养良好的素质。我院应用目标教学管理模式对转科护士在工作态度、学习知识、学习技能等方面进行综合管理，取得了较好的效果，现报告如下。     

肿瘤科护士人文素质培养

临床护理具有鲜明的人文色彩,随着医学模式的转变和护理学的发展,人们越来越重视护士人文素质的培养。根据肿瘤患者的心理特点阐述了肿瘤科护士人文素质培养的内容,认为肿瘤科护士要在深刻认识人文素质内涵的基础上,提高自身思想道德品质及综合素质,以达到患者满意的高质量的护理,适应整体护理模式的需要。     

The spirit of humanism should be cultivated in the nursing profession

As nursing is an art that emphasizes the nature of caring it should have humanistic attributes. Humanistic education of a nursing professional should emphasize a person-centered perspective in order to foster cultivation of the humanities and infuse the spirit of humane care into medical practice. Cultivation of humanism refers to the emotional level of personal-affective experience that blends humanistic science and aesthetic experience to enhance nurse observational abilities. The ability generated by self-awareness and reflection can trigger deep empathy and empathetic performance, which is ideal humanistic-nursing behavior in nursing staff. Traditional nursing education focuses on acquiring professional knowledge and largely ignores the cultivation of a humanist spirit. To help nurses adjust to the rapidly changing environment of nursing care and demonstrate a professional and humane character, in addition to advocating for a humane medical environment, the six Es of humanistic-nursing education (Example, Explanation, Exhortation, Environment, Experience, Expectation) should be promoted. The six Es are essential to building a framework to cultivate humanistic education strategies and strengthen humanist content in nursing education. In order to instill deeply the spirit of humanistic care in nursing and make the nursing-care process more humane, these ideals must be emphasized in nursing education to raise the level of humanism.     

高护生护理礼仪知识需求调查

目的了解高护生护理礼仪知识需求状况,提高人文修养。方法对250名高护生进行礼仪知识需求调查。结果护生在道德礼仪与言语礼仪、礼仪的实际应用与交往心理的训练等方面的需求较高。结论对护生进行护理礼仪知识教育十分必要,应将其列为人文修养和素质教育的重要内容。     

精神科新护士易出现的问题及对策

目的规范带教方法,培养适应现代精神科护理工作的合格护士。方法针对新护士易出现的问题制定相应对策。加强专业思想教育,提高自身素质;开展岗前培训,提高认识;加强临床带教,培养扎实的专科技能;培养语言交流技巧;严格考核;上岗后加强继续教育。结果提高了新护士的自身素质和工作能力,使其很快成为临床护理骨干。结论重视和加强对新护士上岗前后的教育及业务素质培养,以适应现代精神科护理专业需要的人才。     

Bending a habit: critical social theory as a framework for humanistic nursing education

Nursing education is currently experiencing a transition away from a focus on behavioral outcomes and toward a focus which better reflects the humanistic, caring aspects of nursing. Nursing educational content and process must reflect this changing focus of healthcare, which itself is transgressing away from the inherent objectivism of acute care toward the more humanistic elements integral to community building. This paper studies this movement from behaviorism to humanism in nursing education and assumes its foundations in the tenets of critical social theory. The roots of critical social theory are examined, followed by an overview of the changes occurring within nursing education today.     

Humanism and its critiques in nursing research literature

Title.  Humanism and its critiques in nursing research literature.
Aim.  This paper raises for debate the issue of how humanist ideas have been taken up by nurse scholars, particularly in research literature.
Background.  Many nurses from the mid-1970s onwards have described and promoted humanism as an appropriate philosophical basis for nursing practice and research. This has been partly in an attempt to sharply differentiate the profession from medicine, and later, managerialism, which have been represented as reductionist and failing to adequately respond to the whole patient.
Methods.  A summary of definitions of humanism and critiques of humanism in broad philosophical literature is followed by an examination and critique of literature appearing in PubMed published within nursing scholarship from 1976 to 2007 which discusses or promotes humanism in nursing practice or research.
Findings.  Writers have attempted to enhance the importance of nursing by associating it with the humanistic project of accepting responsibility for realizing our human potential. They have promoted a version of research which is qualitative and centres on understanding individual lifeworlds of research participants because of a strong valuing of the experiences and perspectives of the individual. Much of the literature on this topic describes this humanism in dualistic contrast to medico-scientific reductionism and objectivity.
Conclusion.  Some of the presentations of humanistic nursing lack rigour and can be seen as doing little more than reproducing professional ideology. Scholars and others in the field of nursing could take the trouble to submit these ideologies to proper scrutiny.     

怎样做好新时期的护士长

目的使护士接受到人性化快乐管理,促进护理质量的提高。方法①在严格管理的基础上投入快乐管理;②在压力无限中创造快乐;③善于运用激励机制;④尊重、理解、关心、信任护士。结果为护士营造了轻松、和谐的工作氛围,使护士的工作、学习积极性提高。病人对护理服务的满意度由2003年的90%上升到2006年的96%。结论护理管理者要适应新形势,提高自身素质,坚持运用和发展人性化的快乐管理理念。     

我国高等护理教育课程设置的现状及改革策略

从我国高等护理教育课程设置的现状及改革策略两方面进行综述，改革策略为高等护理课程设置应明确护理培养目标，体现整体化和灵活性原则，重视人文素质的培养，加强师资队伍建设，改革考试评价方法。     

我国高等护理教育课程设置的现状及改革策略

从我国高等护理教育课程设置的现状及改革策略两方面进行综述,改革策略为高等护理课程设置应明确护理培养目标,体现整体化和灵活性原则,重视人文素质的培养,加强师资队伍建设,改革考试评价方法。     

高职护理专业“平台+岗位方向模块”课程体系的探索

为了满足社区卫生服务、康复治疗、口腔保健服务、涉外医疗服务等新兴卫生服务对护理人才培养的要求和学生的个性发展要求,开展以"平台+岗位方向模块"课程体系改革,突出人文性、综合性、实践性、可持续发展的特点;推进理论与实践、模拟与真实、专业技能与人文素养、专业教师与兼职教师的结合,探索适合应用型护理人才培养要求的高职护理专业课程新体系。