循证护理在外科护理学教学中的实践

以循证护理理论为基础，改变外科护理学传统教学模式。在理论教学与实践教学中应用循证护理理念，缩小教学与临床的差距，培养学生的循证思维与循证实践能力，学会应用护理科研成果以提高临床护理质量。     

循证护理在儿科临床护理教学查房中的应用

目的探讨将循证护理引入临床护理教学查房中的效果。方法按循证护理实践方法进行临床护理教学查房。结果92.8%以上的学生和老师认为,将循证护理运用于临床护理教学查房中,可增强学生循证护理实践意识、主动参与能力、获取信息能力、评判性思维能力和启发学生护理科研意识。结论将循证护理引入临床护理教学查房中,开拓了新的教学查房形式,培养了学生的综合能力。     

在《护理学基础》教学中引入循证护理

近年来，随着现代护理科学研究的不断深入，一种以真实、可靠的科学证据为基础的护理实践——循证护理（EBN）正广泛展开。循证护理使护理活动更加科学化、专业化。为培养学生实践循证护理的能力，是护理教育亟待研究的新课题。     

循证护理在护理教学中的运用现状

循证护理是随着循证医学的发展而出现的新兴领域,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。     

基于循证思维的护理研究课程教学改革及效果评价

目的 探究基于循证思维的护理研究课程改革教学效果。方法 基于Austin“输入-环境-产出”模型，构建系统融合循证思维的护理研究课程教学模式并开展教学实践，采用量性研究评价教学效果，采用质性研究探究学生学习体验。结果 量性研究显示，课程教学后，学生表现出扎实的科研能力，循证知识、技能、行为及循证素养总分均提高(均P<0.001)。质性结果表明，学生赞同循证理念与科研知识融合自然，课程可帮助学生养成循证素养，加深对护理科研知识的理解。结论 渗透循证思维的护理研究课程可同时提高护理本科生的科研能力和循证素养，教学效果积极。     

循证护理在护理专业教学中实践探索

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。     

临床护士循证护理能力现状及影响因素分析

目的 了解临床护士循证护理能力现状并分析其循证护理能力影响因素，为提升临床护士循证护理能力提供参考。方法 采用便利抽样法，选取南京市某三级甲等医院1 386名临床护士作为研究对象。采用一般资料调查问卷、循证护理能力评定量表、创新行为量表、循证护理实践自我效能量表及信息素养量表对其进行调查。结果 临床护士循证护理能力得分为(51.72±21.93)分，创新行为得分为(33.15±6.07)分，循证护理实践自我效能得分为(119.64±32.99)分，信息素养得分为(73.16±9.37)分。临床护士循证护理能力与其创新行为、循证护理实践自我效能及信息素养均呈正相关(P<0.01)。多元逐步回归分析结果显示：健康状况、学历、创新行为、循证护理实践自我效能及信息素养是临床护士循证护理能力的主要影响因素(P<0.05),共解释总变异的34.5%。结论 临床护士的循证护理能力总体处于较低水平，创新行为水平中等，循证护理实践自我效能和信息素养均处于中等偏上水平，可通过改善其健康状况，提高学历，制定相关措施提高护士的创新行为、循证护理实践自我效能及信息素养，进而提高其循证护理能力。     

护理专业实习生循证护理能力现状分析

循证护理是正确指导临床护理实践的新方法,实施循证护理可为患者提供标准化、经济的护理服务,提升护理质量,改善护理结局,提高患者满意度.同时,可提高护理人员的整体理论水平和综合业务素质.本课题基于相关文献,分析了当前我国护理专业实习生循证护理能力的现状,并提出了培养学生循证护理能力的必要性和培训建议.     

通过循证护理实践促进护理知识转化

编者的话《护士进修杂志》历年来一直致力于促进循证护理思想的传播和循证护理方法的应用，推动循证护理实践在我国的发展。本期与复旦大学JBI循证护理合作中心合作，推出“循证护理”专刊，旨在通过传播循证实践理念，促进我国护理学科的发展。     

教师在循证护理教育实践中作用的研究

循证护理（EBN）为临床护理实践提出了新的标准和要求，为高等护理教育指明了方向-循证护理教育。它为我国的护理教育提供了一种新的思维、新的理念、新的模式。循证护理教育主要靠教师来实施，教师的循证护理意识和循证护理素质的提高是搞好循证护理教育的关键，通过进行护理教育实践，才能将循证理念和方法传授给学生，循证护理教学对老师提出了新的要求。     

Nurse teachers' feelings about participating in clinical practice: an exploratory study

The aim of this small study was to explore nurse teachers'feelings about participating in clinical practice An exploratory design was used entailing focused interviews with 10 nurse teachers which explored their current participation in clinical practice and their feelings about this Other areas addressed were the perceived benefits and negative effects of participating in practice, as well as the factors which may inhibit or enable teachers participating in practice It was found that while half the teachers had some participation in practice, only one participated on a regular basis The teachers were generally dissatisfied with their current level of clinical practice The teachers identified a number of potential benefits of practising, including keeping in touch with clinical practice, maintenance of clinical skills, improved relationships with trained staff and the opportunity to use knowledge and skills in practice Perceived negative effects were that their clinical participation may be misinterpreted, or may impinge on other aspects of the role Some also felt that the limited time which they would have available, would lead to their clinical practice being ineffective The two major factors which affected whether nurse teachers were able to participate in practice were time and the college philosophy/culture Other important factors were support from clinical staff, clinical confidence, and the teacher's role perception and attitude towards practice As recent publications have inferred the need for nurse teachers to remain involved in clinical practice, teachers need to identify how clinical practice may best be achieved, and clarify their aims for practising Different models of practice may be appropriate for individual teachers It seems that a supportive environment and a college culture which values nurse teachers practising would be beneficial if clinical practice is to become part of the teacher's role     

Using clinical skills laboratories to promote theory-practice integration during first practice placement: an Irish perspective

Aims and objectives. This aim of this study was designed to investigate how a select cohort of nursing students experienced their first practice placement in a large Irish teaching hospital. The objectives of this study were to investigate whom do students learn from, what skills they learnt during their first practice placement and to identify if the use of clinical skills laboratories before their first practice placement helped students relate theory to practice during their first practice placement. The aim of this paper is to discuss if the sessions taught in the clinical skills laboratory prior to the first placement helped students integrate theory to practice during their first practice placement. Background. The debate regarding theory–practice integration has been ongoing in nursing for decades. Many studies across Europe have consistently demonstrated that the use of clinical skills laboratories have helped students integrate theory to practice during practice placements. Others have identified the difficulty students have relating theory to practice. However, as there appears to be a gap in current literature, from an Irish perspective, it is essential to highlight if Irish students can integrate theory to practice during their first practice placement. Design. A qualitative method incorporating the Heideggarian approach of phenomenology was utilized. Methods. A purposeful sampling technique was used to select six participants from all first year students. Interviews were conducted using a semi‐structured interview schedule. Data were analysed using the Giorgi method of analysing phenomenological data. Results. The participants identified that sessions taught in the clinical skills laboratory before the first practice placement, which they identified as ‘basic nursing skills such as taking and recording vital signs and hygiene needs of patients were useful and helped them to integrate theory to practice during their first practice placement. These results are relevant to this paper as they identify the use of teaching sessions in the clinical skills laboratories, enabling students to link theory to practice during practice placements. Conclusions. Nursing students must be adequately prepared to carry out clinical skills competently and efficiently. Educators and practitioners must display the knowledge and skills required to promote theory–practice integration, to enhance nursing students education, which in turn will optimize high standards of patient care. Relevance to clinical practice. Clinical skills laboratories are essential to help students develop the collaborative skills required for a profession like nursing. It is essential that students are adequately prepared to carry out clinical skills during their first practice placement, and have the ability to link theory to practice.     

Defining control over nursing practice and autonomy

Control over nursing practice and autonomy describe how nurses influence decisions about their practice. Both have been associated with professional practice environments that result in nurse satisfaction and quality patient outcomes. The terms are often commingled and confused, which limits their applicability in practice and research. The author clarifies the concepts of control over nursing practice and autonomy as they relate to decision making in nursing, which provides a foundation for their application in practice and research.     

Towards rehabilitative handling in caring for patients following stroke: a participatory action research project

Aim of the study. This study aimed to facilitate nurses to take ownership of their moving and handling practice. Objectives. To (i) facilitate nurses in sharing their insights in moving and handling patients following stroke, (ii) enable nurses to identify facilitators of safer moving and handling practice, and (iii) empower nurses in collaboration with physiotherapists to direct changes in their practice. Background. Traditional top down moving and handling training has had variable impact on nursing practice. A moving and handling incident in a stroke unit demonstrated that there were professional development needs for staff in the stroke unit in relation to their moving and handling practice in the care of patients following stroke. Methods. An insider participatory action research approach was utilized. Data were analysed from focus group meetings, brainstorming sessions, observational studies, and from written reflective accounts. Findings. Peer pressure, communication, rehabilitative handling awareness, teamwork between nurses and physiotherapists, equipment and environmental issues were affecting moving and handling practice. Nurses identified that equipment, environment, communication and teamwork strategies would facilitate them in using rehabilitative moving and handling practice. Nurses in collaboration with physiotherapists directed changes in their practice. Participant staff members felt involved and valued, and reported changes in understanding, in their handling practice, and enhanced teamwork. Conclusion. Participatory action research creates a supportive environment, where those directly involved in moving and handling patients can investigate and direct changes in their practice. Thus it is a significant vehicle for delivering professional development in moving and handling practice. Relevance to clinical practice. Professional development initiatives in moving and handling practice must incorporate processes that enhance inter‐disciplinary teamwork and value and utilize the views and experiences of the staff who move and handle patients.     

Evidence-based practice in primary care—An explorative study of nurse practitioners in Norway

Evidence-based practice (EBP) has been a priority in health care in recent decades. However, few studies have investigated EBP in primary care. The aim of this study was to explore the knowledge that nurses with a bachelor’s degree use in their clinical practice of primary care. Focus group interviews were used. The sample consisted of 20 nurses in primary care practice. The data were analysed with systematic text condensation. Our findings show that most nurses use their own knowledge, their colleagues’ knowledge, knowledge acquired during nursing education, nursing literature, and guidance from expert personnel, but seldom use research. We recommend improving and developing the clinical practice of primary care. Referring to and analysing specialist and scientific data about specific topics may lead nurses to critically evaluate their clinical practice, and may enhance their theoretical and scientific knowledge related to clinical practice.     

护理本科生毕业实习不同时期的压力源、压力水平及其变化趋势

[目的]描述护理本科生不同实习时期的压力源、压力水平及其变化趋势。[方法]以基本情况调查表、实习护生压力源量表为工具,对方便抽样的北京和山东4所护理学院的145名本科护生于1周、1个月、3个月和实习5个月时进行了4次调查。调查学生其压力源及压力水平。[结果]不同实习时期本科护生面临的前10位的压力源及其排序有所不同,6个方面的压力源均产生了中等以上水平的压力,不同实习时期各个方面的压力均有统计学意义(P<0.05),且随着实习时间的推移均呈下降趋势。[结论]本科护生实习期间面临的压力源给护生带来了较大的压力,但随着实习时间的推移呈下降趋势。     

Bringing the population into focus: a natural development in community health nursing practice. Part I

An interpretive study conducted in a Midwestern metropolitan area was designed to examine expertise in everyday community health nursing (CHN) practice. Twenty-five nurses from three practice areas (traditional, nontraditional, and program development) participated in group and individual interviews and field observations, sharing stories of their practice. Transcribed interviews and field observation notes were analyzed as a text. One of the major findings of the study focused on experiences of the nurses as they developed the population aspects of their everyday practice. Part I describes the natural development of a population focus of CHN generalists whose care most often targeted individuals and families. The stories of how their practices evolved and were supported by their institutions provided insights into how nurses develop a broad population-focused practice perspective. Part II examines the practice of those CHN specialists who nurse their target populations from an intentional perspective. Their population-focused practice, in which they repeatedly displayed what the research team terms multilingual and multiperspectival skills, was solidly based in their prior individual and family-focused experience and expertise in program planning and evaluation.     

Exploring idealism in palliative nursing care through reflective practice and action research

This article describes a qualitative research project using a combination of action research and reflective practice. Six experienced registered nurses identified their tendency towards idealism in their palliative nursing practice, which they defined as the tendency to expect to be 100% effective all of the time in their work. Participants collaborated in generating and evaluating an action plan to recognize and manage the negative effects of idealism in their work expectations and behaviours. Participants expressed positive changes in their practice, based on adjusting their responses to their idealistic tendencies towards perfectionism.