共查询到19条相似文献,搜索用时 218 毫秒
1.
2.
目的:探讨基于护理胜任力本位教育的规培在心内、外科轮转护士中的运用效果。方法:选取2015年-2018年轮转普外科病房的48名护士为对照组,采用传统的规培计划进行轮转培训。2015年-2018年轮转心内、外科病房的43名护士为实验组,采用基于护理核心胜任力本位教育的规培计划进行培训。 结果:实验组的护士核心胜任力高于对照组。 结论:以护理核心胜任力的本位教育的规范培养能提升心内、外科轮转护士的核心胜任力。 相似文献
3.
4.
5.
目的 基于世界卫生组织康复胜任力架构(RCF),构建以胜任力为本位并且满足残疾学生教育康复需求特点的本科层次特殊教育专业,提升特殊教育专业建设的水平,适应基于胜任力教育发展的要求。方法 运用RCF的理论与方法,参照《特殊教育教师专业标准(试行)》《特殊教育专业认证标准》和《特殊教育专业师范生教师职业能力标准》,分析学校教育情境中特殊教育教师的胜任力要求。结果 构建了基于RCF的特殊教育教师胜任力架构,提出了基于RCF的特殊教育专业设置原则和基于RCF的特殊教育专业建设的原则,根据学校教育环境的特点,建立了适用于本科层次特殊教育专业的胜任力模式。结论 RCF作为一个服务全民健康的全球康复胜任力架构,其理论与方法对于构建特殊教育专业基于胜任力的教育体系具有重要的意义。基于RCF构建了本科层次特殊教育专业的原则、方法、教育目标以及方法体系,促进实施国家《特殊教育教师专业标准(试行)》、《特殊教育专业认证标准》和《特殊教育专业师范生教师职业能力标准》。 相似文献
6.
7.
以青海卫生职业技术学院护理专业教育教学改革为例,从确立以护理胜任力为人才培养目标,形成特色鲜明的"1.5+1.5"护理人才培养模式,根据岗位需求优化课程体系,采用护理胜任力教学模式,并初步构建合理的护理胜任力评价体系几方面阐述了护理胜任力本位教学模式。 相似文献
8.
9.
护理核心胜任力本位教育的研究与实践 总被引:7,自引:0,他引:7
卫生保健系统的改革给护理工作带来了新的巨大挑战,而传统的护理课程难以满足现代护理人才培养的需要.施行胜任力本位教育有助于提高护理毕业生的职业胜任力,适应社会的需求.本文通过文献回顾,系统介绍了护理核心胜任力本位教育,包括核心胜任力的界定,护理核心胜任力本位课程的研制、教学方法和评价方法的研究和实践,旨在为护理课程改革提供可供借鉴的方法. 相似文献
10.
总结了提高临床护理教师胜任能力的体会。临床护理带教教师胜任能力具体包括显性教育以及隐性教育2方面内容,如教学内容和教学形式的灵活、教学技巧的多样化、注意学生职业素质的培养等。认为提高临床护理带教教师胜任力有助于确保临床护理教学工作优质完成、培养出适合时代发展需要的护理人才。 相似文献
11.
12.
Some important limitations of competency-based education with respect to nurse education: an Australian perspective. 总被引:2,自引:0,他引:2
H Chapman 《Nurse education today》1999,19(2):129-135
Issues concerning competency-based education (CBE) have recently promoted much discussion and debate throughout most developed countries. This paper provides an Australian perspective and adds to the wider debate about CBE by deliberating on the part professional competency standards should play in a university curriculum, specifically the undergraduate nurse education curriculum. A position is developed by addressing the following thesis statement: the competency-based approach to nursing education is an indisputable reality but nursing competencies must not be allowed to control the curriculum. Some background material is briefly reviewed in order to situate CBE, nurse education, and nursing competencies in their Australian economic and sociopolitical context. The position is then explicated through an examination of some intersections between nursing competencies and aspects of undergraduate nurse curriculum making. 相似文献
13.
Marion Leach Lewis Amy Govoni Yvonne Camp Linda L. Pierce Judith Salter 《Rehabilitation nursing》1993,18(4):221-225
The success of achieving a competency-based rehabilitation nursing practice is shared in this article. An education day provided a comprehensive approach to ensure that practicing staff nurses stay abreast of the knowledge and skills necessary to provide quality patient care. This article details the decision-making process, competency development, strategies, and evaluation of the competency program. Formal documentation of competency testing is an asset for follow-up and accreditation review. 相似文献
14.
This article addresses the needed shift in nursing education from an information-driven approach in teaching to a process that promotes higher level thinking and clinical judgement. Strengths and weaknesses of problem-based learning and competency-based education in nursing are presented. Whereas the former focuses on critical thinking and clinical judgement, the latter's emphasis is on clinical competency. The appropriateness of the philosophies in both academic and practice settings is discussed. 相似文献
15.
The competency-based approach to education, training and assessment has surfaced as a key policy in industrialised nations. Following the transition of nurse preparation to the higher education sector the need to attenuate the tension of interests between employer and educator arose. While the competency-based approach has the potential to fulfil this, the application of competence to nursing is controversial and little consensus exists on definition. This paper synthesises a significant volume of literature relating to the acceptability and definition of the concept of competence with regard to nursing practice. Subsequent to a focused review of literature, problems inherent to the definition and utilisation of the concept of nursing competence are discussed. Because nursing requires complex combinations of knowledge, performance, skills and attitudes, a holistic definition of competence needs to be agreed upon and operationalised. This could facilitate greater acceptance of the concept and also underpin the development of competency standards and the tools required for the assessment of such. 相似文献
16.
The competency-based approach to education, training and assessment has surfaced as a key policy in industrialised nations. Following the transition of nurse preparation to the higher education sector the need to attenuate the tension of interests between employer and educator arose. While the competency-based approach has the potential to fulfil this, the application of competence to nursing is controversial and little consensus exists on definition. This paper synthesises a significant volume of literature relating to the acceptability and definition of the concept of competence with regard to nursing practice. Subsequent to a focused review of literature, problems inherent to the definition and utilisation of the concept of nursing competence are discussed. Because nursing requires complex combinations of knowledge, performance, skills and attitudes, a holistic definition of competence needs to be agreed upon and operationalised. This could facilitate greater acceptance of the concept and also underpin the development of competency standards and the tools required for the assessment of such. 相似文献
17.
Patient safety education and baccalaureate nursing students' patient safety competency: A cross‐sectional study
下载免费PDF全文
![点击此处可从《Nursing & health sciences》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Nam‐Ju Lee PhD RN Haena Jang MSN RN Su‐Yeon Park MSN RN 《Nursing & health sciences》2016,18(2):163-171
This cross‐sectional study examines baccalaureate nursing programs in South Korea to determine how and to what extent patient safety education was delivered, and to assess nursing students' patient safety competency. The Quality and Safety Education for Nurses (QSEN) student evaluation survey and a Patient Safety Competency Self‐Evaluation tool were used. We distributed 234 surveys to senior students in four nursing schools; 206 (88%) students responded to the survey. The majority of students (81.6%) reported that they had received patient safety education during coursework. Patient safety education was delivered primarily by lecture rather than during laboratory or simulation sessions. The degree of coverage of QSEN competency and the students' self‐reported competency in total and attitude scores showed statistical differences among nursing schools. Students' attitude score was significantly higher than skill and knowledge. Our results confirm the need to revise the nursing curriculum and to use various teaching methods to deliver patient safety education more comprehensively and effectively. Furthermore, there is a need to develop an integrated approach to ensuring students' balanced competency. 相似文献
18.
Jones M 《Nursing in critical care》2002,7(3):111-120
In the absence of nationally accepted critical care competencies, each educational institution providing critical care programmes is forced to define the essential competencies necessary for practice, leading to variations in expected practice and the emergence of 'postcode' competencies. This research report aims to build upon competency activity for all areas of nursing practice within critical care levels 1, 2 and 3. A functional analysis to elicit core critical care competency statements was conducted and a modified Delphi technique was used to generate consensus opinion from a pan-London purposive sample of nurses working in critical care. The functional analysis group identified four competency statements and elements of competencies. Consensus agreement of 80% was achieved with mean agreement scores that exceed 97%. A core critical care competency framework was refined and developed by expert nurses drawing on their own experience and knowledge of critical care nursing. The framework could be useful to: educationalists designing competency-based curricula; critical care managers as a tool for recruitment and retention and for education and training of staff; individual critical care nurses to facilitate continuous professional development. 相似文献
19.
《Nurse education in practice》2002,2(1):44-48
Competency-based approaches to education and professional development have increased the need for nursing practitioners to submit their clinical practice to scrutiny through the development and assessment of portfolios. This paper examines the role of portfolio development as a method of assessing competency in and for practice and provides a brief synopsis of opposing views in relation to competency-based approaches. 相似文献