第10届上海国际造口治疗师学校即将开班

正[本刊讯]第10届上海国际造口治疗师学校将于2017年4月初开班。学校将继续秉承严谨的教学管理理念,采用理论学习与临床实践相结合的教学模式,通过合理的课程设置安排,让广大学员在为期3个月的全脱产学习过程中取得最大收获。上海市护理学会与上海交通大学护理学院联合主办的上海国际造口治疗师学校已培养了9届162名具有国际认证的国际造口治疗师,部分学员学成后已开设专科护理门诊,为造口患者解决了大量临床实际问题。     

专职造口治疗师管理实践与成效

造口专科护理在我国是个新兴的专业,2001年我国大陆地区第一所造口治疗师培训学校在中山医科大学成立,促进了我国造口专科护理的发展。我院分别于2004年及2009年各选送一名肠外科护士去中山医科大学造口治疗师学校参加培训,随后前往香港玛丽医院进行临床实习,两名护士学成回来后,一名在肠外科从事造口治疗师工作,另一名专职从事造口专科护理工作,现将我院专职造口治疗师管理的实践及成效与大家分享。     

我国造口治疗师培养与使用的思考

针对我国造口治疗师培养的起源和现状以及造口治疗师的角色和工作模式,结合实际工作,阐述我国造口治疗师培养和使用的体会,并结合现状建议扩大造口治疗师培养规模及覆盖面、提升造口治疗师的学历、规范学校教材标准和建立师资沟通交流平台;建议设置伤口、造口护理专科护士岗位并制订相关规范,以减少医疗风险,提升专科护理质量.     

上海国际造口治疗师学校第8期课程班即将开班

[本刊讯]由世界造口治疗师协会授权、上海市护理学会和上海交通大学护理学院联合举办的上海国际造口治疗师学校第8期课程班将于2015年4月上旬开班。上海国际造口治疗师学校成立于2008年3月,至今已培养了7届116名具有国际认证的造口治疗师,学校教学管理严谨,师资力量雄厚,专业课程分为理论和临床实习,学员完成全部3个月的课程,通过专业考核,可获得"世界造口治疗师证书"(国际认证)及上海国际造口治疗师学校颁发的"造口治疗师课程结业证书"。上海国际造口治疗师学校的开办对培养从事造口护理、伤口护理、失     

国际造口治疗师课程在中国开设的效应和分析

目的评估国际造口治疗师课程(ETNEP)在国内开设的效应。方法利用问卷调查学员学成回院后在造口护理专科的工作进展和成效。结果大部分ET从事临床护理并涉及造口护理工作,有8人(17．0％)已经担任全职的造口专科护理,12人(25．5％)开设造口门诊,工作范围主要是造口、伤口护理。同时ET们积极从事专科的护理科研和教学和该领域的社会活动。结论结合中国的实际情况,该课程作为中国造口治疗师的培养模式是可行的,学员回院后对该专科护理的开展已推进了整个中国造口康复事业的发展。     

2021年上海国际造口治疗师学校即将开班

正[本刊讯]上海国际造口治疗师学校2021年招生工作已于2月底截止,拟于4月上旬开班。学员完成全部课程并通过专业考核后,可获得《世界造口治疗师证书》及上海国际造口治疗师学校颁发的《造口治疗师课程结业证书》。上海国际造口治疗师学校由上海市护理学会与上海交通大学护理学院联合主办,     

上海国际造口治疗师学校第8期课程班即将开始

<正>[本刊讯]由世界造口治疗师协会授权、上海市护理学会和上海交通大学护理学院联合举办的上海国际造口治疗师学校第8期课程班将于2015年4月上旬开班。上海国际造口治疗师学校成立于2008年3月,至今已培养了7届116名具有国际认证的造口治疗师,学校教学管理严谨,师资力量雄厚,专业课程分为理论和临床实习,学员完成全部3个月的课程,通过专业考核,可获得《世界造口治疗师证书》(国际认证)及上海国际造口治疗师学校颁发的《造口     

第11届上海国际造口治疗师学校即将开班

正[本刊讯]第11届上海国际造口治疗师学校将于2018年4月初开班。学校将继续采用为期3个月的全脱产理论+实践学习模式,提升学员对造口-伤口-失禁护理的理论知识、临床技能及独立处理问题的能力。上海国际造口治疗师学校由上海市护理学会与上海交通大学护理学院联合主办,至今已培养了覆盖全国29个省市自治区的186名具有国际认证的造口治疗师,其中2名学员     

伤口造口专科护理实践培训的做法与效果

目的探讨伤口造口专科护理实践培训的做法与效果。方法根据学员的情况、学习时间分别制订培训计划,包括伤口造口理论知识、操作技能实践、参与造口门诊出诊及医院临床疑难伤口会诊、考核等方法。结果共完成护士专科技能培训272人,其中造口治疗师55人,院外学员166人,本院伤口造口小组成员51人。结论通过伤口造口专科护理实践的培训,为护士提供了一个专业技能指导平台,可以提高护士的专业技能。     

造口治疗师职业角色的探讨

造口治疗师（Enterostmal therapist ET）是指负责腹部造口的护理、预防及治疗肠造口并发症,为患者及家属提供与肠造口有关的咨询服务和心理护理,以使患者完全康复为最终目的的专业护理人员。1958年美国的Norma Gill成为了世界上第一位造口治疗师,1961年成立了第一所造口治疗师学校,开创了造口治疗及护理。我国造口治疗师的培养起步于1988年,2001年我们开始从事专职造口治疗师的工作,现就工作中经验和体会报道如下。     

专科护士培养状况及其对专业学位硕士培养的启示

目的了解学员对专科护理课程的评价及其学习困难度,为制订专业学位硕士培养方案提供依据。方法采用便利抽样法,利用专科护理课程调查表,对参加专科护士培训的80名学员进行调查。结果全部学员认为设置专科护理理论课程是必要的,课程内容能体现专科特色,学员普遍对课程设置、课堂教学、临床教学及课程管理表示满意。课程难易度适中,有专科临床经验的学员学习困难相对较小。结论专科护理课程的设置及教学成效总体是满意的。建议护理硕士专业学位课程中应设置相应的专科护理课程,保证充足的学时数、足够的临床专科训练时间,并在学习专科护理课程前到相应临床专科轮科,采取学院导师与医院副导师(专科护士)集体指导的方式培养护理硕士专业学位研究生。     

Maternal-infant clinical nurse specialist performance assessment: development of an evaluation tool

The Maternal-Infant Clinical Nurse Specialist Performance Evaluation Tool was developed to assist students to enact certain role behaviors of the clinical nurse specialist (CNS) in maternal-infant nursing and to provide faculty with a measurement of such behaviors for the purpose of student clinical evaluation. Items for the behaviorally-anchored, criterion-referenced tool were derived from current standards of CNS practice, expected competencies of the CNS as reported in the literature, and program and course objectives. Initial use of the tool with graduate students in the maternal-infant specialty indicated a valid and reliable rationale for continued use. Since the categories of the tool represent common CNS roles, it should be applicable to other specialties.     

The role of the clinical nurse specialist

In this article, the role of the clinical nurse specialist (CNS) at the University Hospital Insel in Bern, Switzerland, is described using four examples from daily practice. The first describes how the CNS may influence patient care by direct care, bedside teaching, or case reviews. Therefore, this form of co-operation with the nursing teams is a very important factor for improving nursing care. The second example is about wound care. Although the CNS work as generalists on the wards, they also have their specialist fields, where they have in-depth knowledge, skills and expertise. The third example describes how a CNS initiated an interprofessional working group with the aim of improving palliative care and palliative medicine throughout the hospital. Although such knowledge already existed in the hospital, it was not easily accessible to all the health care professionals. The fourth example is about project management. A CNS acted as a project leader of a multiprofessional group for pain assessment and management in babies, children and adolescents. This example also shows how a problem occurring in daily practice can be worked out and resolved.     

Society of Trauma Nurses position statement on the role of the clinical nurse specialist in trauma

The clinical nurse specialist (CNS) is included in the collective term advanced practice nurse. Preparation of the CNS involves completion of a graduate program with a clinical focus, specialty certification, and state-defined requirements for licensure.The trauma CNS demonstrates advanced clinical knowledge based on an in-depth understanding of the pathophysiology of trauma combined with extensive practical experience observing human responses to injury. The trauma CNS assumes the traditional subroles as expert practitioner, educator, consultant, and researcher with the proportion of time spent in each subrole based on the needs of the trauma program. The CNS's ability to minimize variances in care and prevent adverse outcomes directly support performance improvement. The Society of Trauma Nurses recognizes and supports the utilization of CNSs in trauma programs.     

The clinical nurse specialist: from the outside looking in

This paper considers the role of the clinical nurse specialist (CNS) as portrayed in the literature. The historical development of the role is highlighted, rationale for preparation at an advanced level presented and controversy regarding placement of the CNS in a line or staff position outlined. Also discussed are the five commonly accepted sub-roles of the CNS (practitioner, educator, consultant, researcher and change agent) as well as a new role (staff advocate) which can be seen to be emerging in the literature. The author presents some of her observations of the role of the CNS at a large urban teaching hospital and concludes that congruence between the ideal role portrayed in the literature and the actual practice of the role is possible.     

骨科专科护士培训的研究

目的了解护士对骨科CNS(专科护士)任职资格的理解、需要培训的内容和需求情况,为今后提供针对性的骨科护士继续教育提供依据。方法采用问卷调查方法,对北京一家三级甲等医院骨科,运动医学科病房40例护士进行调查分析。结果调查显示目前护士希望成为骨科CNS要在骨科工作最低5年时间,要有较强的沟通能力、人际交往能力、健康宣教能力、开展本专业专科领域护理研究的能力。结论骨科CNS要培训的内容有骨科专科护理知识及技术。对伴随疾病如高血压、糖尿病的相关知识护理研究、护理边缘学科的相关知识:人文、社会、法律、伦理、沟通等方面的培训。确保护士继续教育的质量。     

The role of the clinical nurse specialist

AIM: To investigate the current work and role of the clinical nurse specialist. METHOD: Twenty semi-structured interviews were undertaken with clinical nurse specialists and analysed using the constant comparative approach of grounded theory. RESULTS: The clinical nurse specialists (CNSs) in this study identified the communicator-carer role as their key remit. This was perceived as being extremely effective and unique as well as providing the CNS with his or her main source of job satisfaction. Nonetheless, intrinsic desires and external demands create a considerable workload that therefore needs to be prioritised. In addition, the legitimacy of certain demands needs to be challenged to ensure appropriate demands are met and relevant opportunities realised. CONCLUSION: The pivotal role of the CNS might be under threat as it fails to fulfill its original extensive remit, specifically that of undertaking research.     

ICU临床护理专家培养现状

国外一些发达国家临床护理专家(CNS)的培养已经比较成熟,对ICUCNS从入学要求、培养目标、课程内容、教学形式、考核及认定等方面都有严格的标准。我国港澳台地区的ICU高级护士培养也在努力与国际接轨。我国内地目前尚无正式的ICUCNS认证、培养和教育体制,对ICU护士的培养大多属于专科护士范畴,与国外的ICUCNS有着本质区别。借鉴国外的成功经验,建立一套适合我国国情的ICUCNS培养体系已成当务之急。     

Guidelines for clinical nurse specialist education

A recent survey of clinical nurse specialist (CNS) programs found significant differences among the programs in the number of classroom and clinical hours required and some variation in curricular content. To address these differences, the National Association of Clinical Nurse Specialists (NACNS) developed Guidelines for Clinical Nurse Specialist Education and charged the Education Committee of NACNS with testing and refining them. This article describes the methods used by the Education Committee to test and refine the Guidelines and presents the finalized document. The 18 Guidelines provide quality indicators for CNS programs in the areas of organization and faculty, program admissions, curriculum, clinical resources and experiences, and program evaluation. NACNS recommends that these Guidelines be used in addition to accreditation standards to evaluate CNS programs and to guide development of new CNS programs.     

Charting a course for your future: a directory of clinical nurse specialist programs in the United States

Interest in clinical nurse specialist (CNS) programs is increasing rapidly, and schools of nursing are responding to the demand by expanding existing programs and opening new programs. In 2000, the Education Committee of the National Association of Clinical Nurse Specialists (NACNS) surveyed master's-degree programs throughout the country and identified programs that educate CNSs. From that work, it created an updated directory of current CNS programs. This article discusses common requirements of CNS programs, suggests questions that prospective students should consider when selecting a CNS program, and provides a current list of CNS programs in the United States.