临床科主任的道德要求

简述了科主任自身必须具有良好的政治素质、事业心、责任感。在管理上重视对员工医德教育,坚持“以病人为中心”。在执行医疗规章制度;科学、合理用药;急、危病人管理;和谐医患关系、同事关系方面发挥好表率和督导管理作用,只有这样才能履行好科主任管理职责。     

浅谈教师专业道德

教师专业化及教师专业道德的发展越来越得到社会各界的重视,相关研究也日益成为研究热点。本文通过分析教师专业道德的内涵和特性,探讨教师专业道德在教师专业化发展中的作用,为促进教师专业化的健康发展提供了理论依据。     

试论临床诊疗活动中的医学道德要求

论述了临床医务人员在询问病史、进行体格检查和各种辅助检查的临床诊断，以及在药物、手术、心理临床治疗的实践中应该遵循的医学道德要求。     

新世纪护生角色转换对临床带教老师的要求

随着医学模式的转变,高等护理教育的发展,护理队伍整体素质的提高,以病人为中心的整体护理及健康教育为新世纪护生角色转换提出更高的要求.临床实习是护生角色转换的过度阶段,在这阶段中,临床带教老师起到很重要的作用.如何做好带教并使护生角色顺利转换是现在临床带教老师面临的重要课题.因此,带教老师应达到以下要求.     

心理护理护士的道德要求

人在患病以后，由于正常社会角色的转变，进入患者角色，往往由于疾病折磨，住院诊疗环境的变化，新人际关系的调节等，都会使患者产生特有的心理需要和心理反应。心理护理，就是在人的心理活动发生发展和变化中，探索患者从生病到健康整个过程心理活动规律和反应特点；并且采用一系列良好的心理护理措施，去影响患者感受和认识，以改变     

浅谈临床用药与护理道德

护理道德是一种特殊的社会意识,对社会存在及医学、护理科学的发展,对提高医院医疗护理质量,对增进人民健康、促进社会经济与文化的发展等,具有其它社会意识所起不到的作用。护理道德在当前新形势下有着新的内涵,而护理专业对象的特殊性,决定了护士必须具备良好的道德修养。 道德贯穿于每个人的生命过程,护理道德在护理岗位上     

心理护理的道德要求

随着现代护理学的发展，以病人为中心的整体护理的问世，心理护理占有重要地位，因此研究心理护理及其道德要求，对于搞好心理护理具有重要意义。那么护士在心理护理中应遵循哪些道德要求？     

反思体育课堂教学,重新定位教师角色

传统的体育教学设计围绕老师的"教"而展开的,也就是说,这些师生活动是在"教师要如何教"的前提下由教师向学生传递知识,学生的任务是听、练、接受、掌握运动技能的过程,学生被动的接收知识.新课程倡导学生通过"自主、合作、探究"的学习方式,获得终身发展的素质,强调以学生发展为中心,帮助学生学会学习.这就要求体育教师确立新的教育观念,改变原来习以为常的教学方法、教学行为和教学手段,重新认识和确立自己的角色,提升课程意识,提高教师专业化水平.     

促进临床教师教学能力提高的长效机制研究

临床教师教学能力的高低决定了医学教育人才培养质量的优劣.根据临床教师的结构特点、教学能力现状、教学培训现状,系统分析了影响临床教师教学能力的主要因素,包括教师个人知识结构缺陷、医院重人力使用轻人才培养、教学能力培养体系不完善和收入分配及考核评价制度欠合理等4个方面;从转变教育理念、制定培训计划、完善培训体系、实施资格准入、健全激励机制等方面提出了促进临床教师教学能力发展的一系列措施.     

临床带教老师对护理本科生职业态度的影响

目的探讨临床带教老师对护理本科生职业态度的影响。方法采用便利抽样法选择2011年7月—2012年3月在武汉大学人民医院实习的240名护理本科实习生为研究对象,将其随机分为试验组和对照组,每组120名。采用便利抽样法抽取工作5年以上、本科及以上学历的36名临床教师,根据护士职业态度量表评分并由高到低将其分为2组,每组18名。职业态度优良的带教试验组,职业态度一般的带教对照组。实习前、实习结束前1周用护生职业态度问卷对2组护生进行问卷调查。结果试验组及对照组实习护生在实习前其职业态度评分的差异无统计学意义（P〉0．05）,实习结束前1周,2组护生的职业态度评分分别为（8．54±0．79）和（4．61±0．53）分,差异有统计学意义（t：27．91,P〈0．01）。临床带教老师的工作态度、关心同学、专业技术与护生职业态度关系均较为密切。结论临床教师带教可以提升护生职业态度,良好的工作态度、过硬的专业技术可以有效引导护生形成积极、稳定的职业态度。     

医务人员职业道德情感及其培育新探

对医务人员的职业道德情感进行研究,培育医务人员健康、积极的职业道德情感,是医疗实践的需要,也是构建和谐医患关系的需要.医务人员职业道德情感包括同情感、关怀感、尊重感和责任感.医务人员职业道德情感的培育应从医科院校、社会、医院、医生个体着手,即搭建学校、医院协同教育平台;坚持理智、公正、实事求是的社会舆论导向;完善卫生法律法规体系;营造"人道主义"的医院环境;发挥医者个体的主观能动性.     

西藏藏族中小学教师亚健康与职业倦怠的关系

目的探讨西藏中小学教师的亚健康与职业倦怠的关系。方法采用职业倦怠问卷(Maslach)和亚健康量表,以628名西藏中小学教师为被试采用不记名问卷调查。结果 (1)西藏中小学教师生理健康与心理健康状况显著低于一般人群,社会健康状况显著高于一般人群;西藏藏族中小学教师存在职业倦怠,但尚未达到中度水平。(2)相关分析显示,职业倦怠与亚健康呈显著负相关(P﹤0.01)。(3)回归分析发现,去个性化和情感衰竭是影响教师生理亚健康的主要因素,低成效感和情感衰竭是影响心理亚健康的主要因素,情感衰竭、成效感和去个性化是影响社会亚健康的主要因素。结论西藏藏族中小学教师职业倦怠是影响其亚健康的重要因素。相关部门应采取一些措施,降低中小学教师的职业倦怠,提高他们的健康水平。     

Professional language: understanding and being understood

Language is a vital means of communication and education plays a key role in developing both our general language capabilities but also our use of ‘Professional language’. Learning a professional language is like being inducted into the profession through the shared use of arcane and often obscure words and terminology. What makes sense to a ‘Professional’ could well be gobbledygook/meaningless/nonsense to anyone else. This CPD activity is designed to encourage us to think about how we speak and communicate. In a multicultural country, we have to be aware of both how we communicate and also how colleagues and patients are communicating.     

A Different Pathway for the Professional Preparation of Early Childhood Teachers in Britain

This article examines the history behind and current status of the professional preparation of teachers who are knowledgeable about and appropriately qualified to work with the youngest children in a range of educational environments in Britain. The development of an alternative pathway for student teachers with a specific interest in working with children under 8 years of age is described.     

Hiring Requirements and Qualifications of School Food Authority Directors Changed in Some Districts After Implementation of US Department of Agriculture Professional Standards

BackgroundIn 2015, the US Department of Agriculture set minimum education and training requirements (ie, professional standards) to ensure that school nutrition professionals have the knowledge and experience to operate school meal programs. No study to date has examined whether hiring requirements and qualifications of school food authority (SFA) directors have changed since 2015.ObjectiveTo assess changes in hiring requirements and qualifications of SFA directors since the US Department of Agriculture professional standards were established, overall and by district size.DesignCross-sectional analysis of nationally representative district-level data from the 2012 and 2016 cycles of the School Health Policies and Practices Study.Participants/settingIn 2012, 660 sampled districts completed the School Health Policies and Practices Study Nutrition Services questionnaire. In 2016, 599 sampled districts completed the questionnaire.Main outcome measuresHiring requirements for newly hired SFA directors and reported qualifications of SFA directors.Statistical analyses performedDifferences in prevalence estimates from 2012 to 2016 for all districts and by district size were assessed with χ² tests.ResultsSignificant increases were found for 3 hiring requirements: degree in nutrition or related field, registered dietitian credential, and food safety certification. Significant changes in 4 of the 5 reported qualifications were found including an increase in the percentage of district directors with a degree in nutrition or a related field and decreases in the percentage of directors with a School Nutrition Specialist credential from the School Nutrition Association, School Nutrition Association certifications, and certified dietary managers. Changes were found in small and medium districts, but not large districts.ConclusionsDistrict hiring requirements and SFA director qualifications have changed since the implementation of the US Department of Agriculture professional standards, including some differences by district size. Future research could identify challenges facing districts in hiring directors who have a degree in nutrition or related fields or who have specialized nutrition credentials or certificates (eg, registered dietitians).     

The Selection and Preparation of Early Childhood Teachers: Perceptions of Employers and Teachers

This study reports the findings of a survey of a sample of ninety respondents who included employers of early childhood teachers and teachers who currently are employed in early childhood educational settings in the south west of England. The aim of the project was to explore perceptions about the type of person who was preferred for selection into early childhood training courses, what content should be taught and how it should be taught in order to prepare early childhood teachers to effectively fulfil a range of roles both independently and with support The results of the study revealed many similarities and some differences in opinions between employers and teachers about the ideal person for and means of preparation of early childhood teaching. A range of variables were considered to affect attitudes to the type of person who was preferred with age and gender regarded as unimportant. Previous experience with children, entry qualifications and attitudes to and understanding of young children were given more weight. Certain content and teaching styles were regarded as being more relevant and effective to prepare early childhood teachers to meet the needs of the field for the next century. Implications for the development of training courses for early childhood teachers are discussed.     

医院护理队伍现状分析与学科发展对策

护理学科建设是医院改革的重要组成部分。本文就一所省级三级甲等医院护理队伍的现状进行了分析研究,发现了阻碍护理学科发展的四个重要问题,即知识结构不完善,难以适应医疗卫生事业发展的需要;护理人员整体、全方位护理工作能力欠缺;科研工作的技术水平低,缺乏具有特色的研究方向;当前护理人员心身素质不佳,工作条件亟待改善。针对上述问题,笔者根据国内部分医院的经验,提供了促进护理学科发展的对策性建议,以期护理学科在新形势下加速建设、发展,适应国民经济飞速发展和实现21世纪卫生事业战略目标的需要。