课程负责人竞聘管理模式的建立与实践

目的探讨护理专业课程建设模式,提高课程质量。方法对护理专业课程进行立项建设,实行课程负责人竞聘管理制。设置课程建设评价指标体系,按教学周期对课程进行评估验收。结果经过4轮立项建设,护理主干课程体系趋于完善和稳定,多门课程获得优秀课程评价,课程教学质量明显提高。结论课程负责人竟聘模式促进了护理课程的发展与建设,配套的课程建设评价体系推动了护理课程建设质量的整体提升,调动了骨干师资的积极性和创造性。     

Teaching ethics in nursing

Being a professional nurse requires ethical decision making and this in turn necessitates an effective learning process. The active participation of students in the teaching of ethics will contribute to this process. This study was conducted at Hacettepe University School of Nursing, Ankara, Turkey, to determine the views of students about the nursing ethics content in the curriculum, the examination system, and some educational characteristics of the teachers responsible for the course. The sample comprised 113 students who participated voluntarily. In general, the students expressed a positive view relating to the course content and the teachers. The majority stated that the discussions on case study analysis by using ethical principles, rights, legal aspects and the use of the International Council of Nurses Code of Ethics were very useful in developing ethical decision-making skills. We believe that the results of this study will enhance our efforts in amending this course and improving the ethical decision-making skills of our students.     

《临床护理技能》精品课程的建设与体会

目的通过对《临床护理技能》精品课程的建设,提高学生的学习效果。方法培养“双师型”素质的教师队伍,构建新的课程体系和教学内容,开展实践教学。结果提高了学生综合能力和素质。结论通过精品课程的建设提高了护理专业学生的教学质量。     

高职护理专业健康评估精品课程建设的实践

高职护理专业健康评估课程建设中创新建设理念,以岗位职业能力分析为基础设计项目课程,制订课程标准,编写新教材,采用多种教学方法,专兼职教师合作教学等改革,教学质量明显提高,师资培养成效显著.建议学校在经费、技术、人员等方面加以支持和保障,以提高课程建设水平.     

工作教导课程在提高临床带教老师教学指导能力培训中的应用研究

目的探讨工作教导课程在临床带教老师教学指导能力培训中的应用效果。方法选取112名临床护理带教老师为研究对象,应用工作教导课程进行3个月培训,包括组建培训师资、构建培训大纲、实施培训方案。培训结束后,采用自身对照法,比较带教老师培训前后理论、技能考核成绩,临床实践指导能力及学生对教学效果满意度。结果培训后带教老师理论、技能考核成绩,临床实践指导能力及护生对临床带教老师教学效果满意度均高于培训前(P0.01)。结论工作教导课程能满足临床带教老师对教学培训需求,从而提高临床护理带教队伍教学技能、临床实践指导能力,科学指导临床护理教学过程,提高教学满意度,值得推广应用。     

高等职业学校护理专业教学标准制订依据:高职护理专业的教学现状

目的 了解我国高职学校护理专业教学基本情况,为制定《高等职业学校护理专业教学标准》提供依据.方法 根据我国区域划分范围,采用方便抽样法,选取27所开设高职护理专业的学校,参照卫生职业教育教学指导委员会下发的《高等职业学校专业教学标准研制工作调研方案及工作要求》编制问卷对其进行调研.结果 15所学校以生命周期为主线进行课...     

高职作业治疗技术课程建设②

作业治疗技术是康复治疗技术专业的核心课程之一,作业治疗技术课程建设的好坏直接影响康复治疗技术专业学生的培养质量。本文从课程标准的制定、教材、教学方法及课程评价等方面介绍了作业治疗技术课程建设过程中所进行的一些改革。     

Making research real: Innovative approaches for graduate level nursing research

BackgroundEngaging graduate students in the research process is often challenging. Making research real requires more innovation than lecture alone.PurposeThis project is a new curricular approach to Nursing Research, where graduate students collectively engage in the entire research process, from project conception through dissemination.MethodsThe Seven Principles of Good Practice framework was utilized to structure this innovative teaching strategy. Graduate students work together over the course of four semesters with the same faculty member guiding their research study. There are six major components to this innovative curriculum approach: student driven research idea, proposal writing, IRB application process, data collection, data analysis, and dissemination.ResultsStudent enthusiasm was consistent across all five research projects to date. Students report they have been challenged by the experience but also enjoyed it. The group research project turned something that seemed intimidating into something accomplishable. Students spoke to the idea that through the process of mentoring and collaboration, they gained the needed skills and confidence to embrace their own research agendas.ConclusionDeveloping and maintaining a student research innovation creates an enriched environment for instilling the passion and practical experience of being a nurse researcher.     

Teachers' views on curriculum development in health promotion in two Finnish polytechnics

This study describes teachers' views on how to improve the health promotion element in the curricula of two health care polytechnics in Finland. The theoretical background of this study draws on curriculum development in nursing education and how to promote a human- or resource-centred approach in health promotion. The research data were collected by interviewing 10 teachers from both the schools involved in nursing or public health nursing education since August 1997. The data were analysed using content analysis. The findings showed that most of the teachers interviewed were involved in local curriculum development. This work was impeded by lack of time and real commitment, as well as the teachers' desire to protect their own teaching domains. In both polytechnics, they regarded the curriculum mainly as a document guiding their own and students' work. Teachers in one of the polytechnics emphasised the importance of national guidelines in ensuring professional competence, but no one stressed the importance of their school as a regional educational institution. Almost all agreed that health promotion was adequately included in their curriculum. The project "Health for all by year 2000" was taken as the basis for the curriculum in both schools, but some teachers expressed a need for an additional study unit. The findings revealed teachers' traditional views on health promotion in curricula and that there was no evidence of a new approach being adopted.     

基于工作过程的高职妇产科护理课程说课设计

说课是教师以先进的教育理念为指导,向同行和专家叙述课程的教学设计及其依据的一种教学研究活动。本文以妇产科护理课程为例,以"工作过程"为导向对该课程的课程定位、课程内容、教学方法、课程特色等方面进行了探讨。     

老年护理内容融入本科护理核心课程的框架构建

[目的]构建老年护理内容融入本科护理核心课程的框架。[方法]通过电子邮件对9名高等医学院校老年护理专家及任课教师进行问卷调查。[结果]专家及任课教师普遍认为,培养护生的老年护理核心能力不能仅依靠单列的老年护理学课程教学,有必要在教学内容、能力教学目标及教学方法等方面将老年护理相关内容整合到基础护理学、内科护理学、外科护理学等本科护理核心课程教学过程。[结论]该框架的构建有助于提高学生的老年护理核心能力,但其教学效果有待进一步评价。     

A clinical teaching guide for psychiatric mental health nursing: a qualitative outcome analysis project

Limited curriculum enhancement resources are available to psychiatric nurse educators. This article provides a clinical teaching guide for novice instructors teaching an introductory psychiatric nursing course. The investigation is grounded in a constructivist theoretical framework and extends a previous case study project that explored how students learn during a mental health practicum (Melrose 1998, Melrose & Shapiro 1999). The guide was tested and modified by applying a qualitative outcome analysis methodology. Insight into interpreting student behaviour and providing appropriate and stage-specific teaching tools is revealed. Theoretical components, assessment questions for teachers, student behavioural signs and teaching strategies are identified and discussed to describe significant features in creating personally meaningful learning experiences.     

The process of curriculum redesign for the nursing baccalaureate program: an analysis of teacher actions

The purpose of this study is to define the teacher's actions in the process of developing a new curriculum for the Faculty of Nursing, in National Yang-Ming University. The authors defined three tasks of teachers developing the curriculum: Relocating, strategizing, and reflective practice. Relocating implied reflecting on the dilemmas of nursing education, world trends in nursing education, the experience of medical schools with problem-based learning, and the philosophy of the university. Strategizing meant developing guidelines that included humanistic education, faculty development, and course content of the new curriculum. Reflective practice included intersubject integration, dialogue teaching, and shifting the focus from hospital care to community and family care.     

基于内容分析法的本科护理专业教师课程人文胜任力元素分析

目的 提取本科护理专业教师课程人文胜任力元素,为构建本科护理专业教师课程人文胜任力评价指标体系提供依据。方法 检索CNKI、VIP、SinoMed、The Cochrane Library、PubMed、Web of Science、万方数据库、超星期刊数据库中有关护理专业教师课程人文胜任力的文献,以洋葱模型理论为指导,基于内容分析法提取最能代表本科护理专业教师课程人文胜任力的元素。结果 最终获取文献共12篇,得到知识、技能、态度、特质、动机5个一级条目,11个二级条目,36个三级条目。结论 本科护理专业教师课程人文胜任力的元素体现为护理专业教师胜任课程人文教学所必须具备的知识、技能、态度、特质和动机。应在此基础上构建本科护理专业教师课程人文胜任力的评价指标体系,以提高本科护理专业教师的人文执教水平,保障课程人文教学的质量。     

Pain related undergraduate teaching in medical faculties in Finland

The present questionnaire study was conducted to examine how teachers in all Finnish medical faculties have included pain teaching in their courses for undergraduate medical students. The study was planned to compare the existing education in Finland with the IASP curriculum on pain for medical schools. In 1991 and 1995 the questionnaire was sent to a total of 135 and 130 university teachers, respectively. The teachers were asked about the quantity and quality of their pain teaching. Teachers' attitudes on pain related teaching were also examined. A Finnish translation of the IASP curriculum was provided, and university teachers were asked to evaluate it and compare it with their current teaching. The educational programs of all universities were also analyzed. After completion of these surveys, representatives of teachers responsible for teaching of pain, and of medical students from all Finnish medical faculties were invited to a meeting to discuss methods for improving and developing education. Completed questionnaires were received from 107 university teachers (78%) in 1991 and from 74 (60%) in 1995. No printed curricula for pain education were found in any university and in all universities pain teaching was provided in an inconsistent way. There were differences, yet statistically non-significant, between the faculties in the pain teaching. No major differences were observed between the two questionnaires. A serious lack of teaching in psychology of pain was a general finding. University teachers were found to have positive attitudes towards developing their teaching of pain. The IASP curriculum has not been fully followed but was considered a valuable tool in planning the educational programs. The curriculum should be distributed directly to the governmental bodies of the universities, since individual university teachers are not necessarily familiar with it. Local associations may have an important role in this distribution as we have shown. This report shows the necessity of changing the attitudes of university teachers providing concrete teaching programs for pain. A multimedia package of pain containing references, video tapes and cd-discs produced by a workshop of IASP would certainly be welcome.     

构建临床医学实验教学中心和实验教学新体系

以临床医学实验教学中心构建为依托,紧密结合实验教学新体系的构建,建立高水平的和对外开放的实验室,理论联系实际,重新构建临床医学实验教学课程体系,并根据新的临床医学实验课程体系对原有的临床医学实验教学内容和教学模式进行改进和调整。充分发挥临床医学实验教学中心的作用,促进临床医学实验室向综合性、多功能、开放性的大型实验室转变。建立临床医学实验教学实习基地,提高临床医学实验教学质量,培养学生的实践能力和创新能力,全面推进临床医学实验教学中心的建设和管理水平。     

我国护理专业本科人文社会科学课程设置方案的构建

目的构建我国护理专业本科人文社会科学课程设置方案，为我国该类课程的设置提供客观依据。方法采用文献研究、理论研究、调查研究、优序图法对该类课程设置方案的构建进行研究。结果建立了我国护理专业本科人文社会科学课程设置方案，该方案包含课程的类别、名称、开设学期、学时、开设形式，方案中包括必修课12门，限选课10门，由国家教育部规定课程、人文社会科学核心课程、人文社会科学限选课程模块3部分组成。结论该课程设置方案的建立，将会对国内高等护理院校同类课程设置的改革起到一定借鉴作用，从而对培养适应社会需求的综合型护理人才发挥积极作用。     

护理专业《健康评估》课程的建设与思考

通过高等护理教育《健康评估》课程的4年建设和3年教学实践，即调研论证，师资准备，以及教学资源和教学硬件的建设，特别是教学大纲、实验指导与补充教材、微机试题库、学生成绩统计分析及教学档案库、教学设施与模具、实验课用物等具体建设工作，形成了目前较完善的课程设置。在课程建议中，不断思考、反馈、分析及解决存在的问题，优化、改革课程体系。从而提出以下建议与同行分享：课程建设任重道远，教材建设刻不容缓，教学设计有待完善，教学问题及时解决，开设相关专题讲座。     

Integration of theory and practice in learning mental health nursing

This article describes an action research project that aimed at a better integration of theory and practice in the education of mental health nursing students. Two partners, an institute of nursing and health care and a university hospital, collaborated to develop a new educational programme for mental health nursing. The blocks of theoretical studies were implemented simultaneously with practical training, and the theory content was taught by nursing teachers as well as by nurse practitioners who worked on the teaching wards. In addition, the students had their own personal nurse-preceptors on the wards. The nurse managers were responsible for the educational level of the teaching wards and the director of nursing planned the teaching arrangements together with the nursing teachers. In all, the project involved over 50 different actors and several researchers. The results are encouraging: all the participants - students, preceptors, nurse managers and nursing teachers - found the project rewarding and they want to continue to develop and improve the level of teaching and learning in mental health nursing education. All the participants grew and developed professionally during the project.     

A European cancer nursing curriculum for a post-basic course in cancer prevention: outcomes of a collaborative project.

The core curriculum distance learning project in cancer prevention was funded by Europe Against Cancer and the University of Southampton and supported by the European Oncology Nursing Society. The commitments of the project were to collaborative working, involvement of as many EU countries as possible, joint writing and design of the materials, and a flexible and useful end-product. The ambitions of the project were realized by the collective production of materials on cancer prevention that are available either as a teaching resource in English, French or Portuguese, or an accredited post-graduate course by distance learning in English. This paper will focus on the tensions and issues arising out of the collaborative process; these were connected to funding, translation, dissemination and evaluation.