知-信-行理论在儿科规范化培训护士护理软技能培养中的应用研究

目的探讨知-信-行理论在儿科规范化培训护士护理软技能培养中的方法和效果。方法以118名参加儿科规范化培训的新护士为研究对象,以知-信-行理论为框架,践行获取知识、强化信念和行为践习的培养路径,实施前后采用护理软技能测评量表进行测评,并将测评结果与全国新护士常模进行比较。结果实施后,规培护士护理软技能总分、职业情操、自我管理、认知技能、组织管理维度与实施前比较,差异有统计学意义(P0.05);其护理软技能总分明显高于国内新护士常模,差异有统计学意义(P0.001);除人际关系维度外,各维度得分与全国常模相比,差异有统计学意义(P0.05)。结论基于知-信-行理论的培训实践有助于儿科规培新护士的护理软技能培养,其中人际关系的培养更应关注培训的持续性和宽泛性。     

护理专业学生护理技能岗前培训的研究进展

护理技能岗前培训能使学生扎实地掌握护理专业技能,在临床工作中较快地适应护士角色,提高实习质量.实习前开展规范化的岗前培训已成为护理教学过程中的重要环节[1-2].但是传统的岗前培训往往是护理操作技能的重复训练,针对某项操作教师演示,学生进行反复练习,在练习的过程教师给予指导,最后进行抽签考核.这种训练方法能使学生对单个项目操作技能熟练掌握,但真正接触临床时往往不知所措,缺乏综合分析和解决问题的能力,思维存在一定的局限性,不利于培养学生的综合能力[3].显然传统的培训模式已不能适应现代护理人才的培养目标.近年来,不少护理教育工作者对护理技能岗前培训的模式进行了积极探索,现对其研究进展综述如下,以期为护理专业学生岗前培训的进一步完善和发展提供参考.     

Nursing informatics and undergraduate nursing curricula: A scoping review protocol

AimThis scoping review aims to review contemporary published literature on Nursing Informatics education in undergraduate nursing education.IntroductionNursing is the largest workforce in health care and nurses are increasingly required to work with digital information systems. The need for nurses to understand and embrace information technology is closely linked with the ability to function in the contemporary healthcare workplace. However, despite the early adoption of Nursing Informatics in Australia in the 1980 s, there remain barriers to Nursing Informatics engagement and proficiency, including poor computer literacy, limited professional development and a lack of undergraduate informatics education.DesignThis scoping review will be developed in adherence with the JBI Manual for Evidence Synthesis: Scoping Reviews and the PRISMA-ScR Checklist.MethodsTo be included in this scoping review, papers need to include Nursing Informatics education for undergraduate nursing students in a Bachelor of Nursing program. Undergraduate nursing students are defined as individuals enrolled in a recognised nursing program leading to registration as a Nurse. To meet the requirements for registration as a Registered Nurse, in Australia, individuals are required to complete a Bachelor of Nursing program at a university (Australian Qualifications Framework Level 7) For the purpose of this scoping review, undergraduate nursing students are defined as those individuals undertaking a three year Bachelor of Nursing program at a university. Equivalent international definitions will be also used in the scoping review procedure. Sources of information will be included if they were published between 2015 and 2022 and describe curriculum recommendations (including barriers to implementing Nursing Informatics education). The purpose of the identified timespan is to reflect the rapidly evolving nature of health informatics and digital technologies. The requirement for curriculum recommendations is to reflect the purpose of the scoping review as the basis for a Delphi study, where Nursing Informatics and its integration into Bachelor of Nursing curricula will be explored and described in collaboration with domain experts.Ethics and disseminationEthics approval has been obtained for this scoping review (Project ID: 2156) from the Flinders University’s Human Research Ethics Committee and has been determined to be low risk.     

Using an online video to teach nursing skills

Faculty are challenged to find teaching strategies that develop students' technical skills within the clinical learning laboratory. A step-by-step skill-specific video placed online allows students to learn these skills at the same level in comparison to traditional teaching methods. The author will describe how to develop a custom-made digital video for the skill of wet-to-dry sterile dressing change and the success of its use.     

SimMan综合模拟人在护理技能教学中的应用

目的 提高和培养护生的护理技能和临床综合判断能力.方法 将引进的SimMan综合模拟人应用到护理技能教学和考核中.结果 可以提高护生临床护理技能、临床综合判断思维能力,还可以激发学生的学习热情和潜力,使他们能够运用临床理论知识较快地掌握临床实践规律.结论 SimMan综合模拟人可真实地模拟各种临床病例、临床症状和体征,还可以根据教学需要随时设置,不会对患者造成伤害,为培养护生动手能力和临床综合判断能力开辟了一条新路.     

Toward a mid-range theory of nursing presence

BACKGROUND. Presence is widely accepted as a core relational skill within the nursing profession. Nurse educators are challenged to ensure that the humanistic aspects of client care are included in the Bachelor of Science in Nursing (BSN) curriculum. Introducing and teaching presence skills early in the BSN curriculum will ensure the essential value of relational engagement with clients. Nursing literature, however, notes presence is a challenging concept for BSN students. Articulating a mid‐range theory of nursing presence will facilitate students' conceptual understanding of presence and guide nurse educators to teach presence skills. AIMS. To propose a mid‐range theory of nursing presence. Within the theoretical model, identify development opportunities to improve student nurse use of presence as a relational skill. METHODS. An extensive literature review was conducted. Materials were synthesized and the mid‐range theory was developed. DISCUSSION. Kim's nurse‐client domain provided the perspective that guided the parameters of the theory. Professional nursing presence is dependent upon the combination of five variables: individual nurse characteristics, individual client characteristics, shared characteristics within the nurse‐client dyad, an environment conducive to relational work, and the nurse's intentional decisions within the practice domain. The variables are described and the relationships among variables depicted in the model. Specific nurse‐sensitive points during a nurse‐client interaction determine or influence the nurse presence intervention and dose. Areas designed to teach or improve relational skills are identified for the BSN educator. CONCLUSION. A mid‐range theory of presence contributes to our understanding of the relational aspects of nursing practice within the contemporary healthcare environment. Identifying strategies to teach BSN students presence skills will facilitate the incorporation of the humanistic aspects of client care in the undergraduate curriculum.     

社区护士社区护理相关技能实践现状及培训需求调查

目的 了解社区护士对社区护理相关技能的实践现状及培训需求.方法 由参与医院-社区联动模式的成员通过文献回顾、质性访谈等方式设计问卷,以我院所在区域的11家社区卫生服务中心的社区护士作为研究对象展开调查.结果 194名社区护士中认为接受相关社区护理知识和技能培训非常必要和必要的社区护士人数分别占41.8％,47.9％;非常愿意与愿意接受培训的社区护士人数分别占34.5％,53.6％;76.8％的社区护士因工作繁忙而不能参加培训;社区护士所希望采取的培训方式有理论授课(66.0％)、随时电话指导(35.1％)等.社区护理中较常见的护理问题得分3分以上的包括慢性疾病用药知识、有效沟通技巧、康复护理、居家护理知识、慢性病规范化护理、社区紧急救护知识和技能、临终关怀、母婴护理.社区护士对相关护理技能培训的需求总分平均为(3.40±1.60)分,得分处于3分以上的包括慢性病用药知识、康复护理、居家护理知识、与患者的有效沟通技巧、慢性病规范化培训、社区紧急救护知识和技能、临终关怀、母婴护理、儿童营养宣教、疑难伤口护理、难治性压疮护理、造口护理.结论 一方面通过“输血机制”和“造血机制”,对社区护士所需求的相关护理技能进行培训,另一方面提高社区护士在造口护理、PICC维护等方面的护理技能,拓展社区护理服务项目,改善患者“看病难、看病贵”的现状.     

Relationship building through the development of international nursing curricula: a literature review

Purpose:  This expository paper explores the literature related to the development of international nursing (or midwifery) curricula as a vehicle for studying relationship-building.
Background:  International nursing curriculum development can be interpreted as a sanctioned extension of transnational, cross-cultural, political and economic professional outreach activities.
Method:  Extensive literature searches were conducted in the CINAHL, ERIC, PsychINFO and ABI/INFORM Global databases of the key terms: relationship-building; international; curriculum development; and nursing.
Findings:  The review revealed developing international nursing curricula through cooperative partnerships between institutions of higher learning and/or international development agencies provides a vehicle to build international collegial relationships among nursing faculty and professionals worldwide. A summary is provided in a table.
Conclusions:  Relationship-building through the development of international nursing curricula merits focused investigation.     

2005-2010年不同层次护理管理者应具备的管理技能调查分析

目的调查2005-2010年不同层次护理管理者应具备的管理技能,为制订管理者的培训课程提供依据。方法采用自行设计的护理管理人员管理技能问卷,调查全国77家医院的1004名护士、护士长及护理部主任。结果2005-2010年,护士长最应具备的能力为平衡家庭与工作之间的关系的能力,其次为急救能力、人才的培养;具备决策能力、工作有计划、合理使用人才对2005-2010年的护理部主任最为重要。结论不同层次的护理管理人员的管理技能要求是不同的;应对不同层次的护理管理者分层次进行培训。     

大专护理专业基础护理实践教学内容选择调查分析

目的 了解大专《基础护理技术》实践教学项目是否符合大专护生的就业需要与临床岗位需求,为课程设计与课程实施提供依据.方法 采用自编基础护理技术操作重要性问卷,对该校184名实习返校的大专护生进行问卷调查.结果 30项技能操作中,静脉输液等20项被认为重要,尸体料理被认为非常不重要,差异有统计学意义(P=0.000);除灌肠法、吸痰法外,其他项目的重要性得分没有求职考核经历、实习医院的差异.结论 《基础护理技术》实践教学基本能满足护生的就业需要与岗位需求,但不同项目的重要性不同.     

Evaluation of an innovative nursing exchange programme: health counselling skills and cultural awareness

BACKGROUND: In 2006, a two-week summer exchange programme was conducted for nursing students from 15 institutes and/or universities, including places in Taiwan, Macau, Chinese mainland and Hong Kong. AIM: This paper evaluates a summer exchange programme focusing on nursing students' professional and personal development within the context of learning health counselling skills and studying cultural aspects of the host Region. METHOD: The programme was evaluated using a mixed method of both quantitative and qualitative research design. Three dimensions include students' exchange perspective, professional development and personal development were evaluated at the end of the two-week programme. Data for this evaluation were derived from the results of questionnaires completed by the 64 nursing students enrolled in this programme, and from the analysis of five focus group interviews. FINDINGS: Overall, students (98%) reported that they were very positive about their experiences during the programme, and felt they had gained a greater awareness of effective health counselling skills, of the latest developments in advanced nursing technology within the host School, and of cultural diversity in relation to their personal and professional development. Comparison of sub-total mean scores and standard deviations (mean+/-SD) of the three dimensions among students from Taiwan, Chinese mainland and Hong Kong/Macau, revealing significant differences in the exchange perspective (Taiwan: 18.6+/-1.4; Chinese mainland: 18.8+/-1.4; and Hong Kong/Macau: 16.5+/-1.1) professional development (Taiwan: 18.4+/-1.6; Chinese mainland: 18.2+/-1.5; and Hong Kong/Macau: 16.2+/-2.0) and personal development dimensions (Taiwan: 18.9+/-1.0; Chinese mainland: 18.6+/-1.4; and Hong Kong/Macau: 17.3+/-1.1) among these three places (p<0.001). For paired comparison (post-hoc test), the findings also show that the sub-total mean scores of the students from Taiwan and Chinese mainland were significantly higher than those of students from Hong Kong and Macau in the exchange perspective (Taiwan versus Hong Kong/Macau, p<0.001; Chinese mainland versus Hong Kong/Macau, p<0.001), professional development (Taiwan versus Hong Kong/Macau, p=0.001; Chinese mainland versus Hong Kong/Macau, p<0.001), and personal development (Taiwan versus Hong Kong/Macau, p<0.001; Chinese mainland versus Hong Kong/Macau, p=0.002). CONCLUSION: Although the findings cannot be generalized, the programme evaluation highlights the positive impact on one's exchange perspective and professional and personal development of a culturally integrated exchange programme for nursing students, with emphasis on skill practices and cultural diversity.     

Preparing nursing students for the future: An innovative approach to clinical education

A clinical education model was developed and implemented by nursing faculty in the Oregon Consortium for Nursing Education undergraduate curriculum to improve clinical learning for preparation of nurses to practice in the 21st century. This clinical education model, developed though collaborative work by nursing practice and education representatives throughout the state, moves away from a “random access opportunity” model of clinical education reliant on “total patient care” experiences to an intentional design of clinical learning activities based on course competencies appropriate to student level. Five elements of the model were proposed: case-based, concept-based, intervention skill-based, focused direct client care and integrative experiences. Different elements are dominant in early, middle and late clinical experiences to best support the developmental level of the student. Expectations for faculty, students and clinical staff were also developed to enhance best practices in clinical learning. Preparation of clinical partners for a change in clinical learning and student accountability are essential for optimal learning. This paper provides an overview of the model with clinical application examples for each element with a particular emphasis on case-based, concept-based and integrative clinical experiences.     

社区护士护理技能现状及学习需求

目的 了解社区护士护理技能现状及学习需求，探讨社区护士培训模式。方法 采用自行设计问卷对108名社区护士进行问卷调查，并对结果进行分析。结果 （1）社区护士对常见慢性疾病的健康教育能力不足、对急救技能掌握不够；（2）93．3％的社区护士认为有必要进行继续教育和培训。结论 目前社区护士的护理技能现状不容乐观，应采用多种形式的培训模式，以提高社区护士的整体护理技能和服务质量。     

Using theory to guide the diffusion of genetics content in nursing curricula

Completion of sequencing the human genome will lead to identifying the genetic basis for health and disease and affect diagnosis and treatment in virtually every aspect of medicine and nursing. In this paper we describe the process of incorporating genetic content into the undergraduate and graduate curricula. Rogers' innovation-diffusion theory was used to guide organizational change. Faculty development was foundational to incorporating innovative content in nursing courses. Creation of an elective nursing course on genetics was a practical initial strategy that allowed for evaluation of the course content and students' responses to the new course. Ongoing faculty development is planned in order to sustain the impetus of increasing faculty competence in this area of health care. The long-term goal is to have every lecture that addresses specific health conditions to include the genetic basis for the condition.     

社区护士护理技能现状及学习需求

目的了解社区护士护理技能现状及学习需求,探讨社区护士培训模式。方法采用自行设计问卷对108名社区护士进行问卷调查,并对结果进行分析。结果(1)社区护士对常见慢性疾病的健康教育能力不足、对急救技能掌握不够;(2)93.3%的社区护士认为有必要进行继续教育和培训。结论目前社区护士的护理技能现状不容乐观,应采用多种形式的培训模式,以提高社区护士的整体护理技能和服务质量。     

Promoting patient safety using electronic medical records in nursing/midwifery undergraduate curricula: Discussion paper

This discussion paper highlights the importance of Australian nursing and midwifery students’ lack of exposure to electronic medical records during their undergraduate programs. There is pressure on universities offering nursing and midwifery programs to provide students with opportunities to learn to use patient electronic medical records. This will provide authentic rehearsal with the digital technology prior to clinical placements and increase graduate work readiness.Informed by contemporary literature, we describe the benefits of implementing electronic medical records (eMR) in health organisations and identify the challenges and barriers to implementing and integrating the education of electronic records into undergraduate nursing and midwifery programs. Undergraduate students who had not experienced eMR as part of on-campus learning felt unprepared and lacked confidence when commencing clinical practice. Some international nursing and midwifery programs have found that student’s skills improve in decision-making and documenting patient observations when eMR is integrated into their university education program. Successful integration of an eMR program should consider academic/teaching staff skills and confidence in technology use, initial and ongoing costs and technical support required to deliver the program.In conclusion, Australian universities need to embed eMR learning experiences into the nursing and midwifery undergraduate curricula to increase students work-readiness with a focus on patient safety.     

跨文化护理理论在护理管理中的应用

介绍跨文化护理理论的背景、主要概念及理论构架,结合我国护理发展现状,重点阐述跨文化护理理论在我国护理管理中的应用。文章将围绕护理管理人员如何区别对待不同文化背景的护士,更好地满足她们不同的需求,有效地进行跨文化沟通,跨文化激励和跨文化领导等要点进行讨论,以达到最大程度地调动护士的工作热情和积极性,提高临床护理管理效率的目的。