我国护理本科教育课程设置的现状分析

结合国外先进护理本科教育的现状,总结我国目前护理本科教育课程设置体系在课程目标、课程设置模式、课程总体特征、课程结构、人文社科课程设置5方面的现状,并分析其存在的问题,为我国护理本科教育课程设置体系的改革发展提供参考依据.     

我国护理本科教育课程设置的现状分析

结合国外先进护理本科教育的现状,总结我国目前护理本科教育课程设置体系在课程目标、课程设置模式、课程总体特征、课程结构、人文社科课程设置5方面的现状,并分析其存在的问题,为我国护理本科教育课程设置体系的改革发展提供参考依据。     

中泰高等护理本科课程设置的比较

目的通过对中国和泰国高等院校护理本科专业的学制、课程设置情况等方面的差异进行比较,探索我国护理本科课程设置的新体系以及护理本科人才培养新模式,从而为我国高校护理教育和教学提供理论依据和借鉴经验。方法采用文献分析法和比较研究法对中泰高等护理本科的课程设置进行比较。结果中泰高等护理本科专业在学制、培养目标和课程结构设置方面存在较大差异。结论我国高等护理本科教育可以从泰国护理本科理论教育和实践教学中得到一些经验和借鉴。     

中美护理本科教育课程设置比较分析

[目的]认识和了解中美护理本科课程设置的基本要求,探索高等护理教育人才培养模式的改革依据.[方法]采取同类横向比较、定性与定量比较相结合的方法,鉴别中美护理本科教育课程设置的异同点,认识护理本科教育发生发展的特殊性和规律性.[结果]美国护理本科课程结构各院校自主性强,校际间差异性较大,且课程体系中人文课程分量较重;我国各护理院校的课程结构一致性高,人文课程分量较轻;中美护理院校护理本科课程总学时数差异较大(P＜0.05).[结论]护理本科课程比较结果反映出美国护理教育通才培养和中国护理教育专才培养的特点;美国护理本科教育更重视学生在校期间综合社会适应能力的培养,了解美国护理本科教育思想及课程设置对我国护理本科教育课程改革和人才培养目标具有重要的借鉴意义.     

中美部分护理院校本科课程设置比较研究

目的通过对中美部分护理院校本科教育课程设置共同性和差异性的比较, 探索护理本科教育发展规律,审视护理本科教育课程设置的作用、性质及其与学生能力培养的本质联系,为我国制定行之有效的护理本科人才培养模式提供一定的科学依据.方法包括文献法、统计分析和案例分析.结果所调查的中美护理院校本科课程设置在总学时数、必修课时数和选修课时数上均存在一定的差异.在护理本科课程设置中,中、美护理专业必修课的构成比各为 68.62%,57.78%.在护理本科教育开设比较集中的课程设置以及实习的安排上,中美也均存在一定差异.结论美国护理本科课程设置在培养目标、人文学科课程设置比例、专业课的范畴以及实习的安排上,有很多可资借鉴的地方.     

我校本科护理教育课程设置改革的实践与效果

目的使本科护理教育课程设置满足新时期对护理人才的需求。方法分析目前我国本科护理教育状况,比较美国护理教育课程体系的结构特点,对我校本科护理教育课程设置进行改革。结果初步形成具有我校特点的课程体系构架。结论通过对我校护理教育课程设置的改革实践,不仅加强对护生获取知识、提出问题、分析问题及创新能力的培养,同时也加强了护生全面素质的提高,适应了现代化对高能力护理人才的需求。     

英国斯旺西大学护理本科教学特点及启示

介绍英国斯旺西大学护理本科的课程设置,通过护理教育专业方向与课程要求、教学模块的设置与阶段性教学计划、护理教学内容及形式以及对我国护理教育改革的启示等方面,为我国本科护理教育的改革提供一定的启示.     

中美护理本科教育课程设置比较分析

[目的]认识和了解中美护理本科课程设置的基本要求，探索高等护理教育人才培养模式的改革依据。[方法]采取同类横向比较、定性与定量比较相结合的方法，鉴别中美护理本科教育课程设置的异同点，认识护理本科教育发生发展的特殊性和规律性。[结果]美国护理本科课程结构各院校自主性强，校际问差异性较大，且课程体系中人文课程分量较重；我国各护理院校的课程结构一致性高。人文课程分量较轻；中美护理院校护理本科课程总学时数差异较大（P〈0.05）。[结论]护理本科课程比较结果反映出美国护理教育通才培养和中国护理教育专才培养的特点；美国护理本科教育更重视学生在校期间综合社会适应能力的培养，了解美国护理本科教育思想及课程设置对我国护理本科教育课程改革和人才培养目标具有重要的借鉴意义。     

国内外8所院校护理本科课程设置现状研究

目的研究分析国内外8所院校先进的护理本科课程设置状况,为我国护理本科课程设置改革提供参考。方法分析美国、加拿大、我国台湾的8所护理院校的本科护理课程设置异同点。结果 8所院校的课程设置特点是人文素质及政治教育课程涉及领域广;特色课程设置模块化;课程设置突出护理专业特色;注重临床实践。结论通过分析国内外本科护理课程设置,找出符合国际护理人才培养的课程设置模式,为国内护理课程设置改革提供借鉴。     

论本科护理教育课程设置改革中的几个问题

作者就我国本科护理教育中有关课程设置的几个问题陈述了自己的观点，指出我国近期本科护理教育的社会需求主要是：各层次的护理师资，护理科研人员和从事较高技术性工作的临床护理人员。根据社会需求初步提出了可观察，可测量的本科护理教育的培养目标，护理教育的教学内容应从生物、心理、社会的模式出发加以调整，突出护理注重人是一个整体并重视人对健康问题的反应等护理专业的特点。提出我们应根据我国的特点和国外的经验改革我国现有的本科护理教育的课程设置，创造出符合我国特点的本科护理教育模式。     

Some important limitations of competency-based education with respect to nurse education: an Australian perspective.

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.     

7所护理院校本科课程的设置现状分析

目的对国内7所护理院校本科课程设置的现状进行分析,以探索护理本科课程的改革方案。方法采用横向比较研究法,对国内7所护理本科院校的教学计划、实习大纲、课程设置、课程改革的相关资料进行分析。结果国内7所护理院校在本科课程设置方面进行了许多有益的探索,但还存在着一些问题:医学与护理课程设置不合理,人文课程安排随意性大,理论与实践相脱节,社区护理比重小。结论护理本科课程应加强医学与护理的渗透,注重体现护理内涵,加强人文教育,理论与实践紧密结合,强化实践能力的培养,增加适应社会发展需要的社区护理相关课程。     

中医院校护理本科课程设置及教材使用现状调查分析

目的 调查中医院校护理本科课程设置及教材使用现状,并提出相应的教材建设思路.方法 采用自行设计的问卷,调查14所中医院校本科护理专业的教育规模、专业方向、课程结构体系、使用教材版本等.结果 14所中医院校护理学院(系)本科的办学规模较大,平均全日制在校生1000名左右;有3种不同的专业方向;中医护理专业课程设置有较大差异,中医基础与中医护理课程必修的总学时在119～488学时;选用教材较随意.结论 中医院校护理专业课程设置应根据临床工作需要,满足现代护理教育的需要,整合中医基础与中医护理课程.中医护理教材应单独编写.     

高等中医药院校本科涉外护理专业课程设置的研究

目的调查分析国内高等中医药院校涉外护理培养方案,旨在为其教学改革提供思路和方向,为中医特色护理专业对外交流培养模式的构建提出参考意见和建议。方法收集国内9所开办涉外护理教学的高等中医药院校涉外护理专业培养方案,通过比较研究和统计学分析,获取课程设置现状并分析不足。结果我国高等中医药院校涉外护理办学存在涉外培养目标定位尚待提高,课程模式创新不足,课程设置差异性大,中医护理特色不突出,涉外英语教学薄弱等不足。结论高等中医药涉外护理专业培养方案和教学方法有待进一步完善,人才培养应符合专业学科发展,聚焦国际护理前沿,体现中医护理特色,重视外语及跨文化能力培养,并需不断革新教学方法。     

Integrating informatics into the BSN curriculum: a review of the literature

Even though health informatics (HI) education is an essential component of the undergraduate nursing curriculum, it remains controversial with no clear consensus on which knowledge and skills should be integrated in a baccalaureate nursing program. The purpose of this review article is to integrate literature on HI education in the nursing curriculum by examining previous and current literature on this topic, synthesizing the findings, and recommending guidelines and future directions for nurse educators. The computerized databases of CINAHL, MEDLINE, ERIC, Academic Search Premier, and Google Scholar were used to generate relevant literature. Nineteen studies published between 2000 and 2010 on HI education were included in this review, and from the critical and synthesis of those reports emerged four overarching themes: (a) lack of consensus on HI education; (b) impact on patient care outcomes; (c) faculty development through organizational collaboration; and (d) global disparities in HI education. Implications for nursing education and patient outcomes in clinical practice are also discussed. Further studies are warranted to promote the understanding and awareness of HI education in undergraduate nursing curriculum.     

A conceptual approach to the identification of essential ethics content for the undergraduate nursing curriculum

While the importance of ethics content in the nursing curriculum is recognized, few guidelines exist to aid faculty in decisions regarding 'essential' content. Comparison of documents from the Hastings Center Institute of Society, Ethics and the Life Sciences, and the American Association of Colleges of Nursing suggests that outcomes for the undergraduate nursing curriculum reflect the goals of both undergraduate and professional ethics education as identified by the Hastings Center study. Faculty are faced with the challenge of adequately addressing ethics in an already filled undergraduate curriculum. The conceptual integration of traditional clinical ethics with professional socialization and issues of professionalism provides a workable approach for identifying and integrating the necessary ethics content. Within this integrated approach the author identifies seven areas essential to the undergraduate curriculum: the moral ideals of the nursing profession, clarification of personal and professional values, moral issues/dilemmas common to nursing practice, recognizing ethical issues, basic ethical theory and principles, practice in analysis and debate, and the moral nature of a profession.     

Developing an innovative undergraduate curriculum--responding to the 2002 National Review of Nursing Education in Australia

The Australian government responded to the recent global critical shortage of registered nurses by initiating a national review into nursing education. The 36 recommendatons of the review report published in 2002 supported one or more of three strategies: building a sustainable workforce throuh partnership; maximising health outcomes through quaality education; and capacity building. The review drew extensively on the international research literature, invited submissions, previous reviews and commissioned research. This paper articulates the key features of a new innovative undergraduate nursing curriculum that incorporates several of the recommendations of the national review, specifically a new approach in delivery of the clinical component of the curriculum. The curriculum model emerged from a strategically planned partnership between a university and heath care providers committed to improving graduate outcomes and transition into professional practice. The curriculum was implemented in 2004 in a Faculty of Health Sciences that had not previously offered nursing programs. It is anticipated that the newly implemented undergraduate nursing program, modelled on a clinical schools partnership approach, will graduate registered nurses able to face the challenges of a rapidly changing health sector. The objective of this paper is to describe the key features of the program and share new insights that might challenge traditional curriculum approaches in undergraduate nursing.     

Implementation of handheld devices

With the rapid introduction of technology in nursing education, information regarding its implementation in undergraduate curricula is emerging. The authors describe the implementation process used to integrate personal digital assistants into an undergraduate nursing curriculum. Barriers such as potential for device loss, issues related to patient confidentiality, and infection control are addressed.     

Promoting integration of genetics core competencies into entry-level nursing curricula

Nurse educators must respond to the growing need to teach genetics content in undergraduate nursing curricula. Recently developed genetics core competencies can be used to guide curriculum assessment and planning. This article describes a 5-year effort to integrate genetics education into a baccalaureate nursing curriculum and provides the results of a curriculum survey based on published genetics core competencies.