Using YouTube in perioperative nursing education

Educators today need innovative teaching strategies to meet the learning needs of the multigenerational population of perioperative nurses. Emerging technologies, such as YouTube, the world's largest video-sharing web site, can be used as a component of an active learning strategy that can appeal to a broad group of nurses along the novice-to-expert proficiency continuum. Using video clips can be a useful method to engage learners and promote critical thinking, decision making, and creativity. YouTube videos can be used to teach skills or as a platform for discussion. Learners also can create and upload their own videos to educate others. Increased engagement and active learning can lead the perioperative nurse to a deeper understanding of the educational material.     

建构主义学习理论在护理继续教育教学中的应用与体会

建构主义学习理论的核心是以学生为中心,强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构。将建构主义理论应用于护理继续教育教学,有利于满足在职护理人员终生学习的需要。文章归纳了建构主义理论思想,并从凸现学生学习的主体作用、加强情境教学、发挥协作学习以及教学资源的支持利用等方面探讨了与建构主义理论相一致的护理继续教育教学方法。     

Using webcasts for continuing education in nursing

This column evaluates the advantages and disadvantages of the use of Webcasts for continuing education, and offers strategies to improve learner outcomes.     

用以人为本的理念设计护理教育

21世纪 ,世界正以惊人的速度步入信息时代 ,人们从根本上改变了传统的思维方式和意识理念。这些变化使传统的护理教育面临着严峻的挑战。信息时代呼唤全新理念设计的护理教育 ,以人为本的理念设计护理教育是时代的产物 ,主张以人作为教育教学的出发点 ,顺应人的禀赋 ,提升人的潜能 ,完整而全面地关照人的发展 ,坚持人的自然属性、社会属性、精神属性的辩证统一 ,理解人、尊重人、爱护人 ,为人的发展创造条件。1　从“以教师为中心”到“以学生为中心”　　传统的护理教学模式主要是以教师为中心 ,在这一模式下 ,教师经过精心备课 ,把教材“…     

转化式学习理论在护理教育中的应用进展

该文从转化式学习理论的基本概念、特征、过程及方法、影响因素、效果几个方面进行阐述,以期为国内开展基于转化式学习的护理教育实践提供理论依据,为护理教育研究提供借鉴和参考。     

灾难护理教育的理论与实践研究进展

进入21世纪,世界范围内出现了一系列重大灾难事件.根据国际红十字会与红新月会国际联合会<2006年世界灾难报告>[1],过去10年内灾难造成的年平均死亡人数为12万人.各种灾难所致大规模伤亡事件(mass Casualty incident,MCI)的威胁已成为健康保健系统面临的一个巨大挑战.作为健康保健系统的重要组成部分,护理人员应在灾难救援中发挥应有的作用.目前国内外学者和学术团体均已认识到.开展灾难护理教育对于提高和普及护理人员的灾难护理能力具有重要意义.本文将对灾难护理相关教育的研究进展进行综述.     

Using a constructivist approach with online concept maps: relationship between theory and nursing education

Concept maps have been used in nursing education as a method for students to organize and analyze data. This article describes an online course that used concept maps and self-reflective journals to assess students' thinking processes. The self-reflective journals of 21 students collected over two semesters were qualitatively examined. Three major themes emerged from students' use of concept maps: 1) factors influencing the map creation, 2) developmental learning process over time, and 3) validation of existing knowledge and construction of new knowledge. The use of concept maps with reflective journaling provided a learning experience that allowed students to integrate content consistent with a constructivist paradigm. This integration is a developmental process influenced by the personal preferences of students, concept map design, and content complexity. This developmental process provides early evidence that the application of concept mapping in the online environment, along with reflective journaling, allows students to make new connections, integrate previous knowledge, and validate existing knowledge.     

Using clinical simulations in geriatric nursing continuing education

Accompanying an increased number of older adults in the population is the need for knowledgeable and clinically competent nurses to provide care for this group, especially those experiencing sudden changes in health status. A continuing education program was designed to improve geriatric nursing competencies through the use of clinical simulations. Three-day nurse educator institutes and one-day workshops for registered and licensed practical nurses were offered to 312 nurses. The clinical simulations that were developed specifically focused on acute health events or conditions. Specific geriatric clinical competencies were also emphasized. Different types of clinical simulations included unfolding cases, use of a human patient simulator, and online case studies. Geriatric nursing knowledge significantly increased and clinical simulations were well-received. Clinical simulations involving the human patient simulator were highly rated. Clinical simulations are an excellent teaching strategy to help nurses increase knowledge and skill in caring for older adults.     

护理教学查房中应用成人教育理论的研究

目的 探讨成人教育理论在护理教学查房中的应用效果.方法 采取随机方法,将2008年6月至2009年12月在外科实习的340名护生随机分为实验组178名和对照组162名,实验组在护理教学查房中引入成人教育理论,对照组按传统方法进行护理教学查房,对2组护生查房后进行问卷调查.结果 实验组护生对查房的满意度显著优于对照组.结论 成人教育理论应用于护理教学查房有利于提高护生对查房中内容的选择、相关问题的理解、创造性思维培养、沟通能力和学习兴趣培养,查房质量的满意度普遍提高.     

Using film clips to enhance nursing education

Film clips in nursing education provide a unique way to promote active learning. Several methods for using film clips and combining them with other teaching strategies are discussed. Suggestions for the use of popular clips, logistical aspects of showing clips in class, and legal issues associated with copyright are addressed. Faculty are encouraged to use this strategy to evoke emotional responses, generate discussion, enhance clinical decision making, and provide vicarious learning.     

Using arts-based pedagogy to enrich nursing education

Arts-based pedagogy (ABP) helps nursing students attain affective domain outcomes that are linked to ethical and moral development and professional value acquisition. This literature review identifies theoretical foundations of ABP, examples of art-inspired strategies that helps students achieve affective domain outcomes, and recommendations for using ABP to enrich nursing education. ABP enhanced student engagement, group connectivity, social-emotional learning, and critical thinking. Educators using ABP need to be sensitive to possible student vulnerability and emotional distress.     

Using simulation technology for undergraduate nursing education

As simulation technology is rapidly expanding, nursing programs are making large investments in this technology, which has great potential for undergraduate nursing programs. Unfortunately, this potential is underestimated and underused. With simulation technology, undergraduate students can gain and improve skills in a safe, non-threatening, experiential environment that also provides opportunities for decision making, critical thinking, and team building. This article describes how to use simulation technology to enhance undergraduate nursing education. The process for simulation technology instruction, leveling content from simple to complex, and faculty resources are discussed. An example of a simulation program is included.     

成人教育理论在护理查房中的应用

护理查房是临床教学中的一种重要方法,能够帮助护理人员将医学基础知识与临床诊断、治疗及护理的操作技能相结合,培养他们的逻辑思维方法、综合表达能力、动手能力。但目前仍然存在着一些影响查房质量的因素,将成人教育理论引入临床护理查房中,有助于解决这些问题。     

Nursing theory in nursing education: an educational imperative.

Nursing has accepted theory as basic to its practice; however, the use and development of nursing theory is constrained by the approach used in nursing education. It is not appropriate or sufficient to isolate theory in one course. Moreover, confining nursing theory courses to graduate curricula, which is the custom in many schools of nursing, suggests that to focus on theory in the profession is esoteric. These curricular approaches inhibit socialization of students to the value of theory as essential to practice. It is imperative that nursing education engage students in theory-related content at all levels. This article presents a scheme to achieve systematic integration of theory-related content in curricula at all levels of nursing education from associate degree to doctorate. Through theory-based practice, nursing will come to realize its full potential as a discipline.     

成人教育理论在护理查房中的应用

护理查房是临床教学中的一种重要方法 ,能够帮助护理人员将医学基础知识与临床诊断、治疗及护理的操作技能相结合,培养他们的逻辑思维方法 、综合表达能力、动手能力.但目前仍然存在着一些影响查房质量的因素,将成人教育理论引入临床护理查房中,有助于解决这些问题.