以专业认证为契机提高人才培养质量

专业认证是保证与提高专业教育质量,促进高等教育健康发展的重要制度。大连医科大学是第二批接受国家教育部护理学专业认证的学校,该文介绍了其接受护理学专业认证的过程和结果,以及认证后的整改、成效和启示,为进一步推动认证工作的有效开展提供参考依据。     

护理学本科教育标准及专业认证

该文概要介绍了国内外医学教育和护理学教育标准化发展的趋势,并聚焦于我国本科护理学教育标准,详细阐述了该标准的用途、内容结构及其特点。在此基础上,重点介绍了目前我国本科护理学专业认证的基本程序,包括认证专家组的组成、认证的具体步骤、认证活动的形式和过程,以期帮助国内各护理院校进一步认识和理解本科护理学教育标准的内涵和本科护理学专业认证工作的重要意义。     

南方医科大学护理学专业认证的实践与启示

护理学专业认证旨在建立专业标准杠杆,规范国内护理专业教育,促进国内护理专业教育与国际接轨,实现教育国际化。南方医科大学是我国首批接受专业认证的院校,该文介绍了接受护理学专业试认证工作的过程、认识与体会,为进一步推动认证工作的有效开展提供参考依据。     

护理学专业认证在实践中的完善与思考

该文通过回顾护理学专业认证近几年的实践工作,总结了教育部高等学校护理学专业教学指导委员会对认证内容、程序、认证专家方面的完善和改进,并指出护理学专业认证存在的问题及发展方向。     

护理学本科专业认证中师资队伍建设的问题及建议

专业认证工作是国家教育部实施高等学校本科教学质量与教学改革工程的重要内容之一,护理学本科专业认证是有效提升我国护理教育教学水平和人才培养质量的重要举措。2010年我国护理学本科专业试认证工作启动以来,已经先后有14所高等院校的护理学专业进行了认证,该文着重归纳总结了认证院校护理专业师资队伍建设中存在的问题,并提出相关建议,旨在为促进我国高等护理教育发展提供借鉴。     

高等中医院校护理学专业认证的实践与思考

通过介绍南京中医药大学护理学专业认证的过程和后期整改方案,提出高等中医院校护理学专业应当把握专业认证的机遇,充分发挥中医护理在高等护理教育中的特色和优势,以规范中医护理核心课程体系,提高人才培养质量,培养中西医结合高等护理人才,促进专业发展。     

《护理学类教学质量国家标准》研制的意义

《普通高等学校本科专业类教学质量国家标准》(简称《国标》)是我国颁布的第一个高等教育教学质量国家标准,护理学专业教学指导委员会在原有《护理学本科专业规范》和护理学专业认证标准实践总结的基础上完成了《护理学类教学质量国家标准》的研制,本文主要介绍了《国标》的主要内涵以及《国标》对护理学专业发展的重要意义。     

以专业认证为契机加强护理实践教学改革

该文介绍了南通大学以护理学专业认证为契机,以教育标准与专业认证规范为指导,结合护理实验中心的具体问题和特点,全面加强了护理实验中心的建设与管理,深化了护理实践教学改革,并以专业认证为起点,继续保持已有的特色和亮点,巩固专业认证成果,促进护理学专业发展。     

经历中国高等教育护理学专业试认证的过程与思考

介绍吉林大学护理学专业作为全国首家试点单位接受护理学专业认证的准备工作,提出我国未来护理学专业认证将进一步加快发展步伐,探索与国际护理教育质量标准互认体系并促进专业认证与执业准入的结合.     

护理学专业学位研究生实践教学体系的建设与实践

随着护理学专业的迅速发展,学科概念和内涵不断扩大,专业领域进一步深化,护理学呈专科化发展趋势。为满足社会对高质量专科护理人才的需求,院校加大对护理学硕士专业学位研究生的培养。临床实践是培养护理硕士专业学位研究生的重要环节,实践教学体系的建设是优质教育的有力保障。     

Adapting the CAUSN accreditation process for emerging models of nursing education in Canada.

This paper highlights the accreditation issues raised by new and emerging models of baccalaureate nursing education and program delivery in Canada. It suggests ways of adapting the accreditation process to address recent changes. Nursing degree programs now offered by universities include programs at several sites, collaborative programs with partner institutions at multiple sites, and programs offered primarily through distance education. The accreditation program developed by the Canadian Association of University Schools of Nursing (CAUSN) provides a mechanism for monitoring the quality of a nursing education program and promoting the growth of the school that offers the program. Since the decision to undergo accreditation signifies a major commitment on the part of a nursing program, it is essential that the accreditation process be adaptable to meet the needs of evolving nursing education and program delivery models, and that it be fair, equitable, and credible.     

护理学专业试认证的过程与启示

专业认证是保证与提高人才培养质量的重要方式,通过开展护理学专业认证,可规范我国护理学专业的办学过程和条件,确保护理学专业人才的培养质量。文章介绍了我院接受护理学专业试认证工作的过程、体会和建议,为进一步推动认证工作的有效开展提供依据。     

Single-purpose institutions for nursing programs: to be or not to be

This article examines the legitimacy of baccalaureate and higher degree nursing programs being offered by single-purpose institutions. The arguments in support of and in opposition to the concept are analyzed and discussed. The American Association of Colleges of Nursing position statement on single-purpose institutions is reviewed. The author concludes that there is no inherent flaw in the concept of single-purpose institutions as an appropriate vehicle for delivery of nursing education programs. She further concludes that those programs that have successfully completed the rigorous reviews associated with institutional and specialized accreditation have, in that process, earned the right to be recognized and respected as legitimate members of the higher education community.     

国际高等护理教育评估的发展与现状

评估是保证和促进教育质量持续改进的一种重要手段。对国际高等护理教育评估的发展与现状做一综述,以期为我国高等护理教育评估制度和评估体系的建立与发展提供一些借鉴和启示。     

Nursing accreditation: what's a librarian got to do with it?

Nursing education accreditation visits are similar to JCAHO accreditation visits. Both types of accreditation are offered to ensure quality programs and services. The author, a librarian, describes the role of the nursing library in helping the Hampton University School of Nursing to achieve full accreditation from the two national nursing accreditation bodies. This article describes the process and outcomes of accreditation visits.     

Collaborative nursing education programs: challenges and issues

Collaborative nursing education programs have been offered to facilitate access to baccalaureate-level nursing education. Our Collaborative Nursing Program involved 10 institutional partners and has been one of the largest of such programs. The collaborative approach to nursing education has been identified as an important model; the benefits include optimal use of resources and opportunities to develop and share knowledge across institutions. However, there has been little public discussion of the issues and challenges that emerge, including differing cultures, priorities, vulnerabilities, goals and aspirations between colleges and universities; desire to preserve autonomy and uniqueness; and complexity of approval and accreditation processes. Some of our college partners have chosen to offer an independent applied degree in nursing rather than continuing in a collaborative academic degree program. This paper describes the challenges inherent in maintaining quality of the degrees and strategies to increase the likelihood of continuing collaboration. Clarity and transparency are vital, and supportive programs involving mentorship of educators can foster increasing autonomy of colleges. Collaborative nursing programs pose many challenges, and their future will hinge on understanding mutual goals and expectations.