Technical curriculum models: are they appropriate for the nursing profession?

The technical view of curriculum epitomized by the Tylerian objectives-based model focuses on measurable, quantifiable outcomes. Partly because of the drive to legitimize nursing as a profession, nursing education has accepted the Tylerian approach to demonstrate acceptable levels of competence for nursing practice. This paper examines the appropriateness of the behavioural measurement of outcomes for nursing in the present decade, using the framework of Habermas' knowledge-constitutive interests. It is contended that nursing educational practices have not kept pace with changes in the ethos of nursing practice in the 1990s. Nursing education must shift its focus from the technical curriculum to encompass humanistic principles and critical reflection, compatible with currently accepted nursing values.     

以提升叙事护理能力为主导的临床护士人文关怀培训模式的构建与应用效果

目的:构建以提升叙事护理能力为主导的临床护士人文关怀培训模式,并探讨其在临床培训中的应用效果。方法:选择62名叙事护理执行水平相近的临床科室护士作为研究对象,采用基础理论课程与叙事故事共情理论教学相结合,结合嵌入临床实践体验、总结反思写作以及参与人文素材开发创作的沉浸体验式培训方式。比较培训前后护士在叙事能力、共情能力、人文关怀能力等方面的表现。结果:培训后护士的叙事能力明显提高(P＜0.05);共情能力量表总分及各维度均显著提升(P＜0.05),护士的人文关怀能力也明显增强(P＜0.05)。有95.1%的学员认为培训方案科学合理、易于接受,并具有实用性。结论:以提升叙事护理能力为主导的人文关怀培训模式能有效提高临床护士的叙事护理能力,提升其人文关怀素养。     

The spirit of humanism should be cultivated in the nursing profession

As nursing is an art that emphasizes the nature of caring it should have humanistic attributes. Humanistic education of a nursing professional should emphasize a person-centered perspective in order to foster cultivation of the humanities and infuse the spirit of humane care into medical practice. Cultivation of humanism refers to the emotional level of personal-affective experience that blends humanistic science and aesthetic experience to enhance nurse observational abilities. The ability generated by self-awareness and reflection can trigger deep empathy and empathetic performance, which is ideal humanistic-nursing behavior in nursing staff. Traditional nursing education focuses on acquiring professional knowledge and largely ignores the cultivation of a humanist spirit. To help nurses adjust to the rapidly changing environment of nursing care and demonstrate a professional and humane character, in addition to advocating for a humane medical environment, the six Es of humanistic-nursing education (Example, Explanation, Exhortation, Environment, Experience, Expectation) should be promoted. The six Es are essential to building a framework to cultivate humanistic education strategies and strengthen humanist content in nursing education. In order to instill deeply the spirit of humanistic care in nursing and make the nursing-care process more humane, these ideals must be emphasized in nursing education to raise the level of humanism.     

The mentorship experience of students and nurses in pre‐registration nursing education: A thematic synthesis of qualitative studies

Mentorship is considered to play a paramount role in empowering nursing students to recieve superlative benefit from clinical placement. Although the new standards for student supervision and assessment approved by the Nursing and Midwifery Council in 2018 seemed to lead to the disillusionment of mentorship, they support clinical education and devotion to nursing students' clinical learning globally. The aim of this synthesis was to review and explore the experiences of mentorship of preregistration nursing students and nurses. A systematic search of databases was performed for qualitative studies published in English from 2000 to 2018. Eleven qualitative studies were selected, from which three analytical themes emerged: mentors' capabilities and readiness for preregistration nursing student mentorship, humanistic approach as foundation to the effectiveness of preregistration nursing student mentorship, and the collaboration of stakeholders in health care and educational settings to enhance preregistration nursing student mentorship. A thematic framework of mentorship in preregistration nursing education was introduced. The thematic synthesis sheds light on how to improve a formal system of mentorship and clinical supervision for nursing education.     

Therapeutic directions in acute inpatient psychiatric nursing

BACKGROUND: The role of nurses in caring for acute psychiatric inpatients has traditionally been a holistic one, involving one-to-one nurse-patient relationships and the therapeutic use of self. Over the years, a more medical model has emerged, including cognitive-behavioural therapy and monitoring of medication. At the same time, there has been a reaction against the 'observation culture' that has existed in many hospitals. This article considers the best way forward for psychiatric nursing. CONCLUSION: A psychosocial model seems to provide the most promising framework for the development of psychiatric inpatient nursing. However, this must not be at the expense of the traditional holistic, humanistic approach that is valued by patients, carers and nurses.     

人性化护理理论及其应用

从理论形成背景、理论框架、理论的主要概念、护理的4个基本概念及理论评价等方面,介绍了Paterson和Zder-ad的人性化护理理论及其应用。     

人文管理在我院护理管理中的实施与效果

目的充分调动护理人员的积极性，发挥护理人员的最大潜能，提高护理管理效能。方法创造和谐的人文环境，营造浓厚的文化氛围，搭建良好的发展平台，实施恰当的人文管理。结果增强了护理人员的职业成就感和团队意识，提高了护理人员对管理的依从性及满意度。结论为护理人员营造舒适、和谐的工作、生活环境和文化氛围，搭建发展空间和平台，对调动护理人员工作积极性，提高管理效能具有重要作用。     

Incorporating pedagogical principles in developing an online nursing research course

Since 1998, developing online courses to accommodate nontraditional students has been a major focus at a public commuter university in the southeast. Concern about the quality of online instruction prompted a number of faculty members in different disciplines to explore pedagogically sound methods for improving and evaluating their teaching using instructional technology. In response to the impetus to have a framework for the development of online courses, a seminar series based on the Seven Principles of Undergraduate Education was developed. On the basis of the pedagogical principles presented during the seminar series, the online nursing research course was redesigned to be more learner-centered by increasing student-to-student and student-to-faculty interaction. Seven interactive modules were developed to address students' diverse learning styles. Using this approach for teaching an online nursing research course, students were able to learn the important concepts typically taught in a traditional, face-to-face course, while managing family and work responsibilities.     

Development of Strategic Plans for Advancing Nursing in Korea

PurposeThe aim of the study is to evaluate the current and prospective status of nursing in Korea and develop a strategic framework and plan to accommodate the increased demands on nurses in the changing health-care system.MethodsThis study used a mixed-methods approach including a literature review, an online survey with health-care consumers, expert panel interviews, and an analysis of strengths, weaknesses, opportunities, and threats to develop the strategic plans and framework.ResultsThe vision of the strategic framework involved improving health and quality of life, and its mission was to elevate the status of Korea's nursing sector as a key health-care profession through high-quality and innovative nursing education, research, and practice. The five values in accordance with the mission and vision were innovation, creation, collaboration, excellence, and authenticity. Three strategic goals, namely, education, research, and practice, were identified, and 31 related strategic tasks were developed.ConclusionIn response to the rising social demand for a paradigm shift in nursing care services, there is a need for advancements in nursing education, research, and practice in Korea. This study provide some recommendations to achieve these aims.     

护理管理中人本管理模式的构成要素分析

人本管理是对传统管理理念的变革和革新,近年来,护理管理中也开始吸纳人本管理这一重要思想。本文从人本管理的基本理论出发,结合护理管理的自身特点,提出在护理管理中运用人本管理的前提、主要方法、最终目标、基本要求和重要组成等五个构成要素,从而将人本管理的内涵更加清晰化。     

护理管理中人本管理模式的构成要素分析

人本管理是对传统管理理念的变革和革新,近年来,护理管理中也开始吸纳人本管理这一重要思想。本文从人本管理的基本理论出发,结合护理管理的自身特点,提出在护理管理中运用人本管理的前提、主要方法、最终目标、基本要求和重要组成等五个构成要素,从而将人本管理的内涵更加清晰化。     

实习护生与临床教师人文知识与人文精神认知状况比较性研究

目的了解实习护生与临床教师人文知识与人文精神认知状况和人文知识与人文精神的相关性。方法对某大学护理学院2001级专科护生39名和2001级、2002级本科护生25名,某大学附属医院临床教师43名,共107名进行人文知识与人文精神认知状况的问卷调查。结果本科护生人文知识均值最高,与专科护生差异有显著性意义(P<0.05);本科护生与临床教师(专科)、临床教师(本科)与临床教师(专科)人文精神差异有显著性意义(P<0.05)。人文知识与人文精神呈高相关性。结论教学医院护理管理在培养护生人文知识与人文精神的同时,更要重视临床教师人文知识与人文精神的培育与熏陶,才能保证实习基地人文环境对护生的永久性滋养和熏陶。     

A conceptual framework for psychiatric-mental health nursing

A conceptual framework for a psychiatric-mental health nursing program gives direction for course content and becomes a rich source of hypotheses leading to development of theory. For this described framework tenets of humanistic theorists provide the philosophical base: Belief in the individual's responsibility, capacity and potential for growth; meaning of life; respect and dignity of the individual; and freedom of the individual for self-determination. Four major components comprise the framework: social systems and developmental theories, communication concepts, and self-esteem. Set in the nursing process schema, concepts from social systems and developmental theories are used in the assessment, concepts from communication theories are the basis for intervention, and changes in self-esteem become a measure of evaluation. The framework is applicable for individual clients, families, and/or groups. The nurse therapist is viewed in the same framework which may evolve into an intersystem model. Numerous research questions are suggested which may validate the relationships between the components of the framework.     

Beyond behavioral skills to human-involved processes: relational nursing practice and interpretive pedagogy

This article argues that the teaching of behavioral communication skills may interfere with the learning of humanistic nursing practice. By inviting readers to consider moving beyond a method approach, the author discusses the pedagogical value of interpretive inquiry for the teaching-learning of relational practice. The author asserts that, as a "nonmethod," a pedagogy of interpretive inquiry can create opportunities for nursing students to learn and experience the transformative power of relationship, gain confidence in their capacity for relational being and a sense of trust in their ability to be with people in ways that are authentic and meaningful, and develop their overall ability to enact humanistic, relational nursing.     

人性化护理在跗跖关节切开治疗拇外翻患者中的应用

目的:探讨人性化护理在跗跖关节切开治疗拇外翻患者中的应用方法及效果.方法:将采用跗跖关节切开治疗的80例拇外翻患者随机分为观察组和对照组各40例,观察组采用人性化护理,对照组采用常规护理.结果:观察组患者护理满意度为97.5%,对照组为87.5%,两组比较差异有统计学意义(P<0.05);美国足踝外科协会(AOFAS)前足评分系统评分观察组为(97.3±15.4)分,对照组为(90.6±13.9)分,两组比较差异有统计学意义(P<0.05).结论:人性化护理对提高跗跖关节切开治疗拇外翻患者满意度和功能恢复有积极作用.     

The language of spirituality: an emerging taxonomy

BACKGROUND: This paper explores the relationships that exist between the language used to describe spirituality within nursing and the appropriateness of constructing a universal definition acceptable to all individuals. 'Spirituality' is a term that is increasingly used in nursing but there may be problems about exactly what the term means and how it is interpreted and understood by both nurses and patients. AIM: The aim of the paper is to explore some of the commonly cited definitions to establish if the concept of spirituality could be termed 'universal'. METHOD: This paper presents a discussion, based upon a literature review, of the nursing and health care databases, combined with manual searches. The review demonstrates how the term spirituality is being constructed within nursing suggesting that there are numerous definitions each with several layers of meaning. FINDINGS: From the review the authors have developed 'a spiritual taxonomy' that may explain and accommodate the different layers of meaning found within nursing and health care definitions. At the extreme left there is a spirituality based on religious and theist ideals, while at the extreme right there is a spirituality based upon secular, humanistic, existential elements. A middle way is explained containing elements from both the left and right but not as fundamental or radical. CONCLUSION: The authors argue that because there are so many definitions with different layers of meanings, spirituality can imply different things depending upon an individual's personal interpretation or worldview. The results of the review suggest nursing is constructing a 'blanket' definition of spirituality, which has a broad, almost inexhaustible set of defining characteristics. If this approach continues then there is a danger that the word may become so broad in meaning that it loses any real significance.     

A phenomenological study of patient expectations concerning nursing care

This phenomenological study explored the expectations patients have of nursing care, specifically spiritual care, using the framework of humanistic nursing. Four themes emerged: (1) the definition of "good" and "bad" nursing, (2) surveillance and competence, (3) spiritual care expectations, and (4) the concept of time.     

临床护理教师人文知识与人文精神认知状况的调查分析

目的了解临床护理教师人文知识与人文精神的认知状况，探索提升临床护理教师人文素质的方法。方法对某大学附属医院43名临床护理教师进行人文知识与人文精神认知情况的问卷调查。结果临床护理教师人文知识认知水平普遍较低，人文精神认知水平处于中等水平，其中本科学历者与专科学历者人文精神认知水平差异有显著性统计学意义（P〈0．05）；临床护理教师人文知识与人文精神呈高度相关（r=0．929）。结论医院护理管理者应重视临床护理教师入文知识的汲取和人文精神的培养，采用人文方法内塑临床教师的人文素质。     

高职高专护理专业人文课程体系研究与实践

目的:针对护理工作任务从以疾病为中心到以人的健康为中心的转变,对高职高专护理专业的人文课程体系进行了深入研究,增设相应的显性和隐性人文课程,为人文素质课程的设置提供依据。方法:在2007级护理专业学生课程设置中建立人文课程体系,实习结束后对学生的人文素质进行评价。结果:重新设置的课程体系有助于提高学生的人文修养和整体素质,带教教师对2007级护生的人文素质评价高于2006级护生(P0.001)。结论:护理人文课程的设置有助于培养符合社会需求的高素质人才,满足了护理学发展的需要。     

Professional codes in a changing nursing context: literature review

BACKGROUND: Professional codes played a definitive role during a specific period of time, when the professional context of nursing was characterized by an increasing professionalization. Today, however, this professional context has changed. AIM: This paper reports on a study which aimed to explore the meaning of professional codes in the current context of the nursing profession. METHOD: A literature review on professional codes and the nursing profession was carried out. The literature was systematically investigated using the electronic databases PubMed and The Philosopher's Index, and the keywords nursing codes, professional codes in nursing, ethics codes/ethical codes, professional ethics. CONCLUSION: Due to the nursing profession's growing multidisciplinary nature, the increasing dominance of economic discourse, and the intensified legal framework in which health care professionals need to operate, the context of nursing is changing. In this changed professional context, nursing professional codes have to accommodate to the increasing ethical demands placed upon the profession. Therefore, an ethicization of these codes is desirable, and their moral objectives need to be revalued.