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。     

护理学本科专业认证的发展现状

护理学本科专业认证是保障高等护理教育质量的重要措施。本文对国内外护理学教育标准的发展及现状、护理学教育标准的内容、护理学本科专业认证的发展及现状进行综述,为规范我国护理学本科教育、推广我国护理学本科专业认证工作提供依据。     

护士履行健康教育的难点分析及对策

目的了解、分析当前健康教育存在的难点,提出对策。方法采用自行设计问卷对1 200名护理人员及400名住院患者进行问卷调查。结果护患双方在对教育者角色选择上存在偏差,48.9%护士认为应设专职护士进行健康教育,62.8%患者首选医生作为健康教育者;67.0%护士缺乏健康教育的能力;83.7%护士认为缺乏发挥教育职责的支持条件。结论为推动健康教育向科学化、规范化、制度化发展,应加强临床护理队伍建设,完善护理健康教育体系,加大对护理人员资源及健康教育资金的投入等,不断提高健康教育水平。     

护理学专业认证的回顾与展望

专业认证作为高等教育质量保证的重要措施,促使高等教育机构质量保障由外部力量转变为教育机构自我发展、自我激励、自我约束的内在需求。科学的专业认证制度既能有效地保障专业教育发展的基本需求,又能调动专业教育院校的特色化和个性化发展的积极性。该文通过回顾国内外护理学专业认证、教育标准和规范的发展现状,探讨我国护理学专业认证的未来与发展。     

美国物理治疗专业教育的评估与认证体系

随着我国康复治疗教育事业的飞速发展,科学、严谨的康复治疗专业的准入制度已经成为亟待解决的问题。本文对美国物理治疗专业教育评估认证体系的管理、规范、流程进行介绍和分析,以期对国内的治疗师专业教育认证有所启发。     

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。     

护理教育标准的研究与进展

我国高等护理教育经过近几年的持续扩招,规模和数量急剧扩增,现已进入注重提高质量的新阶段.为提高护理教育质量、规范院校办学行为,开展护理教育专业认证工作势在必行,而作为开展认证工作的重要工具-护理教育标准也日益受到关注.     

教学基本技能在群体健康教育中的应用

针对目前群体健康教育者缺乏教学基本技能的突出问题,在概括介绍群体健康教育的基础上,重点阐述如何在群体健康教育中应用导入技能、强化技能和变化技能,从而达到激发教育对象学习兴趣、吸引教育对象学习注意力、鼓励教育对象采纳健康行为的目的 ,确保健康教育的效果.     

糖尿病教育者培训效果及其影响因素的调查研究

目的对我国糖尿病教育者培训后的效果进行调查,并分析其影响因素,旨在为完善糖尿病教育者的考核认证模式提供依据。方法选择2008年—2014年参加糖尿病学院培训并通过考核的314名糖尿病教育者,采用自行设计的培训考核表进行调查。结果考核总分为(76.64±22.24)分,得分最高的前3个项目为开展护士培训(93.36±62.81)分,健康教育形式(84.27±23.09)分和教育者工作职责及流程(82.07±32.43)分,60分的项目依次为随访管理(56.16±31.74)分,发表论文(38.47±47.75)分和参与科研(26.11±44.00)分。多元线性回归分析发现糖尿病专科工作年限(t=3.515,P=0.001)、是否在糖尿病教育者岗位工作(t=3.404,P=0.001)和是否为一线医务工作者(t=-2.589,P=0.001)是考核成绩的影响因素。结论糖尿病教育者常规教育工作得分较高,科研相关工作得分较低;糖尿病专科工作时间长、在糖尿病教育者岗位工作和非一线医务工作者的考核得分较高。     

住院病人健康教育现状与分析

为了探讨住院病人健康教育的有效性,提高健康教育质量,我们对100例住院病人进行了调查评估,发现健康教育者不同程度的存在着缺乏了解住院病人不同阶段的学习需求。健康教育的时机。方法不当。缺乏行为指导。出院健康教育不详细甚至未做。满意度调查项目评价没有等问题,直接影响了健康教育效果。提示护理人员要改变观念,提高护士健康教育素质:护理管理者必须深入研究健康教育的内容。行之有效方法。形式,各种疾病的行为指导,效果评价,才能有力地推动护理现代化进程,真正达到和促进人类健康的目标。     

重症床旁即时超声检查的医生培训与教育

重症床旁即时超声凭借其简便实用、快速直观等优势在诊断和评估重症患者病情中得到了广泛的应用和普及,为了确保该技术安全、有效的运用,重症床旁即时超声需要良好的培训、教育和资格认证体系,并有必要将此培训纳入急诊、麻醉和重症医生的常规培训项目。其培训和教育应当把握重点,突出特色,分级、持续深入地培训,同时采用多样化的教学方法,培养医护人员良好的临床实践能力。当前,在培训和教育中仍存在一些困难,需要努力克服。     

Evaluation of an education session using standardized patients and role play during perinatal bereavement

Nurses have voiced their lack of comfort during perinatal loss and communicating with families during this period. A mid-western organization provided bereavement education to its perinatal nurses, which included a didactic session, followed by two perinatal loss scenarios with standardized patients, and debriefing. Participant's knowledge (p = 0.000) and comfort (p = 0.000) levels significantly improved after the education session. Observations during the standardized patient scenarios, demonstrated that the majority of nurses used appropriate communication techniques with the bereaved mother that was reviewed throughout the education session. An education session that includes standardized patients acting out a perinatal loss may be an effective approach in promoting perinatal nurses comfort level in providing effective bereavement care and communication.     

英、美两国护理教育认证体制比较及其对我国护理教育的启示

目的:通过英、美两国护理教育认证体制的比较研究,为构建具有中国特色的高等护理教育认证体系提供借鉴。方法:以比较研究为主,文献研究为辅。结果:英国和美国的认证分别由学校和认证机构占主导地位,学校在认证中都具有很大的自主权;两国认证程序相似,都有中介认证机构和认证标准。结论:建立多元化的护理教育认证体系;在认证标准的构建中必须处理好标准的精细程度、质性和量性指标、评估群体的广泛性问题。     

Reliability of assessment of critical thinking.

Although clinical critical thinking skills and behaviors are among the most highly sought characteristics of BSN graduates, they remain among the most difficult to teach and assess. Three reasons for this difficulty have been (1) lack of agreement among nurse educators as to the definition of critical thinking, (2) low correlation between clinical critical thinking and existing standardized tests of critical thinking, and (3) poor reliability in scoring other evidences of critical thinking, such as essays. This article first describes a procedure for teaching critical thinking that is based on a consensus definition of 17 dimensions of critical thinking in clinical nursing practice. This procedure is easily taught to nurse educators and can be flexibly and inexpensively incorporated into any undergraduate nursing curriculum. We then show that students' understanding and use of these dimensions can be assessed with high reliability (coefficient alpha between 0.7 and 0.8) and with great time efficiency for both teachers and students. By using this procedure iteratively across semesters, students can develop portfolios demonstrating attainment of competence in clinical critical thinking, and educators can obtain important summary evaluations of the degree to which their graduates have succeeded in this important area of their education.     

A modest proposal: board certification for medical educators (or quis custodiet ipsos custodes?)

So that medical educators themselves will not be deprived of the benefits of certification, a brief written examination is offered as a first step. While the examination questions initially appear to be as obscure as those found on other certifying examinations, on further consideration they are found to be illustrative of certain basic concepts of medical education that are thought to be enduring, though not currently popular.     

Empowering practitioners: an unrealistic expectation of nurse education?

BACKGROUND: Empowerment has become an increasingly popular theme in nurse education. This is evident from the growing number of courses that claim to enable nurses to become empowered. However, this is taking place in an environment with little critical debate about the assumptions and implications for educators and students. Consequently there is a risk of creating hegemony and regimes of truth. AIM: This paper sets out to review critically existing discourses on empowerment and to suggest a more reflexive and realistic view. THEMES: The origins of empowerment are established, together with its relationship to professional education. There is a review of the nature of power and autonomy, followed by an examination of the effects of expectations of empowering practice on educators and students. The lack of reflexivity in notions of empowerment is discussed. Consideration is given to the possibility of rehabilitating empowerment by offering an alternative conception that is realistic and reflexive. CONCLUSIONS: Conclusions are drawn to suggest that although much of the writing on empowerment in education is insufficiently self-critical and consequently is open to censure, ideas of empowerment should not be rejected completely: they may serve to stimulate educators (and their students as future practitioners) to connect with and challenge society.     

专项护理技术"院级资格认证"模式初探

目的 构建院级专项护理技术操作认证培训模式.方法 建立科学的专项护理技术认证培训体系,包括完善认证制度、人员审核管理、规范培训内容、严格考核认证.结果 资格认证考核规范了护理专项技术,为患者提供安全、高效的护理服务.结论 专项护理技术资格认证促进了护理人才培养,提高了医院专项护理技术水平.     

Perceived Effects of Specialty Nurse Certification: A Review of the Literature

Recent evidence suggests that specialty nurse education and certification may improve the quality of patient care.Specialty nurse certification also may improve nurses' job satisfaction and sense of empowerment, as well as positively affect collaboration with other health care team members.Despite the evidence that there are intrinsic rewards for specialty certification, the lack of extrinsic value to nurses makes it unlikely that greater numbers of nurses will be attracted to certification unless health care administrators increase opportunities for recognition and greater compensation. AORN J 89 (January 2009) 183-192. © AORN, Inc, 2009.     

Advanced nursing skill certification in critical care

Advances in critical care therapies demand that registered nurses maintain skills consistent with the ability to provide safe patient care. Advanced nursing function (ANF) certification is one way to achieve this goal. The purpose of this article is to describe the annual certification process that occurs in one general systems critical care unit within a large urban acute care setting. Two hundred registered nurses are certified annually in cardioversion/defibrillation, pacemakers, intraspinal analgesia, pulmonary artery catheters and intracranial pressure monitoring. Involving both conceptual and psychomotor skill assessments, ANF certification not only challenges educators to possess and maintain current knowledge about ANF procedures, but also readily identifies areas of strength and weakness for the nurse regarding knowledge and practice development about a particular procedure. The critical care education committee recognized the need for advanced nursing knowledge in order to provide quality, safe patients care and to meet the needs of patients with complex care requirements. ANF certification has proved to be an efficient, cost-effective method to educate many nurses in a relatively short period of time. Most importantly, ANF certification assists to maintain an optimum standard of care within the critical care unit and, at the same time, lends itself well to the development of other advanced critical care procedures in the future.     

Emergency medicine training in Canada

Canada is the only country with two colleges governing emergency medicine (EM) certification. Does this serve us well or does it divide us and our resources? If most CCFP(EM) graduates practise strictly EM, with no family or rural practice, then reform in the certification process may be necessary. At the same time, FRCPC residencies seem excessively long and lack the numbers to develop "critical mass." Shortening the length of training would allow more residency positions to be created, thus advancing the goal of optimum emergency care for the Canadian public. Canadians deserve one standardized, certified, accredited EM training program that produces the highest quality emergency physicians.