Mini-CEX在新疆护理本科自学考试临床护理技能考核中的应用

[目的]查找新疆护理自考本科毕业生临床护理技能考核薄弱环节,寻找最佳方式,促进考生护理技能的自我提升。[方法]应用迷你临床评价量表(Mini-CEX)对255名护理自考本科毕业生进行临床护理技能考核。[结果]考生体格检查、临床判断、组织效能、整体评量4个方面存在明显不足,不合格率均超过40%。[结论]新疆护理自考本科毕业生的临床护理技能考核总体情况并不乐观,关键环节有待强化。     

高护自学考试无菌技术考核结果分析

目前高护自学考试已成为在职护士继续深造的一种主要形式,是护理人员提高自身文化素质、专业素质、改变护理队伍知识结构的一种切实可行的途径,越来越多的护士加入了自考的行列。我省高护自考始于1993年4月,为了适应现代护理发展的需要,加强自学考试的管理,自1995年起,对参加自考的考生在完成理论考试后增设了护理技能考试(13项),护理病历书写及论文答辩。笔者负责培训无菌技术操作,并对1999年2月参加此项操作考核的97名考生的考试结果做了如下分析。1　资料及方法参考考生均参加了由江西医学院成教部组织的技能培训学习班,考核标准是由江西…     

护理本科毕业生质量追踪调查分析

[目的]追踪调查护理本科毕业生的质量。[方法]应用自制护理本科毕业生质量追踪调查问卷对护士及用人单位主管领导各130名进行调查。[结果]用人单位对毕业生专业能力、自主学习能力、人文素质评价较高;对教学能力、科研能力、管理能力评价较低;各方面他评得分高于自评(P0.05)。[结论]用人单位对护理本科毕业生的质量总体评价较高,但教学、科研及管理能力仍有待加强;毕业生对自身发展期望较高。     

上海交通大学护理本科毕业生临床能力的追踪调查

目的追踪调查上海交通大学四年制护理本科毕业生临床能力的现状,分析管理者他评与毕业生自评之间的差异,为提高毕业生临床能力、深化和完善教学改革指明方向。方法对2006～2010届97名护理本科四年制毕业生及其相应的85名主管领导进行问卷调查,包括毕业生一般资料问卷、毕业生临床能力的自评问卷及他评问卷。结果护理本科毕业生临床沟通能力、临床教学能力、职业心理素质各维度评分及其总分的他评得分高于自评(P<0.05);参与科研的毕业生临床能力的他评总分及各维度得分(除临床管理能力)高于未参与科研者(P<0.05);无离职意向的毕业生护理科研能力自评得分高于有意向者(P<0.05)。结论护理本科毕业生临床能力达到了学院的培养目标,并得到了用人单位认可;毕业生参与护理科研有助于临床能力提升,应不断加强学生科研和教学能力的培养,以满足临床对本科护理人才的期望。     

护理自考生对当前助学网站的需求及评价

摘要：目的 了解护理自考生对助学网站的利用、需求情况，为进一步开展护理自学考试助学网络建设提供参考。方法采用自行设计的护理自考生对助学网络需求及评价问卷进行调查。结果 仅４４.３％护理自考生参加网络助学，其使用助学网络的频率较低，且每次访问时间较短；浏览自考助学网站的主要目的是查阅及下载自考学习资源、获取考试快讯、试题中心；最希望获得的信息是历年试题及答案、网上辅导课程、名师在线辅导；对助学网站的总体评价不高。结论 当前助学网络建设不能满足考生学习需求。必须加强助学网络建设及网络助学辅导工作，提高护理自考生对助学网络的利用率。关键词：成人自学考试；　护理；　教育，远程；　助学网站；　需求；　评价中图分类号：Ｒ４７；Ｇ７２６．９　　文献标识码：Ａ　　文章编号：１００１-４１５２（２００７）０５-００５０-０４     

护理学专业自考本科生毕业论文指导需求的调查

目的 探讨护理学专业自考本科生毕业论文指导需求,以调整指导方法,提高其科研能力.方法 便利抽取160名护理学专业自考本科生为调查对象,采用自制问卷对其论文指导需求情况进行调查.结果 88名自考生认为集体指导与个别指导相结合是最佳的自考毕业论文指导形式;自考生对集中指导的内容及课时安排评价较好,建议部分内容适当调整学时及授课顺序.指导老师的科研能力、耐心和表达能力对论文指导效果的影响较大.结论 护理学专业自考本科生的毕业论文指导方式应多样化,指导教师应注意提高自己的科研能力及人文素养.     

护理本科实习生核心能力自评与他评的比较研究

目的分析护理本科实习生核心能力学生自我评价和带教教师对其评价的一致性和差异性。方法采用中国注册护士核心能力量表对226名护理本科实习生及其带教师进行问卷调查。结果护理本科实习生核心能力自评和他评各维度得分排序一致,核心能力总均分和伦理/法律实践、人际关系、领导能力、专业发展、临床护理维度自评得分低于他评得分(P<0.05)。结论护理本科实习生核心能力自评和他评结果有差异,建议护理院校在评价中采用自评与他评相结合的方式,以便获得更为精确、可信的结论。     

我国护理本科自学考试的教育现状和发展趋势

高等教育自学考试是我国高等教育的重要组成部分，是个人自学、社会助学和国家考试相结合的一种具有开发性特色的高等教育形式，已成为在职人员接受继续教育和实现终身教育的重要途径之一。随着高护自考大专在全国的普遍开展，以及自考本科的推行，越来越多的护理人员积极加入这一继续教育的行列。由于自考本科开展时间短，尚无成熟的办学形式，本文简要分析我国护理自考本科的教育现状和存在问题，提出一些改革的措施，以更好的促进我国高等护理教育事业朝着满足社会需求的方向发展，现报道如下。     

新疆护理自考本科毕业生健康评估能力分析及对策

目的 通过对新疆参加护理自考本科毕业考生临床护理技能考核成绩分析,找出存在问题以提出新疆地区高级护理人才培养的新模式.方法 采用临床技能评价量表评价213名护理自考本科毕业考生以<健康评估>为主的临床护理技能,并对考核成绩进行分析.结果 考核内容中临床应变能力较强不合格率最高,达到78.9%,具备一定分析与判断能力、向病人说明操作目的及范围的不合格率超过60%;考核项目中心脏评估、心电图和相关理论知识的提问不合格率超过65%.结论 本组毕业考生临床护理技能总体考核情况并不乐观,许多关键行为需强化.应根据新疆地域、临床护理工作及自考生学习特点等,采取有效的管理和培训方法,切实提高新疆地区临床护理及教学质量.     

云南地区本科护理人才质量评价及分析

[目的]了解云南地区本科护理人才质量培养现状,分析护理人才培养过程中存在的问题,为完善和优化本科护理人才培养方案提供依据。[方法]采用自行设计的问卷,调查昆明医科大学4家附属医院的146名护理工作者和昆明医科大学2015级、2016级的153名在读护理本科生。通过自评和他评的方式对云南地区护理本科生的综合能力进行评价,以了解护理本科生的人才质量培养情况。[结果]本科护理毕业生和专科护理毕业生综合能力总得分和各维度得分比较差异有统计学意义(P<0.05);在读护理本科生对自己综合能力的自评得分和附属医院护理人员对本科护理毕业生综合能力的他评得分在总分和7个维度得分都有统计学意义(P<0.05)。[结论]云南地区本科护理毕业生综合能力远优于专科护理毕业生,但本科护理毕业生的综合能力仍需进一步提高。建议鼓励护理人员参加继续教育学习,提升学历层次;建议高校注重护理本科生的科研素质培养,提高科研水平;建议规范临床实习带教管理,严格监管实习过程。     

浅谈应届本科护士综合素质培养

护理学是一门应用性、实践性很强的学科，对刚毕业1-2年的本科生，前期的规范性培训显得尤为重要。应建立一个有利于培养综合素质与能力的模式，具体措施包括：重视岗前教育，充实岗前教育的内容，制订完善的科室轮转计划，护理部为应届本科生创建一个能施展个人才华的平台，护理教研室对整个过程实施监控。通过3年的培养，本科生的综合素质得到较大提高，在较短时间内适应从护生到护理工作者的角色转变。从而提升了临床护理与教学科研能力。为医院护理管理、护理教学贮备了高级护理人才。     

专业组长在护理质量控制中的作用

目的探讨专业组长在护理质量控制中的作用。方法具有大专学历,护师或以上职称者轮流担任,经过三年实践,评选出一部分工作出色的专业组长继续担任。结果低年资及聘用护士的工作能力得到明显提高;对病人实施系统化的健康教育,调动病人的积极性,促进病人的康复;协助护士长的督察、管理,提高护理质量,减少护理差错。结论专业组长在临床护理中,提高了临床护理的质量及健康教育的内涵,改善了护患关系,改变了护士的专业形象。     

The professional socialization of recently graduated nurses--experiences of an introduction program

Nursing education entails a three-year program leading up to a Bachelor's degree. Recently graduated nurses lack theoretical as well as clinical skills, thus experiencing difficulties in taking on the professional role. Health care institutions have previously expressed great concern about the increase of theoretical focus at the cost of decreased clinical training and consequently employers presently offer introduction programs after the completion of the nursing education. The present study is part two of a larger study. The aim of the present study was to describe and analyze how recently graduated nurses are socialized into the profession. The research was conducted using an ethnographic approach and the empirical data was acquired by means of participant observations, interviews and field notes. The findings revealed that the staff questions the novices' nursing knowledge and strongly doubts their professional skills. In order for novices to attain member status at the clinical facility, they must constantly prove their professional ability. The findings showed furthermore that deviation by the novices from the norms and expectations associated with the professional role results in their becoming outsiders. Within nursing education the ideology of nursing is prominent, but within the profession the emphasis is on good occupational skills.     

A yearlong population health internship: Operationalizing an innovative model for population health nursing education

In recent years, evidence has emphasized the critical role that nurses play as public health leaders and the urgent need to prepare nurses for interprofessional collaboration in fulfilling those roles. Sharing best practices in population health nursing education is especially critical now, in the era of COVID-19, when more nurses will be called to apply public health principles to patient care regardless of their work setting. Although evidence from national nursing education bodies outline several critical implications for nursing curricula, undergraduate nursing programs lack operational guidance for instituting effective curricular changes to population health nursing teaching and learning. The purpose of this paper is to outline the process by which a college of nursing translated this evidence into innovation through program development of a yearlong Population Health Internship (PHI) in its BSN program. The inaugural PHI cohort placed 81 nursing students in 19 population health agencies to work with 64 interprofessional mentors. The author details the six steps taken to operationalize the curricular innovation to enable replication by others. Initial student evaluation data show participation in the PHI enables positive mentor relationships and exposes students to roles of population health nurses and the scope of their activities. Community agency evaluation data indicate satisfaction with the yearlong model, noting that nursing intern contributions extended agency missions.     

The first evaluation of the advanced practice nurse role in Finland - the perspective of nurse leaders

fagerström l. & glasberg a.-l. (2011) Journal of Nursing Management 19, 925–932 The first evaluation of the advanced practice nurse role in Finland – the perspective of nurse leaders Aims The aim of this study is to explore and describe nurse leaders’ (NLs) experiences of the role of advanced practice nurses (APNs). Background The first group of advanced practice nurses (17) in Finland graduated in 2006 and were thereafter employed by seven different organizations in more or less clearly defined advanced practice nurses roles. Methods Seven nurse leaders at the relevant organizations were interviewed a year after the introduction of the advanced practice nurses role. Content analysis was used to analyze the data. Results All of the nurse leaders emphasized the importance of the advanced practice nurses role in their organization. The advanced practice nurses’ scope of practice comprised a more autonomous and independent role than registered nurses. Advanced practice nurses are an important resource in the care of patients with chronic diseases and acute health problems. An important aspect regarding support for the advanced practice nurses role is the provision of information to all health-care personnel and patients about the role and clearly defined areas of responsibility. Conclusions Advanced practice nurses are an important resource in the development of evidence-based nursing and improve the availability of health-care services for patients. Implications for nursing management Nurse leaders are responsible for creating sustainable structures and the prerequisites needed for advanced practice nursing through the formation of supportive organizational systems.     

Growing our future nursing leaders

The need for strong nursing leadership to meet the future challenges of the healthcare delivery system is widely acknowledged, yet many of today's nursing leaders express concern about a lack of interest in leadership among their younger nurses. This article reports on a qualitative research study that involved focus groups with 48 younger nurses under the age of 40 who were not currently in formal leadership positions. Using a ConCensus process, participants were asked questions to identify and prioritize the factors that influence their decisions to accept or reject nursing leadership positions. In this study, participants did see a potential in the nursing leadership role to make a difference for both patients and staff. Adequate compensation for the role and true decision-making power were factors of concern for younger nurses. Feedback from current leaders about nursing leadership positions is not positive. Strategies that current nursing leaders will need to consider to encourage interest in nursing leadership will be discussed.     

End-of-Life Nursing Education Consortium. Geriatric Training Program: improving palliative care in community geriatric care settings

Recent studies of end-of-life care in nursing homes and other long-term care settings point to a significant need to improve care. The End-of-Life Nursing Education Consortium (ELNEC)-Geriatric Training Program is an important educational initiative to advance palliative care and end-of-life education for licensed nurses and nursing assistants. The ELNEC-Geriatric Training Program prepares nurses as educators and leaders to improve the quality of end-of-life care in geriatric care facilities. This article presents evaluation data from the 2007 pilot ELNEC-Geriatric Training Program and follow-up evaluation of the "train-the-trainer" model to disseminate comprehensive palliative care education in geriatric settings.     

Enhancing knowledge and self-confidence of novice nurses: The "Shadow-A-Nurse" ICU program

The nursing shortage in the United States has resulted in a need for newly graduated novice nurses to rapidly transition into the nursing workforce. Although some nursing schools provide clinical experience in the intensive care unit (ICU), many novice nurses are not confident about their skills in providing critical-care nursing. To assist novice nurses in rapidly transitioning into the ICU nurse role, an innovative internship program for novice nurses was designed and implemented. A pilot study was conducted to determine if working with experienced nurses in the ICU environment, in addition to formal education and skills training in critical-care nursing, enables novice nurses to effectively transition into the role of ICU nurse. Qualitative and quantitative results of the program after the second year are discussed.