河南省助产专科培训的实践

目的总结河南省2018年—2020年助产专科培训方法和培训效果。方法 11期河南省助产专科培训共366名学员,本文从培训目标、学员准入标准、师资遴选、培训内容、考核标准等方面介绍河南省助产专科培训情况。培训后采用理论、操作、个案考核、综合素质成绩及学员满意度进行效果评价。结果 11期学员助产专科培训后理论、操作、个案考核、综合素质成绩为80～98分,均顺利结业,培训合格率为100%,学员满意度为96.72%。结论河南省助产专科培训效果良好,可为其他地区助产专科培训提供新的思路和借鉴,但培训过程中内容设置、教学方式、师资培训等方面有待进一步探索。     

基于核心胜任力的助产方向专科护士培训实践

目的探讨基于核心胜任力的助产方向专科护士培训效果。方法以2019年参加助产方向专科培训的39名学员为研究对象,以助产士核心胜任力为框架,从孕前保健、孕期保健、分娩保健、产后保健、新生儿保健、公共卫生保健对其进行理论(7周)与技能(9周)的培训,培训前后评价学员的理论知识、临床技能及助产士核心胜任力。结果培训后学员的理论成绩与临床技能成绩均较培训前提高(P<0.05),学员的助产士核心胜任力由(3.79±0.47)分提升至(4.16±0.43)分,差异有统计学意义(P<0.05)。结论基于核心胜任力的助产方向专科护士培训可有效提升助产士核心胜任力。     

持续质量改进理论在军队心血管病专科护士培训中的应用

目的探讨持续质量改进理论在提高军队心血管病专科护士培训质量中的应用。方法应用持续质量改进理论,从培训学员的实际需求出发,改善理论培训方法,提高临床带教老师水平,改进临床带教方法,比较两期学员的考核成绩(专科理论、专科操作、健康教育、心电图识判、综合技能)及对培训的满意度。结果两期学员的专科理论、专科操作、健康教育、综合技能和对培训的满意度比较,差异具有统计学意义(P0.05),第2期学员的成绩和满意度显著提高。结论在军队心血管病专科护士培训中应用持续质量改进理论不断改进培训方法,有效地促进了培训质量的提高,获得了较好的培训效果。     

微格教学法在培训急诊临床教师中的应用研究

目的探讨微格教学法在培训急诊专科护士临床教师中的应用方法及效果。方法采用微格教学法对急诊专科护士培训的临床教师进行培训。比较进行微格教学法前后教师教学技能得分情况、专科护士培训学员的操作成绩;总结教师对微格教学的反思日记。结果进行微格教学法后,教师的授课技能有所提高(P<0.01),学员操作成绩有所提高(P<0.01),在反思日记中教师对微格教学法表示认可,教学水平得到提高。结论微格教学法能有效提高临床教师的教学技能,有助于提高其执教的急诊专科护士培训教学质量。     

急诊专科护士培训课程的设置与实践反馈

目的:探讨加快急诊专科护理事业发展,提高护理队伍综合素质的策略。方法:成立急诊专科护士培训小组、评估学员对知识需求、确定培训目标、制定学员培训手册、设置专科护士培训课程,并进行实施和评价。结果:培训后学员理论考核成绩和技能操作成绩均较培训前明显提高(P0.05)。结论:根据学员自身条件和能力进行急诊专科护士培训,在临床实践中发掘学员的科研潜能,培养新一代专科人才。     

基于深港合作的专科助产士培训方案的制订与应用

目的 制订基于深港合作的专科助产士培训方案,并评价其应用效果。方法 基于深港合作特色制订专科助产士培训体系与考核标准。采用便利抽样法,选取2021年及2022年参加由中国妇幼保健协会举办的“专科助产士培训班”和深圳市某医院专科助产士培训的32名学员作为研究对象,接受为期2个月的助产专科培训,收集学员对教学的满意度,通过比较和分析学员理论考核成绩、临床实践技能考核成绩对方案进行评价。结果 学员教学满意度调查表总分为（93.41±5.14）分;培训后学员理论考核成绩为（77.03±4.60）分,高于培训前的（60.38±4.99）分,差异具有统计学意义（t=13.89,P<0.001）;临床实践技能考核成绩为（87.56±4.23）分,均达标,学员顺利取得结业证书。结论具有深港合作特色的专科助产士培训方案的应用,有助于提升学员自我学习能力及教学质量,提高其临床实践水平,可促进深港合作的专科助产士培训的推广。     

手术室专科护士培训的方法与效果

目的探讨手术室专科护士培训的课程内容、教学方法及效果。方法对142名手术室护士进行专科护士培训,内容包括专业理论、临床实践、专科操作3个部分。结果 142学员考核平均成绩:理论(90.15±2.68)分、专科操作(92.52±4.13)分、临床实践(47.22±2.45)分、论文撰写(29.38±7.10)分。学员对培训的满意度:理论课程(3.89±0.35)分、临床实践(3.49±0.62)分、专科操作(3.77±0.53)分、综合考评(3.75±0.50)分。结论学员对培训安排表示满意,学员理论、操作和临床实践成绩较理想,科研和论文写作能力有待加强。     

急诊专科护士培训的实施与效果

目的探讨急诊专科护士培训的实施与效果。方法组建师资团队、制订培训内容、实施急诊专科护士培训,采用问卷调查、理论和技能考核相结合的方式,在培训前后对参加培训的学员进行评价。结果培训后,护士自评核心能力、急诊专业理论知识考核及操作考试成绩均高于培训前,差异具有统计学意义(P0.01)。结论急诊专科护士培训提高了护士核心能力和专科理论技能水平。     

PBL与模拟教具教学法在基层助产人员肩难产处理流程适宜技术推广中的应用

[目的]探讨以问题为基础的学习(PBL)结合模拟教具教学模式在基层助产人员肩难产适宜技术推广中的应用效果。[方法]将2015年8月参加肩难产培训的258名新疆南疆基层助产人员随机分成观察组和对照组各129人,对照组采用传统的培训法,观察组采用PBL结合模拟教具教学模式。比较两组学员肩难产相关的理论知识、技能操作以及技能培训后知识、态度、行为得分。[结果]观察组肩难产相关知识的理论、技能操作成绩以及技能培训后知识、态度、行为得分均优于对照组(P0.05)。[结论]在基层助产人员肩难产培训中应用PBL结合模拟教具培训模式能有效地提高基层助产人员对肩难产相关知识的掌握能力,提高其处理肩难产的技术水平,效果优于传统的培训法。     

应用操作视频提升临床糖尿病专项护理技能的实践及效果

目的:糖尿病专科小组通过制作胰岛素笔注射、血糖监测、血糖仪质检的专项操作视频DVD光盘,并统一规范培训管理模式,提高临床护士专项护理技能水平。方法:将我院2010年和2011年临床护士分为对照组和实验组,对照组采用带教老师分批分次在护理教研室进行技能培训的模式,实验组采用幻灯理论讲解、操作演示、操作视频培训等模式。比较两组护士的专科操作、专科理论成绩的均值情况及护士对操作视频的满意度情况。结果:对照组和实验组3项专科操作、专科理论成绩均值比较,实验组均优于对照组,差异具有统计学意义(P<0.01)。结论:糖尿病专科小组参与临床护士专科操作培训管理,能提高专科技能,为规范临床护士的糖尿病专项护理技能奠定了良好的基础。     

陕西省助产职业岗位人才培养需求的调查与分析

[目的]对陕西省各级医院助产岗位人员构成情况、未来助产士需求及医院对助产职业岗位人才培养需求进行问卷调查。[方法]根据文献检索及专家意见自制调查问卷,对陕西省52家医院的产科助产人员进行问卷调查。[结果]参与调查的助产人员助产专业毕业的占90.38%,大专占42.31%,本科占48.08%;未来助产士每年招聘人数1人~3人占38.46%,4人~5人占34.62%;医院认为最重要的课程是妇幼保健、助产学、医学基础,对助产专科的知识、技能方面最为看重,同时认为应加强敬业精神、工作责任心的培养。[结论]产房对助产士的培养提出更加专业和全面的要求,对职业素养的要求更加严格,故针对高职助产专业人才培养,学校不仅需注意全面提升学生知识、素质、能力水平,同时也应特别注意助产专业性及职业素养的培养,以满足目前助产岗位对高素质实用性技能型人才的需求。     

Reflective education for professional practice: discovering knowledge from experience

To continually develop as a discipline, a profession needs to generate a knowledge base that can evolve from education and practice. Midwifery reflective practitioners have the potential to develop clinical expertise directed towards achieving desirable, safe and effective practice. Midwives are 'with woman', providing the family with supportive and helpful relationships as they share the deep and profound experiences of childbirth. To become skilled helpers students need to develop reflective skills and valid midwifery knowledge grounded in their personal experiences and practice. Midwife educators and practitioners can assist students and enhance their learning by expanding the scope of practice, encouraging self-assessment and the development of reflective and professional skills. This paper explores journal writing as a learning strategy for the development of reflective skills within midwifery and explores its value for midwifery education. It also examines, through the use of critical social theory and adult learning principles, how midwives can assist and thus enhance students learning through the development of professional and reflective skills for midwifery practice.     

肿瘤专科护士培训基地的建立与成效

目的探讨新疆维吾尔自治区肿瘤专科护士培训基地的建立和实践效果。方法建立新疆维吾尔自治区肿瘤专科护士培训基地,对179名从事肿瘤护理的护士进行培训。结果 179名学员理论考核均达标,平均成绩(77.1±5.8)分;操作考核均达标,平均成绩(78.0±8.9)分。结论肿瘤专科护士培训基地的建立,提高了肿瘤专科护士的专业理论知识和操作水平,促进本地区肿瘤专科护理的发展。     

本科助产专业人才培养目标与课程体系建设的研究

目的 了解对本科助产专业的人才培养目标与课程体系的评价,为助产本科课程设置的改革提供参考依据.方法 采用自制问卷,对317名专家和54名毕业生进行本科助产专业的培养目标、课程体系等方面调查.结果 多数调查对象认可提出的培养目标与课程体系设置,认为专业课程侧重助产学、妇科、儿科,实践以产房、妇产科、儿科病房为主,但对基础医学课程的认识有差异.结论 应根据调查结果,整体优化本科助产专业的课程,使其更符合专业培养目标和岗位需求.     

灾后特殊生育形势下新助产士强化培训方法及效果

目的 适应灾后特殊生育形势,培训合格的助产士,满足临床所需。方法 在新助产士完成岗前培训、通过跟班带教取得专业技术证书之后,采用在临床实践中进行强化培训的方法,将培训贯穿在每次接生、每日查房、每月质控、每季评审的＂四每＂时段中。结果 通过实践中的强化培训,提升了新助产士的助产技术,培训后期的各项产科质量指标较之培训初期有所提高（P〈0.05）。结论 在临床实践中进行强化培训可有效提高新助产士专业技能培训的质量,加强助产士之间的交流,形成良好的学习氛围,提高助产队伍的整体水平。     

"The best laid schemes...": an evaluation of the extension of midwifery training in Scotland

A research project was undertaken to evaluate the extension of midwifery training in Scotland. The evaluative criterion used was the new midwives' employment decisions. The data on students' valuation of their training suggest that they regard their time as having been well spent and other data show that socialization into midwifery increased with the longer training. Confidence in midwifery skills did not change markedly in association with the extension of training. Certain benefits of the longer course anticipated among midwives, are shown by these data not to have happened.     

Training needs of midwifery assistants

BACKGROUND: Increasingly in the United Kingdom (UK) assistants are being introduced as part of the midwifery workforce. However, there appears to be little standardization in the qualifications and training provided. AIM: The aim of this study was to investigate what an educational programme for midwifery assistants should contain. RESEARCH METHODS: A total of 100 qualified midwives and 58 midwifery students were asked to complete a mailed questionnaire and subsequently 20 of these respondents were interviewed. RESULTS: Respondents identified three levels of competencies that midwifery assistants should possess. They also acknowledged that midwives required specific training in how best to supervise assistants. Respondents maintained that each assistant should have a clinically-based midwifery mentor and that rotation around different clinical areas should be included as part of a training programme. Furthermore, it was stressed that because midwives initiate, teach and supervise assistants, they should have a key role in planning training programmes and in the teaching and assessment processes. Nonetheless, it was accepted that such a role could divert the midwife from valuable contact time with the mother and baby, the opposite of what the introduction of assistants was intended to do. CONCLUSIONS: Before working in clinical areas midwifery assistants need practice-based training that focuses on skills development. Communications and interpersonal skills should be included in the training as should placement experience in a variety of clinical settings. Midwives have a role in providing this training, and in mentoring and supervising midwifery assistants, but it is accepted that this could add to their workloads. Developments of this kind need to be evaluated, especially in terms of the impact on direct care by midwives.     

山东省助产从业人员核心胜任力调查分析

目的：了解山东省助产从业人员核心胜任力现状。方法：采用助产士核心胜任力量表对山东省231名助产从业人员进行问卷调查。结果：助产从业人员的核心胜任力总均分为（4．09±0．36）分,其中孕期保健、分娩期保健维度得分较高,公共卫生保健、孕前保健维度得分较低。助产从业人员的年龄、工作年限、助产工作年限、职称与其核一iS,胜任力呈显著正相关（P〈0,01）。结论：教育者应进一步完善助产专业教育和在职培训,促进助产从业人员核心胜任力的全面提高。