临床科室设置行政助理岗位的方法与效果

目的探讨在临床科室设置行政助理岗位的具体做法及效果。方法在确定临床科室设置行政助理岗位后,由医院出台临床行政助理管理办法和岗位职责等一系列管理举措,经自愿报名及考试,聘任了25名行政助理,经岗前培训后上岗,并制订了岗位职责和激励考评方法。结果设置行政助理岗位后病人综合满意度提高（P〈O．01）,医护人员对行政助理工作满意度较高。结论设置行政助理岗位,得到了医护人员的认可,提高了病人综合满意度。     

香港大学护理学院四年制护理本科课程设置的特点及启示

介绍了香港大学护理学院全日制四年护理本科课程设置,并分析了其课程设置的特点,如课程设置与时俱进、符合时代需要;贴近专业、符合临床需要;内容精简、力求实用;课程安排注重基础与临床结合、理论与实践结合;注重实际工作能力的培养与训练。同时,提出了对我国内地护理本科教育课程设置和教学的启示。     

临床护理主管岗位设置的实践与效果

[目的]通过临床护理主管岗位的设置,提高夜间、双休日和节假日薄弱环节的护理质量,提升临床高年资护师(取得护师资格≥3年)综合能力,降低低年资护士(工龄小于3年)的工作压力。[方法]设置临床护理主管岗位,制定岗位管理制度并履行临床护理主管岗位职责。[结果]临床护理主管岗位设置实施1年来,有效地提高了夜间及节假日薄弱环节护理工作质量;各科临床护理主管在管理能力、协调能力、沟通能力以及专业技能方面得到了全面提升。[结论]临床护理主管岗位的设置,能对夜间及节假日护理服务薄弱环节进行有效环节质量控制,保障夜间及节假日护理安全,提高护理质量。     

目标设置理论在护理硕士研究生临床实践中的应用

介绍目标设置理论在护理硕士研究生临床实践中的应用及效果评价,总结其在临床实践中的应用模式.目标设置理论促进了护理研究生综合素质的提高,是培养研究生临床能力的有效方式和途径,为我国护理硕士研究生临床实践培养模式的改革提供了依据.     

医院消毒供应中心设置临床联络员的意义和作用

目的探讨医院消毒供应中心设置临床联络员的意义和作用。方法 2014年2-4月,温州医科大学附属第一医院消毒供应中心设置临床联络员,主要负责反馈临床工作中存在的问题、收集临床科室的意见及宣教消毒灭菌知识等工作。结果临床联络员设置后(2014年2-4月),临床科室的满意度由设置前(2013年5-7月)的90.0%提高为96.8%(χ2=4.571),污染器械初步处理依从率由85.0%提高为95.0%(χ2=13.191),差异均有统计学意义(均P0.05)。结论消毒供应中心设置临床联络员,有利于加强与临床科室的沟通,提高消毒供应中心的工作质量和临床科室满意度,值得推广应用。     

基于数字化医院建设的输血科信息管理

<正>卫生部对于医院临床用血的管理规定"三级甲等以上医院设置独立输血科"医院设置临床输血管理委员会"输血科对临床用血有培训指导的作用"。卫生部对于采供血单位的规范大大提高了临床用血的安全性,而目前困扰我国输血的问题就是临床医生如何有效的利用有限的资源,合理的使     

陶冶法在基础护理教学中的运用

基础护理学是一门实践性很强的课程。我们在基础护理教学过程中,运用陶冶法教学,根据教学内容设置教学情境,联系学生与医院护士交往过的亲身经历设置情境,利用典型、浅显、易懂的临床病例设置情境,运用简易标准化病人设置情境,收到了满意的教学效果。     

临床型护理硕士研究生培养模式的质性研究

为探讨临床型护理硕士研究生的培养模式,选取9位临床护理和护理教育专家,围绕培养目标、招生要求、理论课及临床实践培养内容及考核方式进行半结构式访谈,进一步明确了临床型护理硕士研究生培养的必要性及其培养目标、课程设置、考核方式等各方面内容.认为临床型护理硕士研究生的培养需要从完善课程设置、加强师资力量、增加临床实践3方面入手,让研究生提早接触临床、充分利用临床、真正热爱临床.     

临床型护理硕士研究生培养模式的质性研究

为探讨临床型护理硕士研究生的培养模式,选取9位临床护理和护理教育专家,围绕培养目标、招生要求、理论课及临床实践培养内容及考核方式进行半结构式访谈,进一步明确了临床型护理硕士研究生培养的必要性及其培养目标、课程设置、考核方式等各方面内容。认为临床型护理硕士研究生的培养需要从完善课程设置、加强师资力量、增加临床实践3方面入手,让研究生提早接触临床、充分利用临床、真正热爱临床。     

手术室兼职科研护士岗位的设置

目的 介绍兼职科研护士岗位在我院手术室的设置方法及取得的成果,为其他临床科室提供借鉴。方法 根据临床需求,在我科设置兼职科研护士岗位,每周2 d参加常规临床工作,3 d专职做科研工作,制定明确的准入标准、岗位职责、工作安排以及考核标准,以促进科室整体科研水平的提高。结果 兼职科研护士岗位设置后,我院手术室文章发表数量、课题申报、获批专利等各方面成果都有显著提高。结论 兼职科研护士岗位的设置,有效利用了护理研究生的特长,充分调动了手术室护士的科研积极性,促进和保障了临床研究的质量,提升了手术室护士的整体研究水平。     

儿科学专业学位硕士、博士研究生培养质量相关因素的调查和评估

目的: 对儿科学专业学位硕士和博士课程体系及临床培养中各规定的执行情况进行调查和评估,寻找提升专业学位研究生培养质量的对策。方法: 采用自行设计调查问卷,对在复旦大学附属儿科医院2005级至2012级儿科学专业学位硕士及博士研究生在毕业前进行问卷调查,问卷分为课程体系设置评估和临床能力培养执行情况评估2个部分。课程体系设置评价包括培养单位自行设置的课程实用性、课程内容和课程实施效果;总体学习效果评价包括对学生课题研究的帮助和对学生提高临床能力的帮助。临床能力培养执行情况以导师带教频率、导师带教责任、临床轮转教学方式和培训后研究生临床操作规范性进行自我评价。结果: 课程体系评价中,儿科学高级教程的课程内容和课程实施效果最佳。工具类课程在课程实用性、课程内容及课程实施效果三方面得分均较高。导师经常讲授业务技术及亲自带教者占83.04%。参加病例讨论及跟教授查房被认为是轮转中提升学生临床能力的有效方式。结论: 教学医院可采取调整课程,开设符合临床医师实际需求的课程及多种有效教学方式并强化出科考核,以此来提升专业学位研究生培养质量。     

From random access opportunity to a clinical education curriculum

The purpose of the clinical education curriculum is to improve student achievement of course competencies through the creation of structured learning experiences that are scaffolded to the curriculum and the level of the student; to ease the strain of clinical education on the clinical agencies; and to ease the transition of the student role to that of the professional nurse. As educators, we realize that we can no longer rely on random access opportunity for the development of practice skills. We must structure our clinical education, like we structure our course content, to be appropriate to the learning outcomes and the developmental level of the student. Several of the OCNE learning models are currently being developed and evaluated as OCNE pilot projects. As the curriculum is implemented, OCNE will continue to evaluate the effectiveness of the learning models and the combined effect of the integrated curriculum of achievement of the goals of the program.     

中国云南省与美国北卡罗莱纳州护理专科教育课程体系的比较

目的分析比较中国云南省和美国北卡罗莱纳州护理专科教育课程设置的异同,为云南省高职高专护理专业课程设置和课程内容改革提供可借鉴的经验。方法选取云南省5所高职高专护理专业及美国北卡罗菜纳州12所护理准学士学位（ADN）教学计划,应用定性分析与定量分析相结合的方法进行横向比校分析。结果中国云南省和美国北卡护理专科的课程设置、实践性教学和教学总学时数相比有一定差异。结论借鉴美国ADN项目的课程特点,优化云南省护理专科层次的课程设置,培养具有较强综合能力的护生。     

Baccalaureate nursing education curricula in the People's Republic of China: status, issues and reforms

This article examines baccalaureate nursing education curricula in the People's Republic of China. Three 5-year curricula and one 4-year curriculum were content analyzed and contrasted. Findings of this study suggested that: (i) the biomedical model dominated the three 5-year traditional curricula; (ii) political-ideological content permeated all four curricula; and (iii) the reformed curriculum at Peking Union Medical College was a genuine effort toward building a new nursing curriculum model that intended to differentiate nursing education from medical education. In addition, major themes of recent curriculum reforms were highlighted. Recommendations were suggested to improve the outcomes of future curriculum endeavors. Explicit as well as implicit comparisons with an ideal–typical American generic baccalaureate nursing curriculum were made when appropriate.     

围绕护理岗位需求的高职护理专业课程体系改革

根据现代临床护理工作的发展和当前护理职业岗位需求的变化,对高职护理专业课程的设置进行了改革,学校与医院合作,在教学实践中针对人体各个时期的健康问题,按照护理岗位工作过程安排教学内容、整合课程。新课程体系实施后,取得了较好的效果。     

多元智能与学习风格整合理论应用于专科护士课程设置的实践

目的:探索专科护士课程设置,为专科护理教育提供依据。方法?以多元智能与学习风格整合理论为概念框架运用于专科护士课程设置中,改变其弱势智能及学习风格。结果:将多元智能与学习风格整合理论运用于专科护士课程设置中,取得了良好的培训效果。结论:多元智能与学习风格整合理论有利于专科护士的培养,同时也能为专科护理教育提供新思路。     

现代护理教育的发展趋势

通过护理人员学历改革现状、课程设置、教材与授课、课堂教学的形式等几个方面分析了护理教育的现状,提出了现代护理教育的发展趋势：即多元化发展、突出护理专业课程设置的特色、加强师资力量的培养、培养临床护理专家、重视现代护理教育教材的建设、改革教学方法,注重学生能力的培养、完善继续教育制度,建立终身教育体系,以探讨新形势下护理教育发展的办学模式和运行机制。     

Developing an innovative undergraduate curriculum--responding to the 2002 National Review of Nursing Education in Australia

The Australian government responded to the recent global critical shortage of registered nurses by initiating a national review into nursing education. The 36 recommendatons of the review report published in 2002 supported one or more of three strategies: building a sustainable workforce throuh partnership; maximising health outcomes through quaality education; and capacity building. The review drew extensively on the international research literature, invited submissions, previous reviews and commissioned research. This paper articulates the key features of a new innovative undergraduate nursing curriculum that incorporates several of the recommendations of the national review, specifically a new approach in delivery of the clinical component of the curriculum. The curriculum model emerged from a strategically planned partnership between a university and heath care providers committed to improving graduate outcomes and transition into professional practice. The curriculum was implemented in 2004 in a Faculty of Health Sciences that had not previously offered nursing programs. It is anticipated that the newly implemented undergraduate nursing program, modelled on a clinical schools partnership approach, will graduate registered nurses able to face the challenges of a rapidly changing health sector. The objective of this paper is to describe the key features of the program and share new insights that might challenge traditional curriculum approaches in undergraduate nursing.     

Skills integration in a simulated and interprofessional environment: an innovative undergraduate applied health curriculum

The objective of our study was to propose an innovative applied health undergraduate curriculum model that uses simulation and interprofessional education to facilitate students' integration of both technical and "humanistic" core skills. The model incorporates assessment of student readiness for clinical education and readiness for professional practice in a collaborative, team-based, patient-centred environment. Improving the education of health care professionals is a critical contributor to ultimately improving patient care and outcomes. A review of the current models in health sciences education reveals a scarcity of clinical placements, concerns over students' preparedness for clinical education, and profession-specific delivery of health care education which fundamentally lacks collaboration and communication amongst professions. These educational shortcomings ultimately impact the delivery and efficacy of health care. Construct validation of clinical readiness will continue through primary research at The Michener Institute for Applied Health Sciences. As the new educational model is implemented, its impact will be assessed and documented using specific outcomes measurements. Appropriate modifications to the model will be made to ensure improvement and further applicability to an undergraduate medical curriculum.     

Redesigning clinical education to transition pre-licensure students from all-virtual to in-person clinical

At the start of the COVID-19 pandemic, pre-licensure nursing programs swiftly adapted the curriculum to accommodate the cessation of in-person clinical and transition to all-virtual clinical education. Once in-person clinical resumed, a re-design of clinical education facilitated transition to in-person clinical and prepared students for changes to nursing practice due to the pandemic. We describe how we redesigned clinical instruction to facilitate the transition from allvirtual to in-person clinical. We discuss techniques to improve student confidence, enhance therapeutic and inter-professional communication, promote mastery of skills essential for a modified clinical environment, institution of virtual post-clinical conferencing and enhancing student resiliency.