临床带教老师对循证护理认知的现状分析

目的 调查并分析临床护理带教老师对循证护理的认知现状.方法 对上海市6所三级综合性医院的一线临床护理带教人员179名,采用自行设计循证护理认知问卷进行调查.结果 仅有17.32%的临床带教老师对循证护理的相关知识非常熟悉或比较熟悉;87.71%的临床带教老师认为有必要在医院开展循证护理带教,83.80%的临床带教老师认...     

临床护士循证护理实践障碍因素的调查分析

目的探讨临床护士循证护理实践的障碍因素。方法采用中文版循证护理实践障碍量表,对广州地区某3所三级甲等综合医院、1所二级甲等综合医院的80名护士进行循证护理实践障碍因素问卷调查。了解临床护士在实施循证护理实践过程存在的障碍因素。结果 "在工作中没有足够的时间来尝试实施新的思想、医院为开展护理科研或实施成果所提供的设备或资源不足、没有时间阅读科研论著或报告"3个问题是临床护士循证护理实践的前3位障碍因素,护士赞同率分别为71.3%、67.5%和63.7%;实施循证护理障碍因素4个维度对不同学历、护龄的护士影响比较,差异无统计学意义(均P0.05),但科研研究报道的质量、开展循证护理的资源条件和实施循证护理的主观态度及能力3个维度对不同职称的护士的影响比较,差异具有统计学意义(均P0.05),对主管护师及以上职称护士影响较小。结论护士循证护理实践主要障碍因素是缺乏足够的时间和设备资源学习及探索实施科研成果,其中护士职称低者其实施循证护理障碍因素呈现较明显。     

临床护士掌握循证护理的现状与对策分析

目的了解临床护士掌握循证护理的现状并提出对策.方法随机抽取72名护士,以问卷法了解临床循证护理的现状.结果90.3%的护士解决临床护理问题的主要依据仍是高年资护士或护士长的经验,只有29.1%的护士会通过查阅中英文文献来寻求制定护理措施的证据.对于现行的护理常规及操作规范,57%的护士认为无需质疑,43%认为需要用科学方法去论证其合理性或修改、补充使其完善.在获取最新医学护理知识、信息的途径中,最常用的是参加本单位的护理学术讲座(2～3次/月),而利用电脑上网查阅文献的频率较小(1次/2～3月).66.7%的护士基本不了解循证护理,了解并提倡循证护理的护士只占11.1%.阻碍护士参与护理科研的原因包括护士对护理学及护理科研的消极认识,以及客观上缺乏时间和帮助.结论循证护理在临床实践中运用的情况不容乐观,经验式、直觉式护理仍然占主要地位.需要护理管理者加大循证护理的宣传、普及力度.护士参与护理科研需要时间和帮助.     

ICU护士对循证护理预防呼吸机相关性肺炎的认知和行为及影响因素

目的：探讨ICU护士对循证护理预防呼吸机相关性肺炎的认知和行为以及影响因素。方法随机抽取ICU护士99名,采取自行设计结构式问卷进行调查。结果 ICU护士对循证护理预防呼吸机相关性肺炎的认知和行为平均得分分别为5.06±1.52、3.42±0.39;对认知有显著影响的因素有不同科室、ICU工作年限及学历,对行为有显著影响的因素仅有ICU工作年限;对其实施造成阻碍的最大因素为由于病情复发危重及护士与床位配置不合理导致的工作量过大。结论为了更有效地贯彻落实循证护理在预防呼吸机相关性肺炎中的应用,医院需加大对疾病相关知识及循证护理的培训,制定完善的操作规范及护理指南,合理配置人员。     

护理本科生循证护理认知现状调查

[目的]了解护生对循证护理(EBN)的认知现状,并提出对策.[方法] 采用自行设计的EBN认知问卷对156名护生进行调查,了解护生对EBN的认知情况、最早接触和最佳学习途径、影响EBN知识掌握的主要因素等.[结果]75.6%的护理本科生听过EBN,但对EBN有些了解的护生仅占44.2%;60.9%的护生最早接触EBN的途径是通过教师授课,70.4%的护生希望通过开设相关课程和讲座的方式来深入了解EBN;制约学生了解EBN的主要因素依次是课程繁重和课余时间少、缺乏专人指导、不熟悉检索技巧、专业信息来源渠道缺乏、不知如何获得全面而准确的信息等.[结论]护理教育工作者应改革课程体系,重视、完善护生的EBN基础知识及培养EBN技能,并建立行政管理的长效机制,确保EBN教育深入而有效地进行.     

预防动静脉内瘘失功的循证护理实践

目的 ：总结预防动静脉内瘘失功的循证证据,并对其临床应用效果进行评价。方法 ：检索预防动静脉内瘘失功的国内外相关指南、专家共识和系统评价,并汇总最佳证据,构建循证实践方案。将循证实践方案应用于临床,并评价实施前后动静脉内瘘失功发生率、护士和患者相关知识的认知水平和审查指标执行率的变化。结果 ：循证实践前后,患者发生动静脉内瘘失功差异无统计学意义（P=0.171）;护士和患者相关知识得分在循证实践前后差异均有统计学意义（P<0.001）;护士和患者对部分审查指标的执行率在循证实践前后差异具有统计学意义（P<0.001）。结论 ：预防动静脉内瘘失功的循证护理实践能够提高护士和患者对相关知识的认知水平,促进动静脉内瘘失功预防措施的实施,从而有助于降低失功发生率。     

临床护理人员循证认知和实践状况的调查研究

目的了解护理人员对循证护理的认知及实践现状。方法随机抽取我院260名临床护理人员进行问卷调查，内容包括一般资料、对循证护理的认知和态度、循证护理的应用技能、开展循证的困难等。结果临床护理人员缺乏循证护理相关知识及实践技能，大部分护理人员愿意了解和掌握循证护理相关知识并在实践中应用。结论临床护理人员可通过更新观念，加强循证护理认知教育，加强获取信息的能力的培养，以及争取行政支持来提高循证护理的认知及实践运用能力。     

护理本科生循证护理认知现状调查

[目的]了解护生对循证护理（EBN）的认知现状,并提出对策。[方法]采用自行设计的EBN认知问卷对156名护生进行调查,了解护生对EBN的认知情况、最早接触和最佳学习途径、影响EBN知识掌握的主要因素等。[结果]75.6%的护理本科生听过EBN,但对EBN有些了解的护生仅占44.2%;60.9%的护生最早接触EBN的途径是通过教师授课,70.4%的护生希望通过开设相关课程和讲座的方式来深入了解EBN;制约学生了解EBN的主要因素依次是课程繁重和课余时间少、缺乏专人指导、不熟悉检索技巧、专业信息来源渠道缺乏、不知如何获得全面而准确的信息等。[结论]护理教育工作者应改革课程体系,重视、完善护生的EBN基础知识及培养EBN技能,并建立行政管理的长效机制,确保EBN教育深入而有效地进行。     

临床护士掌握循证护理的现状与对策分析

目的　了解临床护士掌握循证护理的现状并提出对策。方法　随机抽取72名护士,以问 卷法了解临床循证护理的现状。结果　90.3%的护士解决临床护理问题的主要依据仍是高年资护士或 护士长的经验,只有29.1%的护士会通过查阅中英文文献来寻求制定护理措施的证据。对于现行的护 理常规及操作规范,57%的护士认为无需质疑,43%认为需要用科学方法去论证其合理性或修改、补充 使其完善。在获取最新医学护理知识、信息的途径中,最常用的是参加本单位的护理学术讲座(2～3 次/月),而利用电脑上网查阅文献的频率较小(1次/2～3月)。66.7%的护士基本不了解循证护理,了 解并提倡循证护理的护士只占11.1%。阻碍护士参与护理科研的原因包括护士对护理学及护理科研 的消极认识,以及客观上缺乏时间和帮助。结论　循证护理在临床实践中运用的情况不容乐观,经验 式、直觉式护理仍然占主要地位。需要护理管理者加大循证护理的宣传、普及力度。护士参与护理科研 需要时间和帮助。     

消毒供应专科护士医疗器械再处理循证实践知识、信念、实施的现况调查

目的 调查重庆市消毒供应专科护士医疗器械再处理的循证实践知识、信念、实施现状,并探讨其影响因素。方法 2022年1月采用一般资料及医疗器械再处理循证实践知识、信念、实施量表,运用“问卷星”对2018—2021年取得消毒供应专科护士资格证的183名护理人员进横断面调查。结果 重庆消毒供应专科护士医疗器械再处理循证实践知识、信念、实施条目均分分别为3.35±0.53分、3.95±0.59分、3.58±0.76分;多重线性回归分析显示,是否对循证护理有所了解是影响消毒供应专科护士循证实践知识的主要因素;是否认为临床护理工作有必要开展循证护理是影响其循证护理信念的主要因素;是否对循证护理有所了解是影响其循证护理实施的主要因素。结论 重庆市消毒供应中心专科护士医疗器械再处理循证实践信念及循证实践实施处于中水平,但循证实践知识水平亟待提高,建议开发针对器械再处理的循证实践系统课程,进行理论实践一体化培训,管理者应加强循证护理组织文化氛围、设施建设。     

Advanced care planning: a study on home health nurses.

The purpose of this research was to assess home health nurses' (HHNs) knowledge, comfort levels, barriers, and personal participation in advanced care planning (ACP), a practice that recognizes patient preferences for health care treatment. Licensed nurses who identified home care as their primary area of practice (N = 519) were surveyed about their knowledge of laws governing ACP and their perceptions of patients' preferences for ACP. Most respondents were women (97%), and the average age of the respondents was 54 years. Most nurses felt knowledgeable and capable of educating patients on advance directives (ADs), although the nurses' knowledge of laws governing ACP was limited and often inaccurate. Generally, nurses felt comfortable during ACP discussions with patients and families. HHNs perceived patient or family reluctance as the greatest barrier hindering discussions of ACP. No association was found between level of education and whether a nurse had a personal AD. Twenty percent of the nurses had their valid personal AD. A greater knowledge base concerning ACP would facilitate HHN discussions with patients and families. Recognition of patient preferences can be enhanced by understanding and overcoming barriers that hinder discussions of ACP. Educational opportunities focusing on ACP are encouraged for all health care providers.     

浙江省临床护士循证素质及影响因素的现状分析

目的了解浙江省临床护士的循证素质及其影响因素,为临床实施循证护理干预提供可靠的理论依据。方法采用临床护士循证基本素质调查表及中文版循证护理实践障碍量表,以分层整群抽样法选择浙江全省11个行政区22所医院的831名临床护士进行横断面调查。结果62．2％的临床护士循证素质得分处于稍差等级,5．2％处于很差等级;45．5％的临床护士循证护理实践障碍得分等级为中度影响,24．3％的为重度影响,在循证护理实践中存在障碍。临床护士循证素质的独立影响因素是护士的职称、职务和循证实践障碍得分（P〈0．05）,职称和职务越高、循证实践障碍得分越低的护士,循证素质越好。结论浙江省临床护士整体的循证素质有待提高,医院应提供组织保障,采取精英式培训和分层培训相结合的方法加强循证护理教育,完善硬件设施,促进循证护理的发展．     

Survey of continuing professional education within nursing homes

This article reports a survey of qualified nurses employed in nursing homes in a large city in the north of England. The aim of the study was to describe nurses' experiences and perceptions of continuing professional education (CPE), and their views on the development of their knowledge and skills through formal and informal education. Findings revealed that nurses in nursing homes perceived the value of educational programmes but had limited opportunities to attend formal education programmes. They faced a number of barriers and challenges in accessing formal education. Various informal ways of learning were used, including reading professional journals, watching videotapes and television programmes and accessing the Internet. However, respondents appeared not to use fully opportunities for sharing knowledge with colleagues. Although this study is based on a small sample, the findings support those of other studies in this field. Collectively, these studies suggest an urgent need to develop a range of approaches to CPE within care homes, both formal and informal, if the standards outlined within recent policy initiatives are to be achieved.     

The level of knowledge of respiratory physiology articulated by intensive care nurses to provide rationale for their clinical decision-making.

The combination of intensive care knowledge, and the ability to articulate analytical decision-making processes to the interdisciplinary team, enhances the clinical credibility of the intensive care unit (ICU) nurse. The objective of this paper is to outline a study firstly, assessing ICU nurses' ability in articulating respiratory physiology to provide rationale for their clinical decision-making and secondly, the barriers that limit the articulation of this knowledge. Using an evaluation methodology, multiple methods were employed to collect data from 27 ICU nurses who had completed an ICU education programme and were working in one of two tertiary ICUs in New Zealand. Quantitative analysis showed that nurses articulated a low to medium level of knowledge of respiratory physiology. Thematic analysis identified the barriers limiting this use of respiratory physiology as being inadequate coverage of concepts in some ICU programmes; limited discussion of concepts in clinical practice; lack of clinical support; lack of individual professional responsibility; nurses' high reliance on intuitive knowledge; lack of collaborative practice; availability of medical expertise; and the limitations of clinical guidelines and protocols. These issues need to be addressed if nurses' articulation of respiratory physiology to provide rationale for their clinical decision-making is to be improved.     

外科病区护士循证护理技能的培训方法研究

目的 探讨外科病区护士循证护理技能的培训方法.方法 选择2个外科病区的护士共计43人作为培训对象,根据循证护理4个步骤,制订提出问题、寻找循证支持、进行循证观察、临床循证应用的培训流程,按照流程对护士进行循证护理能力的培训.评价培训后的护士循证护理技能;护士获取信息资源能力;护士满意度调查.结果 培训前后护士循证护理技能比较,差异有统计学意义(P＜0.01);培训前后护士获取信息资源能力比较,差异有统计学意义(P＜0.01);95%的护士认为经过培训后提高了自身循证护理能力.结论 通过对外科病区护士进行循证护理能力的培训,达到了提高护士循证护理技能;提高护士获取信息资源能力的目的,对促进循证护理的推广应用有一定的指导意义.     

外科病区护士循证护理技能的培训方法研究

目的探讨外科病区护士循证护理技能的培训方法。方法选择2个外科病区的护士共计43人作为培训对象，根据循证护理4个步骤，制订提出问题、寻找循证支持、进行循证观察、临床循证应用的培训流程，按照流程对护士进行循证护理能力的培训。评价培训后的护士循证护理技能；护士获取信息资源能力；护士满意度调查。结果培训前后护士循证护理技能比较，差异有统计学意义（P〈0．01）；培训前后护士获取信息资源能力比较，差异有统计学意义（P〈0．01）；95％的护士认为经过培训后提高了自身循证护理能力。结论通过对外科病区护士进行循证护理能力的培训，达到了提高护士循证护理技能；提高护士获取信息资源能力的目的，对促进循证护理的推广应用有一定的指导意义。     

The nurse as health educator: the prevention and early detection of Cancer

To assess their potential as health educators 785 female hospital nurses (trained nurses, learners, auxiliaries and nursery nurses) were asked, by means of a postal questionnaire, to give their opinion of three measures of cancer control–the cervical smear test, breast self-examination (BSE) and not smoking. Eighty-four % thought the cervical smear test of definite value, 68% had this opinion of BSE, but only 59% thought that it was of definite value not to smoke. Most nurses saw all three measures as having some degree of benefit as few rejected any measure as being of no value. Factors related to whether they regarded a particular measure as being of definite, rather than a lesser degree of value, included (but not necessarily always for all measures) grade, training, age, professional experience of cancer nursing, acceptance of the curability of cancer, knowledge of survival rates, likelihood of reading an article about cancer, and smoking behaviour. It is suggested that nurses' relative assessment of the measures is not based on the intrinsic value of the measures themselves, but on the nurses' personal health behaviour and on the perceived difficulty in undertaking a measure. Furthermore, additional barriers to nurses' likelihood of recommending such measures to others include: lack of understanding of, and skills in health education and an inadequate knowledge base. Thus, simply exhorting nurses to engage in health education is unlikely to succeed. The barriers described have to be taken into account and in particular nurses need to be taught health education skills.