临床教师循证护理带教意愿调查分析

目的 调查分析临床教师的循证护理带教意愿.方法 采用方便取样的方法,对3所临床教学医院的108名临床带教老师应用自行设计的问卷进行调查.结果 79.63%的临床教师认为有必要进行临床循证护理教育,67.59%表示愿意接受临床循证护理教育的带教任务,76.46%认为进行循证带教面临的最大困难是对循证护理知识认知程度不够.结论 临床循证护理带教有必要进行,并且要从带教老师的循证护理知识普及人手.     

护理临床带教教师科研能力的调查

目的 了解教学医院护理本科生毕业实习临床带教教师的护理科研能力,为开展有针对性科研知识培训,提高其科研能力做参考.方法 选择3所综合性三级甲等教学医院参与护理本科生临床带教的221名临床护士进行问卷调查,内容包括一般资料、参与科研及撰写论文情况以及对科研相关知识的了解情况.结果 临床带教教师科研意识较差,参加过科研者为51.1%,主持科研项目者6.8%;51.6%发表过论文;学历高者参与科研、发表论文情况好于学历低者,差异有统计学意义（P＜0.01）;职称高、直属附属医院的带教教师发表论文好于职称低、非直属附属医院,差异有统计学意义（P＜0.01）,参与科研情况差异无统计学意义（P＞0.05）.结论 通过对临床带教教师科研能力的调查提示,应重视对本科生临床带教队伍的管理,提升他们的整体水平,进一步加强临床带教教师的科研意识,针对性地对其进行科研知识的培训,加强带教教师的科研能力.     

我院护理带教教师对临床护理教学管理态度调查

护理临床实习效果关键在于临床教学的组织和管理。临床护理教学是培养学生观察分析、整合知识、解决问题的重要环节,也是科室实施护理实践、病区管理、教学研究的综合体现。我院是一所集医、教、研为一体的三级甲等综合性医院，纳入临床护理教学计划的护理单元24个，每年接受来自10余所院校的实习学员180名左右。     

关注临床护理教师角色 提高护理带教质量

临床护理带教在临床护理工作中占有重要位置。同时,临床教学也是护理教育的核心,对学生的职业化、社会化发展有着重要作用[1]。而护理学作为应用型的实践学科,临床带教老师是学生实习过程中的重要支持系统,是学生专业自我感念形成的重要影响人士[2]。而临床护理教师的角色有哪些内涵,需要怎样正确对待护理带教工作,     

高级护理临床带教教师的角色探讨

高级护理临床带教教师的角色在临床教学中起着主导作用。明确了自身角色，便明确了责任和目标，保证了教学效果，提高了教学质量。通过大量的调查研究，占前5位的角色是：教育者角色、研究者角色、管理者角色、护理照顾者角色、亲人或朋友角色。这5种角色对提高临床护理教学质量起到了非常重要的作用。     

发挥教师和护生双重积极性做好临床护理带教工作

做好临床护理带教必须调动教师和护生二方面的积极性。教师应充分备课、以身作则、为人师表，把培养学生全心全意地为病人服务作为教学宗旨。护生要理论联系实际、勤学好问、勇于实践，既学专业知识又炼思想品德。     

护理临床带教老师的压力与应对方式的相关性研究

目的：探讨对护理临床带教老师带教时所承受的压力及所采用的应对方式。方法：对龙岩第一医院的38位护理临床带教老师的压力情况进行问卷调查,并给予有针对性的应对方式。结果：护理临床带教老师压力得分平均35．45分,标准差为3．60;应对方式得分评分22．42分,标准差为2．46。结论：临床带教老师在感受到压力时,采取积极的应对方式,能减少教师的压力,减少不良应激事件的发生。     

护理临床带教老师的压力与应对方式的相关性研究

目的:探讨对护理临床带教老师带教时所承受的压力及所采用的应对方式.方法:对龙岩第一医院的38位护理临床带教老师的压力情况进行问卷调查,并给予有针对性的应对方式.结果:护理临床带教老师压力得分平均35.45分,标准差为3.60;应对方式得分评分22.42分,标准差为2.46.结论:临床带教老师在感受到压力时,采取积极的应对方式,能减少教师的压力,减少不良应激事件的发生.     

临床护理带教教师规范化管理模式的构建与实施

目的探讨临床护理带教教师规范化管理模式的构建与实施,对全面提升护理临床教学质量的作用。方法 2011年9月—2012年9月对辽宁省3所3级甲等医院负责护理本科课间见习教学工作的带教教师实施严格上岗条件及制度、规范培训、实施岗位目标聘任制及重视聘任后的质量控制与动态管理。评价实施前后的效果。结果实施后护生认为带教教师教学能力、教学态度及对学生的管理均明显提升;护生的期末理论成绩及整体护理综合成绩均显著提高,与实施前比较,差异有统计学意义(P<0.01)。结论规范化管理模式对护理师资队伍建设具有重要意义,为培养教师的教学能力搭建了平台,为临床护理教学质量提供了有力保障。     

临床护理带教教师工作压力源调查

护理工作是高压力的工作,工作负荷过重,错综复杂的人际关系,角色、个人价值与现实冲突,护士的个性特征和社会、科技的进步等方面均给护士带来了压力[1].     

护生自由选择临床带教老师的实践

目的:营造和谐的临床带教氛围,提高教学质量。方法:让护生根据带教老师书写的"个人带教风格"进行选择;检验开展的效果,进行绩效考评奖励。结果:护生对带教老师"个人带教风格"相符性的综合评价优良率达98.86%;科室对带教老师"个人带教风格"落实的综合评价优良率达96.25%;护生出科考核综合成绩优良率达96.66%;护生对带教老师满意度由82%上升到98%,带教老师对护生的满意度由80%上升到96%。结论:自由选择带教老师是营造和谐的临床带教氛围,融洽师生关系,提高护理临床教学质量,实现教、学、护相长的有效措施。     

临床护士护理伦理认知及教育情况调查分析

目的:了解临床护士护理伦理学知识水平及接受护理伦理学教育的情况。方法:采用自制的调查问卷,对上海市两所三级甲等综合性医院的235名临床护士进行问卷调查。结果:部分护士缺乏护理伦理知识和伦理意识,未能认识到护理伦理对护理实践的指导作用。相关分析表明,护士的教育背景与护士的伦理知识水平呈显著正相关(P<0.01),护士的职称与护士对护理伦理教育意义的认同水平呈显著正相关(P<0.01)。结论:医院应充分重视临床护士的护理伦理学教育,促进临床护士伦理素质的提高;成立护理伦理委员会,为临床护士提供伦理方面的帮助。     

An exploration of the preceptor role: preceptors' perceptions of benefits, rewards, supports and commitment to the preceptor role

This Australian study, a replication of Canadian research by Dibert & Goldenberg, was undertaken to explore the relationship between preceptors' perceptions of benefits, rewards and support, and their commitment to the preceptor role. A convenience sample of 134 nurse preceptors involved in an undergraduate nursing course were invited to complete a four-part questionnaire consisting of the Preceptor's Perception of Benefits and Rewards Scale, the Preceptor's Perception of Support Scale, the Commitment to the Preceptor Role Scale, and demographic details. The results, in the main, parallel those of the original research, with differences reflecting the distinct nature and the more recent use of preceptorship in Australia. The results indicate a clear commitment to the preceptor role and a perception that both material and non-material benefits are derived from acting in the role. Additionally, support from the institution and coworkers was considered vital for participation in the role. This not only has implications for nursing educators, administrators and potential preceptors, but also for those being preceptored.     

护理人员遭受工作场所暴力情况的调查与分析

目的探讨在医院中护理人员遭受工作场所暴力的流行特征及危险因素。方法根据WHO关于医院工作场所暴力的定义,采用自行设计问卷,调查我市两所三级甲等医院中护理人员在2004年4月~2005年4月遭受工作场所暴力的情况。结果420名被调查者中,1年内有234名遭受过工作场所暴力,发生率为55.71%,其中以心理暴力为主(40.24%)。媒体导向(48.29%)、肇事者酗酒(38.89%)、患者病情无好转或自认为无好转(35.47%),是发生医院工作场所暴力的主要原因。结论护理人员中医院工作场所暴力的发生率较高,需针对医院特点开展工作场所暴力防范与应对教育,提高护士应对各种医院工作场所暴力的能力和整体素质。     

Graduate students as preceptors: Effects on clinical teaching outcomes of medical nursing

PurposeTo explore the feasibility of using graduate students as preceptors in the clinical education of medical nursing students.MethodsFive second-year graduate nursing students were recruited to participate in the clinical teaching of medical nursing for 38 undergraduates in the first semester of the 2010–2011 academic year, divided into two groups. The first group first received clinical teaching in caring for respiratory diseases from graduate preceptors for six weeks followed by clinical teaching in caring for circulatory diseases from nurse preceptors for six weeks. The second group received clinical teaching in the reverse order, from the nurse preceptors followed by the graduate student preceptors. Following training, all students were examined with a written test and scores were compared. In addition, review meetings were held to evaluate the teaching outcomes.ResultsNo significant differences in test scores were observed between the two teaching groups. Undergraduate student feedback indicated that the training provided by the graduate students was satisfactory, and the medical nursing course leader was satisfied with the teaching outcome with a few exceptions.ConclusionThese data indicate that graduate students are capable of training undergraduates in medical nursing, although some areas can be improved.     

Clinical nurse leaders' and academics' perspectives in clinical assessment of final‐year nursing students: A qualitative study

The nature of nursing practice is diverse; therefore, clinical assessment is a complex process. This study explores the perceptions of clinical nurse leaders and academics on clinical assessment for undergraduate nursing education during transition to practice. An explorative qualitative approach was applied. Eight nurse managers, six clinical nurse educators, and eight academics from two tertiary hospitals and a university in Singapore participated in four focus group discussions. Thematic analysis was conducted. Four overriding themes were revealed: the need for a valid and reliable clinical assessment tool, preceptors' competency in clinical assessment, challenges encountered by the students in clinical assessment, and the need for close academic and clinical collaboration to support preceptors and students. Closer academic‐clinical partnership is recommended to review the clinical education curriculum. Clinical and educational institutions need to work closely to design a learning program to enhance preceptors' competence in clinical pedagogy and assessment. Furthermore, a stress management program could build students' resiliency in coping with unfamiliar clinical environments. Ongoing support needs to be provided for both preceptors and students to enrich the preceptorship and learning experiences.     

精神科护士身体暴力伤害的现状调查

目的了解住院精神科病人对护士身体暴力伤害情况,制定有效的防范措施。方法对2006年全年80名护士（95人次）在护理病人过程中受到暴力伤害情况进行分析。结果身体暴力发生率为28．07％,男、女受伤率比较,差异无统计学意义。工作时间不同的护士受到暴力伤害情况不同,差异具有统计学意义。二级暴力攻击居多。受伤部位以四肢、躯干部为主。暴力攻击者主要为新入院、受精神症状支配的病人。重症监护室发生率高。结论精神科护士工作时遭受身体暴力伤害的发生率高,工作危险性大。应制订完善的防范措施,以降低精神科病人对护士的身体暴力伤害。