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探讨医院机动卫勤分队文职人员管理中存在的问题及解决问题的应对措施。将本组3年来13名机动卫勤分队非现役文职人员在机动卫勤分队中存在的问题进行分析。通过加强政治教育,强化岗位练兵,加强综合集成训练,运用激励机制等措施,提高了文职人员的军事素质,同时也提高了军队医院机动卫勤分队的保障能力。 相似文献
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手术组是机动卫勤分队卫勤保障能力的主要组成部分。本文针对手术组流程演练中遇到的问题,设计了手术组工作流程,旨在提高机动卫勤分队在大批量伤员救治中的工作效率。 相似文献
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军队医院机动卫勤分队手术组工作流程研究 总被引:1,自引:0,他引:1
在战时医疗后送阶梯中,军队医院机动卫勤分队主要是对伤员实施早期治疗,手术组的工作任务通常是完成紧急救命手术。通过对手术组工作进行流程研究,将手术活动进行分解和细化,规范与统一手术工作内容,实现伤员手术工作的标准化,可充分利用有限资源,满足批量伤员的手术需求。 相似文献
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为了切实提高军队医院机动卫勤分队的卫勤保障能力,本文从建立激励机制的必要性和可能采用的激励形式等方面进行了探讨。 相似文献
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目的了解应急机动卫勤分队队员心理应对机制的特点及应对方式与个性因素和心理健康水平的关系。方法采用临床症状自评量表(SCL-90)、卡特尔十六种个性因素问卷(16PF)和简易应对方式问卷(SCSQ)对136名分队队员进行测试。结果应急机动卫勤分队队员积极应对和消极应对得分与全国常模比较均有非常显著差异,积极应对高于常模,而消极应对低于常模。积极应对与情绪稳定、有恒、敢为、忧虑、自律、紧张、适应焦虑、心理健康、专业成就和成长能力等因素相关,均达到显著水平(P<0.05)以上。消极应对与情绪稳定、敢为、怀疑、忧虑、紧张、适应焦虑、内向外向、心理健康、专业成就、SCL-90总分和总均分等因素相关,达显著水平(P<0.05)以上。结论应急机动卫勤分队队员应对方式成熟、积极,应对方式与某些个性因素及心理健康水平相关。 相似文献
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目的了解应急机动卫勤分队队员心理健康状况及其相关因素。方法采用临床症状自评量表(SCL-90)、卡特尔十六种个性因素问卷(16PF)、生活事件量表(LES)和简易应对方式问卷(SCSQ)对136名分队队员进行测试,并进行多元回归分析。结果应急机动卫勤分队队员SCL-90得分均低于军人常模,且达到非常显著水平(P<0.01);与维和部队比较,除强迫、人际关系敏感、敌对、恐怖和精神病性外,均高于维和部队官兵。以SCL-90总分为因变量,卡特尔十六种个性因素及八个次级因素分、应对方式和生活事件得分为自变量进行逐步多元回归分析,结果表明影响心理健康的因素有3项,分别为适应焦虑、恃强性和消极应对等,3个变量能联合预测SCL-90总分39.4%的变异量。结论应急机动卫勤分队队员心理健康水平较高,个性因素及应对方式对心理健康水平有一定程度影响。 相似文献
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《Journal of the American College of Radiology》2016,13(2):203-209
PurposeRadiation oncology curriculum development is challenging because of limited numbers of trainees at any single institution. The goal of this project is to implement and evaluate a standardized medical student clerkship curriculum following the multi-institutional cooperative group research model.MethodsDuring the 2013 academic year, a standardized curriculum was implemented at 11 academic medical centers consisting of three 1-hour lectures and a hands-on radiation treatment planning workshop. After the curriculum, students completed anonymous evaluations using Likert-type scales (1 = “not at all” to 5 = “extremely”) and free responses. Evaluations asked students to rate their comfort, before and after the curriculum, with radiation oncology as a specialty, knowledge of radiotherapy planning methods, and ability to function as a radiation oncology resident. Nonparametric statistical tests were used in the analysis.ResultsEighty-eight students at 11 academic medical centers completed the curriculum de novo, with a 72.7% (64 of 88) survey response rate. Fifty-seven students (89.1%) reported intent to pursue radiation oncology as their specialty. Median (interquartile range) student ratings of the importance of curricular content were as follows: overview, 4 (4-5); radiation biology/physics, 5 (4-5); practical aspects/emergencies, 5 (4-5); and planning workshop, 4 (4-5). Students reported that the curriculum helped them better understand radiation oncology as a specialty (5 [4-5]), increased specialty decision comfort (4 [3-5]), and would help the transition to radiation oncology residency (4 [4-5]). Students rated their specialty decision comfort significantly higher after completing the curriculum (4 [4-5] versus 5 [5-5]; P < .001).ConclusionsA national standardized curriculum was successfully implemented at 11 academic medical centers, providing proof of principle that curriculum development can follow the multi-institutional cooperative group research model. 相似文献