连续性排班模式对初级护士工作压力的影响

目的 探讨连续性排班模式对初级护士工作压力的影响.方法 采用护士工作压力量表进行调查分析.结果 初级护士的工作压力较传统排班模式护士的工作压力低,两者比较(P＜0.01),差异有统计学意义.结论 实行连续性排班模式,在保证护理质量的前提下,减轻了初级护士的工作压力,有利于维护初级护士的身心健康.     

连续性排班模式对护士生活的影响

目的 探讨实施连续性排班模式后对护士生活的影响.方法 采用自设问卷对均安医院开展护理连续性排班模式的3个科室的护士进行问卷调查.结果 与旧的排班模式相比.实施连续性排班模式后,55%的护士自我感觉工作压力减轻,特别是低年资护士.但大部分护理组长职务的护士认为工作压力增加;57%的护士认为睡眠时间增加;45%的护士认为睡眠质量提高;26%的护士认为对日常生活影响减少,而24%的护士认为对日常生活影响增加;50%的护士认为有更多的时间照顾家庭;55%的护士认为有更多的私人时间.结论 与旧的排班模式相比,实行连续性排班模式后对护士的个人生活影响减小,生活质量提高,是一种较好的排班方式,但仍然存在一些问题,需要进一步改进和提高.     

连续性排班与传统排班对护士职业倦怠的影响

目的探讨传统排班模式与连续排班模式对护士职业倦怠的影响。方法采用Maslach职业倦怠量表修订版对100名由传统排班模式过渡到连续性排班模式的护士进行调查,对其过渡前后职业倦怠情况进行对比分析。结果实行连续性排班模式后,护士的职业倦怠较之前的传统排班模式有很大的改善,差异具有统计学意义（P〈0．05）。结论连续性排班模式缓解了护士的职业倦怠感,提高了护士的工作积极性,进而提高了护理服务质量,增强了患者满意度。     

采用不同排班方式对夜班护士身心健康的影响

目的探讨不同排班方式对夜班护士的身心健康的影响。方法采用白行设计的身心状态问卷调查表进对实行不同排班方式的2所三甲医院共100名轮夜班护士进行问卷调查,了解被试一般信息及其在夜班时身心状态,包括困倦、劳累、心情和精力等。结果调查显示先中班后夜班组在困倦、劳累和精力方面明显优于先夜班后中班组。结论先中班后夜班的排班方式比先夜班后中班对护士的心身影响相对较小,更易于被护士接受,是一种相对较好的夜班排班方式。     

人性化排班对手术室护士身心健康影响的研究

目的减轻手术室护士工作压力并促进其身心健康。方法对9名手术室护士实行人性化排班，于人性化排班前及1年后采用SCL-90自评量表评分。结果躯体化、人际关系敏感、抑郁、焦虑、精神病性因子5项评分显著低于人性化排班前（P〈0．05，P〈0．001）。结论实行人性化排班有利于减轻手术室护士的压力，维护其心理健康。     

连续性排班模式对护士工作状态影响的调查

工作压力是工作环境的要求与人的反应能力之间的不平衡知觉所致。护士的工作压力源主要为上班的护士太少及工作负担太重,与同事、病人及家属的冲突等。表现为工作的疲惫感,对工作漠不关心,护理质量下降,病人满意度不高,严重者会离开工作岗位或更换工作。如何减轻护士的工作压力,适应现代医学的飞速发展与护理模式的转变,     

连续性排班模式对护士工作状态影响的调查

工作压力是工作环境的要求与人的反应能力之间的不平衡知觉所致[1].护士的工作压力源主要为上班的护士太少及工作负担太重,与同事、病人及家属的冲突等.表现为工作的疲惫感,对工作漠不关心,护理质量下降,病人满意度不高,严重者会离开工作岗位或更换工作.如何减轻护士的工作压力,适应现代医学的飞速发展与护理模式的转变,已刻不容缓.2008年1月开始,我院神经外科实施连续性排班模式[2],即APN排班,取得满意效果,现报道如下.     

责任护士三班制排班的临床实践

目的 探讨护理工作排班模式,更好地为病人提供连续的护理服务.方法 实行A-P-N三班制排班,从病床分配、建立护理组长制度、制定排班原则、修订护士岗位职责等方面进行改革.结果 增强了主动服务意识,减少了交班时间,真正把时间还给了患者,减轻了年轻护士工作压力,增加了护理工作的安全系数,体现了护理人员的层级使用.结论 责任护士三班制排班提高了患者对护理工作的满意度,改进了护理质量,整合护理团队的整体实力.     

改革排班模式对责任护士履行岗位职责的影响

目的:探讨排班模式的改革对责任护士履行岗位职责的影响。方法:选择我院骨科优质护理服务示范病区,比较在2009年7～12月按传统排班模式排班(对照组),2010年7～12月按连续性排班模式排班(观察组),实施两种不同护理排班模式,责任护士履行岗位职责的情况。结果:两种排班模式下,责任护士履行岗位职责的情况比较,有统计学意义(P<0.05)。结论:改革后的排班模式(连续性排班模式)为患者提供了更人性化的护理服务,保证了护理工作的连续性,增加了护士的责任感,保证了护理措施的落实,提高了护理质量。     

护士班次与身心健康

护士的工作特点、工作环境和服务对象．形成广它特有的心理活动。三班倒,夜班时间长,工作经常处于紧张状态．繁忙而琐碎,随时可能受到来自各方的干扰．造成生活没有现津．人体生物钟紊乱;长期睡眠不足．造成免疫力下降．内分泌失调;医院是各种病原体聚集处一极易感染各种疾病;长期夜班．不能照顾孩子和家入,影响家庭和睦卜此以往身心得不到健康发展一因而影响工作。为此,建议科学的排班时间应以每月6个夜班为宜．以保证护士的生理需求得到合理地调整。护士班次与身心健康@李会芳$北京急救中心急诊室!北京100031     

“主责护士负责制”在优质护理服务中的应用效果探讨

目的:探讨"主责护士负责制"(简称"主护制")临床护理模式在优质护理服务中的实践效果。方法:为配合我院"主诊医师负责制"的实施,护理部在全院大部分病区实施了"主护制"临床护理模式,在开展优质护理服务的同时,我们随机抽取实施"主护制"的10个病区作为试验组,另外10个未实施"主护制"的病区作为对照组,并对试验组和对照组进行相关内容的比较,如住院患者的满意度、医师对护士的评价、护理质量以及护士职业认同感等。结果:试验组的上述各项指标均较对照组显著提高(P<0.01)。结论:实施"主护制"优化了临床护理模式,调动了护士学习和工作的主动性、积极性和创新性,提升了专科护理质量,提高了医师对护士行为的满意度和患者及家属对护理服务的满意度,促进了优质护理服务的各项工作的深入开展,值得推广。     

助理护士岗位设置对提高基础护理质量的作用

目的探讨助理护士岗位设置对基础护理质量的影响。方法采用问卷调查形式,对助理护士岗位设置前后的基础护理合格率、危重病人护理合格率、病人对基础护理质量的满意度进行对比。结果助理护士岗位设置后基础护理质量、危重病人护理质量、病人对基础护理质量的满意度明显提高,差异具有统计学意义(P<0.01或P<0.05)。结论助理护士岗位设置能有效地提高基础护理质量,培养护士的专业内涵,提高护士的整体素质,并达到合理利用人力资源的效果。     

不同科室临床护士身心健康状况的调查研究

目的了解不同科室临床护士的身心健康状况,为人力资源管理提供参考。方法应用康奈尔健康问卷对227名临床护士进行问卷调查。结果护士的A-R总分、A-L分、M-R分均呈明显的偏态分布;身心亚健康状况A-R总分>30分临界值者49名,占21.59%;心理亚健康M-R得分>10分者40名,占17.62%;急诊科护士身心健康状况相对较差(P<0.05或P<0.01)。结论管理者应关注临床护士,尤其是急诊科护士的健康教育、心理咨询及人力资源保障,以保证护士的身心健康。     

正念干预对护理专业学生身心健康影响的系统评价

目的系统评价正念干预对护理专业学生身心健康影响的效果。方法计算机检索PubMed、Embase、Cochrane Library、CNKI、万方、维普数据库中关于正念干预对护理专业学生身心健康影响的随机对照试验,检索时限为建库至2020年3月,由2名研究人员独立完成文献筛选、资料提取和偏倚风险评价后进行Meta分析。结果共纳入7篇文献,包括387名研究对象。Meta分析结果显示,正念干预后,试验组较对照组护理专业学生的压力状态[SMD=-0.95,95%CI(-1.21,-0.68),P<0.001]、焦虑情绪[SMD=-0.72,95%CI(-0.98,-0.46),P<0.001]、抑郁情绪[SMD=-0.59,95%CI(-1.00,-0.17),P=0.006]、正念特质[SMD=0.39,95%CI(0.09,0.68),P=0.01]有明显改善;试验组较对照组护理专业学生的收缩压[MD=-0.95,95%CI(-4.50,2.59),P=0.60]、舒张压[MD=2.13,95%CI(-2.60,6.86),P=0.38]、心率[MD=1.50,95%CI(-4.61,7.60),P=0.63]无明显改善。结论正念干预可以改善护理专业学生的压力状态、焦虑情绪、抑郁情绪和正念特质,但对于护理专业学生收缩压、舒张压、心率的影响还有待验证。     

PDCA式健康教育模式在体检中心健康管理中的应用效果及对体检者身心健康的影响

目的 探讨PDCA式健康教育模式在体检中心健康管理中的应用效果.方法 将326例体检者按照体检时间分为对照组(2018年1月至2018年3月)与观察组(2018年4月至2018年6月),各163例.对照组采用常规健康教育模式,观察组采用PDCA式健康教育模式.比较两组的应用效果.结果 观察组的体检时间短于对照组,体检效...     

Exploring the scope of the Emergency Department mental health nurse practitioner role

The mental health nurse practitioner (MHNP) role in the Emergency Department is focused on assessing and intervening to assist people in mental distress. The skills and expertise associated with this role are also compatible with the provision of short-term outpatient care. This scoping study investigated the potential for a MHNP outpatient service for patients presenting through the Emergency Department with a range of undifferentiated mental health concerns. The specific aim of this study was to explore the feasibility, structure, and potential outcome measures that may be used to evaluate a MHNP outpatient service. Data for the study were gathered via an extensive literature review and two separate focus group interviews. A series of semistructured interviews conducted with key informants were also undertaken to incorporate a range of clinical, academic, health manager, consumer, and carer perspectives. Findings from the study including prospective benefits and barriers associated with the implementation of this new service are highlighted and discussed. These findings indicate that a structured and formalized MHNP outpatient service has the potential to address a current deficit in the health-care system by providing timely, accessible, primary prevention, and early intervention mental health care that better meets the needs of the public and is consistent with the Australian National Mental Health Plan (2003-2008). A MHNP outpatient service also provides an important opportunity to explore, expand, and more clearly define the unique and valuable contribution of advanced mental health nursing practice to contemporary health care.     

Neuropharmacology and mental health nurse prescribers

Aims and objectives. To outline the development and content of a ‘top‐up’ neuropharmacology module for mental health nurse prescribers and consider how much pharmacology training is required to ensure effective mental health prescribing practice. Background. Debate about the content of prescribing training courses has persisted within the United Kingdom since the mid‐1980s. In early 2003 supplementary prescribing was introduced and gave mental health nurses the opportunity to become prescribers. The challenge of the nurse prescribing curriculum for universities is that they have only a short time to provide nurses from a range of backgrounds with enough knowledge to ensure that they meet agreed levels of competency for safe prescribing. There is growing concern within mental health care that the prescribing of medication in mental health services falls short of what would be deemed good practice. Over the past two decades, nurse training has increasingly adopted a psychosocial approach to nursing care raising concerns that, although nurses attending prescribing training may be able to communicate effectively with service users, they may lack the basic knowledge of biology and pharmacology to make effective decisions about medication. Methods. Following the completion of a general nurse prescribing course, mental health nurses who attended were asked to identify their specific needs during the evaluation phase. Although they had covered basic pharmacological principles in their training, they stated that they needed more specific information about drugs used in mental health; particularly how to select appropriate drug treatments for mental health conditions. This paper describes how the nurses were involved in the design of a specific module which would enable them to transfer their theoretical leaning to practice and in so doing increase their confidence in their new roles. Results. The findings of this study suggest that the understanding and confidence of mental health nurse prescribers about the drugs they prescribe coupled with the information they provide to service users can be improved as a result of specific educational support. It would appear that adopting a prescribing dimension to one's role requires nurses to revisit a number of skills that are integral to the work of the mental health nurse, e.g. good communication, establishing empathy, listening to what clients say, responding to what is required and involving clients in their own care. Conclusion. Mental health nurses from one particular Trust in the West Midlands were provided with a ‘top‐up’ course in neuropharmacology and, although they found this challenging, ultimately they found this to be helpful. As nurse prescribing is ‘rolled out’ to other nursing specialities it is important that local Trusts and Workforce Development Directorates maintain a dialogue about nurse prescriber training to ensure that nurse prescribers receive the appropriate time and support for their ongoing Continued Professional Development. Relevance to clinical practice. As increasing numbers of nurses from different specialities qualify as nurse prescribers it is vital that they are supported by their employing organizations and given the opportunity to maintain their competency and confidence in their prescribing practice.