论科室凝聚力

科室凝聚力的强弱不仅涉及科室的兴衰,而更重要的是关系到医院的竞争力和未来,仅就此阐述几点意见。一、科室凝聚力的意义科室凝聚力是科室作为一个组织对成员的吸引力。这是科室综合实力的重要内容,是衡量科室成员对科室的信赖依赖程度,以及科室能否保持稳定并得到不断发展的一个重要指标。建设好一个科室必须重视凝聚力。科室建设内容有3个:一是学科建设;二是文化建设;三是经济管理。3个方面的工作都与凝聚力有直接关系。凝聚力大,成员愿意为集体付出,科室的目标就更容易完成。科室凝聚力是医院凝聚力和竞争力的基础。医院竞争力的大小,决…     

创建平安医院

医院成立了以党委书记为组长、分管院长为副组长、各总支书记及有关部门主任任成员的“平安医院”领导小组，定期召开调度会，总结经验，查找不足。医院实行“四个纳入”：把安全工作纳入医院的正常议事日程，纳入两个明建设的重要内容，纳入科室主任任期的工作目标，纳入科室年终先进评比的硬性指标。     

品管圈在提高儿童静脉穿刺成功率中的应用

目的探索品管圈（QCC）在提高儿童留置针静脉穿刺一次性成功率中的效果与体会。方法成立“品管圈”组织，通过主题选定、拟定活动计划、目标设定、现况分析，制定静脉穿刺流程并实施。结果开展品管圈活动后留置针静脉穿刺一次性成功率明显高于活动前。结论品管圈不仅提升了护士的留置针静脉穿刺技能，而且使大家学会了用科学的方法解决问题，提高了科室成员解决问题的能力，更增强了科室团队的凝聚力，值得推广。     

谈科室文化在检验科管理中的作用

医院要发展壮大和长盛不衰，离不开各科室的发展壮大。面对国企改革、医院转制和医疗体制改革以及竞争激烈的医疗市场，检验科为探求如何做到面对改革人心不乱，团结一致队伍不散，坚持发展目标不变，根据检验科专业特点、工作性质和今后发展，结合本地区和医院的实际情况，在不断完善科室规章制度和操作规程，严抓检验质量的同时，创建科室文化，并且加强科室文化建设和不断完善科室文化，使科室管理规范化、制度化、人性化和目标化。     

科室管理的几点体会

对于医院来讲，科室好比人体的一个器官，科室的每一个成员则是这个器官的细胞；而管理好比神经系统，良好有序的管理才能保证每个细胞和器官的正常运行。结合本人担任科主任的工作实践，谈谈抓好科室管理的几点体会。     

科室主任应处理好六种关系

制定和落实规章制度、理顺工作程序、协调各种关系、制定科室发展计划、提高科室成员技术水平[编按]     

公立医院科室发展的战略管理

公立医院内部科室和部门繁多，有的科室具有相对的独立性，有的科室又具有很强的相互依存性。科室之间发展不均衡，发展前瞻性不够，整合和协调效率不高，这已成为公立医院管理工作中的一个突出问题。这种现象与公立医院各科室发展战略不明晰、战略管理不到位有着直接关系。战略是科室发展的总目标，是目标的外在表现形式。     

加强科室质量管理 提高服务质量

目的探讨和科室质量管理小组在脊柱外科质量控制中的作用。方法积极落实三级查房制度;严格规范医疗护理文书书写;强化围手术期管理;加强6种特殊病人的管理;强调合理用药、合理检查、合理治疗;做好医、护、患、属沟通,强化医疗纠纷的防范与处理。结果科室质量管理小组实施质量控制达到了科室医疗、护理质量和患者、家属满意度明显提高的管理目标。结论通过开展科室质量管理小组活动,不仅解决了医疗护理质量控制中的实际问题,而且也增强了小组成员的质量意识及协作精神。     

“年度目标管理”与临床护理

“年度目标管理”是新形势下应用护理程序，加强临床护理管理工作的一种新形式。湖南省东安县人民医院分别于2000年至2004年实行了该项护理管理改革，本人竞聘上岗担任科室护士长后，从2000年元月至2004年12月在所聘任的科室护士长岗位上对科室实行了“年度目标管理”。即以护理程序为指导，年初综合评估科室情况，列出管理计划、目标及措施，全年实施，年终综合评价，将评价资料作为下一年度的评估资料，循环往复。现将“年度目标管理”情况介绍如下：     

卫生监督机构内部科室设置亟待规范

通过调查，本文从分析当前卫生监督机构内部科室设置的状况入手，深入分析了卫生监督机构内部科室设置不一的弊端和内部科室设置不一的原因，并从规范内部科室设置目标出发，提出了内部科室设置的原则和需要考量的主要因素，对规范卫生监督机构内部科室设置提出了积极建议。     

High-tech home health care: administrative and staff perspectives

This study examines staff perspectives and personnel issues related to the delivery of high-tech home health care services to older adults. Data were collected from a national sample of 154 agency directors and 92 local agency staff. Agency staff and directors consistently report an increase in high-tech service delivery over the past five years. Both agency directors and local staff agree that a variety of staff may be involved in the delivery of high-tech services, including both professional and paraprofessional staff. Although agency directors report providing training to at least one or more type of direct care staff, agency staff are less likely to report being required to participate in training programs. The provision of high tech services impacts the agency, the staff, and the patient in various ways. Most staff feel that high-tech care enhances the quality of life of older patients, although high-tech care may be somewhat difficult to define and even more difficult to deliver. Challenges related to the provision of high-tech care, including providing adequate staff training, and developing appropriate quality assurance measures, are discussed.     

Training needs of staff in Romanian institutions for young children

Summary In order to make adequate provision for staffing and staff training in leagane (long-term residential care institutions for preschool age children in Romania) a postal survey was conducted in the autumn of 1991 to ascertain the demographic characteristics, job titles and educational attainment of directors and staff, staffing needs and the kinds of positions currently filled, the numbers of directors and staff exposed to continuing education programmes within the last 2 years, and the opinions of directors and staff regarding their most important continuing educational needs.
The bulk of the direct care workforce was less than 50 years old. Thirty-four per cent of the direct care staff had less than a high-school education. Sixty-seven per cent of the staff were health professionals or health care workers. There were few psychologists, physical therapists, teachers or social workers.
In the last 2 years, directors and other physicians had been mostly exposed to courses in the areas of psycho-social care/management and paediatric medical care. Nurses had attended professional development courses. Infirmiera (nursing assistants) had also attended professional development courses such as those offered by foreign non-governmental organizations on the care of institutionalized children. Educators (teaching assistants) had attended courses in child development and rehabilitation. Directors and staff expressed clear opinions regarding their needs and preferences for additional training     

High-Tech Home Health Care

This study examines staff perspectives and personnel issues related to the delivery of high-tech home health care services to older adults. Data were collected from a national sample of 154 agency directors and 92 local agency staff. Agency staff and directors consistently report an increase in high-tech service delivery over the past five years. Both agency directors and local staff agree that a variety of staff may be involved in the delivery of high-tech services, including both professional and paraprofessional staff. Although agency directors report providing training to at least one or more type of direct care staff, agency staff are less likely to report being required to participate in training programs. The provision of high-tech services impacts the agency, the staff, and the patient in various ways. Most staff feel that high-tech care enhances the quality of life of older patients, although high-tech care may be somewhat difficult to define and even more difficult to deliver. Challenges related to the provision of high-tech care, including providing adequate staff training, and developing appropriate quality assurance measures, are discussed.     

Public health skills in primary care in South West England--a survey of training needs, obstacles and solutions.

The UK government is moving primary care towards a more health needs led service. This will require a greater awareness of public health skills among primary care staff. We therefore sent a postal questionnaire to the chairmen of primary care groups (general practitioners), the chief officers of primary care groups, directors of public health, nurse advisors of health authorities, directors of community nursing and directors of midwifery in the South West region of England. Respondents were asked about skills in health needs assessment, health service planning and other public health skills among general practitioners, health visitors and midwives. The survey also covered perceived obstacles to the acquisition of such skills and possible solutions. The response rate was 67% (96/143). Eighty percent of primary care groups returned at least one reply. Sixty-four percent had either not considered the problem or considered it but not acted. Fifty percent of directors of public health felt that they could not provide more training to non-specialist staff. Most organisations provided little training in public health skills to non-specialist staff despite a perceived skill shortage particularly in health promotion, advocacy and the evaluation of the effectiveness and efficiency of services. We conclude that primary care groups and public health departments need to agree how to access public health advice. Primary care groups need to identify individuals with an interest in strategic working and service planning, identify their skill deficits and seek appropriate training.     

About feeding children: mealtimes in child-care centers in four western states

This study was conducted to describe mealtimes and explore routines, policies, and training in child-care centers. Following an intensive review of mealtimes, staff and director questionnaires were created. Using a stratified random sampling protocol and following the Tailored Design Method, directors and staff from licensed child-care centers from California, Colorado, Idaho, and Nevada were surveyed. Center and staff characteristics were compared among the four states and three census areas using analysis of variance and chi(2) analyses, as appropriate. To adjust for multiple comparisons, a stringent P value of <0.001 was used for post hoc comparisons. Responses were received from 568 centers (representing 1,190 staff and 464 directors). Mealtimes generally occurred in the classroom, where an adult sat at the table with the children, served some food, poured the drinks, and ate some of the center-provided food. Less than half of centers reported using "family-style" service, although this style allows children the opportunity to self-serve food. Staff received substantially less training on feeding children (42%) than on nutrition (68%) and child development (95%). These findings bring focus to the need to educate child-care staff and directors about the impact of mealtime environments on child health and development.     

CanMEDS evaluation in Canadian postgraduate training programmes: tools used and programme director satisfaction

Context The Royal College of Physicians and Surgeons of Canada (RCPSC) CanMEDS framework is being incorporated into specialty education worldwide. However, the literature on how to evaluate trainees in the CanMEDS competencies remains sparse. Objectives The goals of this study were to examine the assessment tools used and programme directors’ perceptions of how well they evaluate performance of the CanMEDS roles in Canadian postgraduate training programmes. Methods We conducted a web‐based survey of programme directors of RCPSC‐accredited training programmes. The survey consisted of two questions. Question 1 was designed to establish which assessment tools were used to assess each of the CanMEDS roles. Question 2 was intended to assess programme directors’ perceived satisfaction with CanMEDS evaluation in their programmes. Results A total of 149 of the eligible 280 programme directors participated in the survey. Programme directors used a variety of assessment tools to evaluate trainees in CanMEDS competencies. Programmes used more tools to evaluate the Medical Expert (mean = 4.03, standard deviation [SD] = 1.59) and Communicator (mean = 2.36, SD = 1.02) roles. Programme directors used the fewest tools for the Collaborator (mean = 1.75, SD = 1.10) and Manager (mean = 1.75, SD = 1.18) roles. More than 92% of the programmes used in‐training evaluation reports to evaluate all the CanMEDS roles. Programme directors were satisfied with their evaluation of the Medical Expert role, but less so with assessment of the other CanMEDS competencies. Conclusions This study demonstrates that Canadian postgraduate training programmes use a variety of assessment tools to evaluate the CanMEDS competencies. Programme directors are neutral or concerned about how the CanMEDS roles other than that of Medical Expert are evaluated in their programmes. Further efforts are required to establish best practice in CanMEDS evaluation.     

规范科主任管理能力培训提升医疗质量管理水平

对综合医院科主任管理能力培训的必要性进行了探讨,并结合陕西省人民医院工作实践,提出了管理人员培训工作拓展的思路。     

科室主任是岗位练兵的关键

科主任是提高,临床医师岗位练兵效率的有力保证。通过转变观念、提高认识,制度到位、责任到人,充分发挥科室主任主观能动性,使科室主任身先士卒、率先带头做好岗位练兵,取得了良好效果。