自我导向学习及其在护理教育中的应用

回顾自我导向学习的主要研究进展．并在此基础上，详细介绍自我导向学习在护理教育中的应用与发展。     

Community/Public Health Nursing Practice Leaders' Views of the Doctorate of Nursing Practice

ABSTRACT Objectives: This paper presents thoughts of practice leaders in the community/public health nursing (C/PHN) specialty on advanced nursing practice (ANP) and the necessary educational preparation for such practice.
Design and Sample: Practice leaders were engaged in conversations specifically focused on the Doctor of Nursing Practice (DNP) as preparation for ANP in their specialties, and asked to consider the benefits of, and challenges to, this educational program.
Measures and Results: The resulting remarks were then assessed for themes by the interviewers and these are presented along with thoughts on the future of education for ANP.
Conclusion: Overall, there was much agreement among the practice leaders interviewed about the importance of a broad skill set for ANP in the specialty. However, the practice leaders interviewed here also identified the practical challenges involved in educating nurses at the DNP level in the C/PHN specialty, as well as some concerns about the definitions of ANP for the future.     

Nursing Presence in Contemporary Nursing Practice

TOPIC. The concept of nursing presence has been explored within the context of contemporary nursing practice. PURPOSE. The purpose of this study was to enhance the understanding of the concept of presence in nursing and to enlighten nurses on the subject of being with people in ways that values the meaning of the lived experience of patients. SOURCES OF INFORMATION. Professional literature, electronic resources, and nursing textbooks were used. CONCLUSION. This is a literature review that clarifies the concept of presence for nurses. Clarifying this concept will further aid in the development of nursing research and education, and will provide nurses with the ability to apply the act of being present into their professional practice.     

Nursing education in Turkey: From past to present

Nursing education in Turkey first began in 1912 with the introduction of a 6-month course to train voluntary medical attendants, with Dr. Besim Ömer Pasha’s advice to the Red Crescent Association regarding the inadequacy of healthcare services, as a crucial need for nursing services resulted due to significant losses given during Tripoli (1911) and the Balkan (1912) wars. Carrying out their duties in battlefields and hospitals with great devotion, the first nurses graduated from the course played a significant role in promoting the nursing profession and its importance.Nursing education which used to continue at the secondary and high-school levels increased to bachelor’s level in 1955. Master’s program in nursing was opened in 1968, and Ph.D. programs was opened in 1972.Professional members of the practice, well-equipped in accordance with the requirements of the age, who conduct their studies at the national and international levels, are trained as the consequence of the recent developments in nursing education. The number of nurses at the universities who offered higher levels of academic degree, and especially the number of nurses who gained ‘science expert’ title at the inpatient medical establishments has increased. This situation and globalization, which ensures an easier access to nursing literature through internet, enable a more systematic and of a better quality healthcare.This article explains the nursing education in Turkey from past to present. The developments in nursing education which have taken place in Turkey are expressed in a chronological order, starting from the Ottoman Empire, until the present. Compared with other countries, nursing education is given on different levels in Turkey. Recently, however, the obstacles regarding the differences especially at the bachelor’s degree level were overcome, appropriate changes were made, and education melioration efforts gained speed.     

The Effect of Advanced Practice Nurse‐Modulated Education on Rehabilitation Nursing Staff Knowledge

Rehabilitation is a specialty area with defined competencies and discrete nursing knowledge. Nurses need to be educated in the basic competencies of rehabilitation to provide safe, quality care to patients with chronic illnesses and disabilities. A critical appraisal of the literature showed that education increased knowledge in a specialty area and had positive benefits for nurses, organizations, and patients. The purpose of this paper is to describe an evidence‐based educational intervention. Self‐study modules on 15 rehabilitation competencies were developed for 16 nurses working on a new inpatient unit. Outcomes were evaluated using pre and post tests via the online Association of Rehabilitation Nurses (ARN) Competency Assessment Tool (CAT). Data were analyzed using the SPSS14.0 statistical package. Paired t‐tests demonstrated a significant difference between pre and post test scores on 14 of the 15 competencies measured. Findings suggested that education of nursing staff resulted in increased knowledge about rehabilitation nursing competencies.     

Leveling Evidence-based Practice Across the Nursing Curriculum

Evidence-based practice (EBP) competencies represent essential components of nursing education at all levels. The transition of EBP learning goals from the baccalaureate to the master of science in nursing and doctor of nursing practice levels provides a blueprint for the development and advancement of student knowledge, skills, and attitudes. The purpose of this article is to describe 3 nursing curricula related to EBP competencies at the baccalaureate, master’s, and doctor of nursing practice levels.     

高级护理实践和高级实践护士的现状及展望

作根据自己在国外进修学习掌握的资料，从概念、发展背景、实践特征、核心价值观、实践角色类型和功能、实践标准、教育培养等层面详细介绍了当前世界护理实践发展的新趋势－高级护理实践活动和由此而形成的高级护理人才群体－高级实践护士。提出培养我国自己的高级护理实践角色－临床专科护士的任务、培养模式、课程设备、教育标准、教学质量。     

Domains of practice and Advanced Practice Nursing in Australia

A key component of workforce reform is the international growth in Advanced Practice Nursing (APN) roles. This study evaluated one APN role in Australia, the Clinical Nurse Consultant (CNC). All 56 CNCs employed in a tertiary hospital in New South Wales took part in the study. Demographic and work activity data were collected by an online questionnaire. Face‐to‐face interviews included the administration of a 50‐point tool to score the level of practice of each CNC against five domains. The domains of practice did not appear to have played a central role in the design of these CNC roles despite being defined in the industrial legislation and linked to a pay structure. There was widespread variability in the level of practice both within and between the CNC grades as well as significant differences in job content. Few CNCs managed to achieve a moderate level of practice across all five domains. The findings suggest that the distinctive features of the CNC roles as articulated in the domains of practice are often not realized in practice.     

对护生实施心理素质教育的研究与实践

心理素质教育是素质教育不可缺少的内容。为了探索对护生实施心理素质教育的有效途径,作者在96、97级护生中进行了心理素质教育的研究与实践。结果表明：通过开设心理课、组织课外心理素质教育活动、时时处处渗透心理素质教育以及建立心理服务机构等途径,可明显提高护生的心理素质。     

Passion and ability: Mentoring in a Doctorate of Nursing Practice programme

This basic qualitative study sought to understand the experiences of Doctorate of Nursing Practice (DNP) graduates with mentorship during their DNP project completion. Fourteen participants were recruited for telephonic, semi-structured interviews. Accessibility and availability of the mentor represents the dominant theme. Additional themes represented aspects of the mentor role related to the work involved in executing the project and the mentor's personal and professional attributes that promoted the professional socialisation of the graduates to the DNP role.     

健康教育质量控制的实施与体会

目的：探讨健康教育质量控制在整体护理工作中的作用。方法：结合医院健康教育质量控制的实际，总结归纳了健康教育质量控制的具体做法：三级质控、常规检查和抽检、满意度调查及质量反馈有机结合。结果：护理工作的满意度调查从1999年的77．6％提高到了2002年的96．3％，融洽了护患关系，提高了护理质量。结论：健康教育的质量控制是整体护理质量控制的重要内容，上述质控方法对护理部实施护理质量控制具有参考价值。     

A Sense of Urgency: Integrating Technology and Informatics in Advance Practice Nursing Education

Health care is embracing technology and informatics systems that support documenting assessment findings, evaluating diagnostic labs and procedures, ordering medical tests, and coding for billing. Although advanced practice nurses possess these essential skills, are they adequately prepared to utilize this technology? In this article, we explore the external forces and current trends driving the use of informatics in health care and the need to integrate this content into the advanced practice nursing education curriculum. Kotter’s sense-of-urgency framework demonstrates the integration of technology into an existing advanced practice nursing curriculum. A hypothetical advanced practice nursing program incorporating technology into specific courses is presented.     

The Quad Council Practice Competencies for Public Health Nursing

This article describes the most recent efforts by the Quad Council of Public Health Nursing organizations to review and revise the competencies for PHN practice, and highlights the implications of these competencies for practice, education, and research. The Quad Council is a coalition of four nursing organizations with a focus on public health nursing and includes the Association of Community Health Nursing Educators; the Association of Public Health Nursing (known prior to July 1, 2012 as the Association of State and Territorial Directors of Nursing); the Public Health Nursing section of the American Public Health Association; and the Council on Economics and Practice of the American Nurses' Association. The Quad Council competencies are based on the Council on Linkages competencies for public health professionals and were designed to ensure that public health nursing fits in the domain of public health science and practice.     

护理带教中开展信息素质教育的实践

目的 提高护生的信息素质.方法 2007年10月-2008年5月,在护理带教中对50位护生(32位本科生,18位专科生)进行信息素质教育.以临床实际病例为对象,辅导学生检索国内外相关护理文献,总结相关知识点,并应用到临床实践.结果 带教后提高了护生的信息意识和信息能力,强化了对循证护理的理解.同时通过检索疾病的相关护理文献,使学生对疾病的了解更深刻,并掌握相关护理要点.结论 在临床带教过程中进行信息素质教育效果显著.带教过程时间短及带教老师自身信息知识的不足对教育质量有一定影响,因此如果能多科室配合完成整个教育过程,并获得专业信息检索人员的帮助,可进一步提高信息素质教育质量.     

Advanced Practice Nursing Organizational Leadership Model

Advanced practice registered nurses (APRNs) have been used by organizations to meet the needs of their patients. However, there is a lack of organizational structure in place for appropriate APRN supervision. Oftentimes, there are non-APRN supervisors who lack understanding of APRNs, leading to poorly defined roles, credentialing, understanding of scope of practice, and lack of shared governance. With an advanced practice nursing organizational leadership model, there is evidence for improved job satisfaction, retention, and accountability for APRNs. The proposed model includes use of a chief of advanced practice officer and APRN supervisors.