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随着社会的日益进步,法律法规的不断修正与完善,人们运用法律武器保护自己的正当权益已渐成为常识。为了防范和减少差错事故和护患纠纷的发生,除对护生做好基础护理理论知识和操作技能的带教外,还应注重培养护生防范护理差错及纠纷的能力。 相似文献
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带教老师,责任心不强,疏于管理,放手让护生自己进行技术操作,单独为病人进行护理工作。护生实习后期,部分护生认为自己对医院环境、护理工作已较为熟悉,脱离带教老师的监督,擅自执行医嘱,为患者实施护理措施。 相似文献
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护生实习中发生差错的防范措施 总被引:11,自引:2,他引:11
目的 :探讨加强护生医疗安全和法律意识 ,预防实习中发生差错的措施。方法 :加强护生的专业思想教育 ,提高自身素质 ;加强医疗安全教育 ,建立法制观念 ;采取专人带教 ;加强带教老师的管理。结果 :使护生增强医疗安全和法律意识 ,实习中发生差错明显下降。结论 :只有加强护生医疗安全教育 ,建立法制观念 ,才能降低实习中差错的发生率。 相似文献
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随着医疗技术的快速发展。引起事故的可能性比以前提高,再加上医学知识的普及,人们医疗安全意识的提高,以及医疗卫生立法的日益完善。护理纠纷也随之增多。为减少护患纠纷,保证病人的护理质量,同时也保护自身的合法权益,护理人员做好护理差错事故的防范工作是非常必要的。 相似文献
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护生护理实习中差错分析 总被引:38,自引:0,他引:38
为提高教学质量,减少护理差错发生率,对我院1988~1998年11年间护生发生的15起护理差错进行了分析。发现差错主要是由于不认真执行三查七对制度引起的,实习导、中、后期发生的差错分别占总差错的6.67%、26.67%、66.67%。因此,严格执行各项制度,加强实习中、后期管理是减少护生护理差错发生的关键所在。 相似文献
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王秀华 《中华临床护理研究杂志》2004,12(4):1089-1089
临床实习是护生学习的大转折,她们将从单纯的学习环境转到面对多类型人员组成的医院环境,面对这突然转变的角色会有许多的不适应。因此,在实习阶段做好护生转业思想、心理素质、专业能力、适应能力的教育是培养合格护士的关键,在此期间如果带 相似文献
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2000年1月~2006年12月,我院神经外科带教临床实习护生436名,无1例差错事故发生。现将带教管理与护理差错预防体会报告如下。1带教管理与护理差错预防1.1入科上岗前培训除接受实习前护理部组织的岗前培训外,护生进入神经外科临床实习的第1天,由护士长统一组织对护生进行科内岗前培训,培训内容:①遵守组织纪律。②严格执行查对制度,防止差错事故发生。③介绍病区环境和护士站、治疗室、抢救室、换药处置室等区域的物品、药品放置。④介绍各班职责。⑤学习专科知识要求。结合临床病例学习专科护理,掌握3~4个专科病种护理。⑥强调重护理思想:要… 相似文献
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Yin‐Ping Zhang RN PhD Xiao‐Mei Li RN PhD Duo‐Lao Wang PhD Xiao‐Yuan Guo MHS Xiong Guo MD 《Nursing & health sciences》2012,14(1):74-80
This study assessed a targeted continuing osteoporosis educational program and investigated awareness and prevention of osteoporosis in Chinese female pre‐internship nurse students. A quasi‐experimental study was conducted. The program was presented to 256 nurse students. The baseline knowledge score of the nurse students was low (9.78 ± 3.13). They had inadequate osteoporosis health beliefs, self‐efficacy and related behaviors. The educational program significantly augmented osteoporosis knowledge (Student's paired t = ?13.42, P < 0.001), total osteoporosis health beliefs (Student's paired t = ?4.46, P < 0.001), and the subscale (P < 0.001) except for the perceived barriers to exercising and calcium intake. Participants showed a significant increase in self‐efficacy (Student's paired t = ?6.45, P < 0.001) post intervention. Those who completed the program were better prepared to prevent and manage osteoporosis. Additionally, nurse students became more concerned about bone health of family members, subjects and themselves because of attending the program. Results of this study reinforce the need for osteoporosis‐related continuing education in nurse students before clinical internship. 相似文献
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高职护生对临床护理教师行为的评价研究 总被引:3,自引:1,他引:2
目的:了解高职护生对临床护理教师的行为评价,找出目前临床护理教师存在的问题,提高临床护理带教质量。方法:采用问卷调查法,对一所三级甲等和2所三级乙等教学医院的35名临床护理教师的临床护理工作、教学组织、师生关系行为进行调查。结果:35名临床护理教师中13名为优秀,优秀率为37.1%;22名为良好,良好率为62.9%,无一般、较差、很差。护生对临床护理带教教师的3类行为评价由高到低的顺序依次为:临床护理工作、师生关系、教学组织能力。结论:临床护理教师的工作总体上值得肯定,但教学组织能力相对存在不足,有待采取相应措施以提高临床教学质量。 相似文献
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目的分析护生的记忆特点,探索增强护生记忆力的方法。方法按照记忆规律,合理安排教学,采用生动形象的教学方式,增强视觉记忆,设定记忆目标以及绘制有效的记忆图等。实习结束时进行问卷调查和考核。 2000届和 1999届、 1998届护生的考核成绩进行比较。结果 92%的护生认为掌握记忆规律记忆规律对学习很有帮助, 93%的护生认为教员授课安排有利于记忆。 2000届护生与 1999届、 1998届护生相比,考核成绩差异均具有极显著性差异( t检验, P<0.01)。结论按照记忆规律改进教学方法是增强护生记忆力,取得良好教学效果的有效途径。 相似文献
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护士长在护患纠纷防范中的作用 总被引:8,自引:1,他引:7
笔者报道护士长在护患纠纷防范中的作用,认为了解护患纠纷的常见原因:(1)护理人员缺乏法制观念;(2)规章制度执行不严;(3)责任心不强,业务水平不高;(4)缺乏沟通,护患关系紧张。积极采取防范措施:(1)加强教育,强化护士法制观念;(2)加强各项规章制度的落实;(3)加强业务训练,提高服务质量;(4)强化护士的责任意识,提高整体素质;(5)善于发现和处理潜在的护理纠纷。是护士长在护患纠纷防范中的作用。 相似文献
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目的:了解护生临床实习中伦理道德行为表现及相关影响因素,为临床实习教学及护生伦理道德素质培养提供借鉴与参考。方法:对2010年4月广东省某三级甲等医院实习护生共287名,应用伦理道德行为问卷进行调查,各影响因素分析采用多元线性回归分析。结果:该组护生实习期间伦理道德行为得分为(3.12±0.31)分,"在护理操作中谈论私事或接电话"条目得分最高,为(3.57±0.80)分,得分低的条目依次为"告知病人当天的护理安排",仅为(2.22±0.61)分,"主动及时为病人更换被污染的被服",得分为(2.78±0.65)分,"能及时发现病人的需要并予以帮助,如为病人翻身、盖被、喂水等",为(2.78±0.76)分。多因素分析结果显示,实习护生实习期间伦理道德行为与护生年龄、学历存在正相关,与是否参加高考存在负相关,说明年龄越大、学历越高、参加过高考的护生伦理道德行为水准越高。结论:护生伦理道德行为偏重于教学重视、有规章制度和法律条文规定、行为不慎可导致严重后果的行为,而对于属于自我监督且后果不易观测、教学中强调较少的伦理道德行为表现较差,应针对性地加强护生伦理道德行为培养。 相似文献
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不同教育层次实习护生对临床带教老师有效教学行为评价的研究 总被引:1,自引:0,他引:1
目的:了解不同教育层次实习护生对临床带教老师有效教学行为的评价。方法:采用临床护理教师有效教学行为问卷(Nursing Clinical Teacher Effective Inventory,NCTEI)对203名实习护生进行调查。结果:不同教育层次护生对有效教学行为5个方面的评价没有统计学差异,但中专护生更注重临床教师的人际关系行为,大专和本科护生更注重临床教师的评价行为。结论:临床教师应结合护生特点,注意自身临床教学行为,以提高临床教学质量和效果。 相似文献
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AIM OF THE STUDY: To ascertain the views held by some Irish general nurse managers of the Diploma in Nursing students' first clinical allocation. RATIONALE: Until 1994, nurses in Ireland were trained under a 3-year apprenticeship system and were employed throughout their clinical experience. In March 1997, the first intake of Diploma in Nursing students into one Dublin university were scheduled to commence their clinical placements. As this was the first time that supernumerary students were to be placed in the clinical areas, it was important to discover how effective the whole process was in terms of nurse managers' experiences. RESEARCH METHODS: A grounded-theory approach, using unstructured interviews, explored Irish nurse managers' views of the impact of supernumerary students in the workplace. Ethical approval was granted. All available nurse managers in three general teaching hospitals linked with the university agreed to take part (n = 10). RESULTS: Three themes emerged from the data, entitled 'Structure', 'Students' and 'Support'. In general, the managers believed that staff had had sufficient preparation for this change and that the whole process had been well handled. The respondents were pleasantly surprised by the students' abilities and interest in nursing. Minor problems were dealt with successfully at the local level and the support received by the students was found to be excellent. DISCUSSION: Preconceptions of the students as more intellectual and less able for practical nursing were found to be untenable. The students' presence was welcomed and their questioning attitude, enthusiasm and application of knowledge was praised. Strong clinical support was required and students benefited from giving care, rather than just observing care given. CONCLUSION: It is recommended that supernumerary students should be encouraged to give full care under supervision, in order to learn and to become proficient in all clinical skills. The next phase of change, transition to degree status for students from 2002, will benefit from lessons learned in the past 7 years since transition from certificate to diploma education. 相似文献
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[目的]了解护生与在职护士的自我防护意识,以便有针对性地对其进行自我防护教育,提高自我防护能力。[方法]采用随机抽样法,用自行设计的问卷调查表对50名护生及50名在职护士进行自我防护意识的调查。[结果]护生的自我防护知识比较薄弱,在职护士的自我防护行为存在麻痹。[结论]临床教师应该加强自己及对护生自我防护意识的教育及学习。 相似文献
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护生岗前自我防护教育的探讨 总被引:9,自引:0,他引:9
护理临床实习是护生进入社会的第一站,在我国现行护理教育中,大多数学校未开设护生自我防护教育课程,使护生进入临床后发生针刺伤的机率明显高于经过培训的临床护士。因此,对护生进行岗前自我防护知识教育,减少职业性伤害是十分重要和必要的。 相似文献