共查询到19条相似文献,搜索用时 156 毫秒
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从医院在职教育及政策制度方面阐述了重症监护病房护士培训中存在的问题,并提出了完善、规范重症护理教育培训体系的对策。 相似文献
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重症床旁即时超声凭借其简便实用、快速直观等优势在诊断和评估重症患者病情中得到了广泛的应用和普及,为了确保该技术安全、有效的运用,重症床旁即时超声需要良好的培训、教育和资格认证体系,并有必要将此培训纳入急诊、麻醉和重症医生的常规培训项目。其培训和教育应当把握重点,突出特色,分级、持续深入地培训,同时采用多样化的教学方法,培养医护人员良好的临床实践能力。当前,在培训和教育中仍存在一些困难,需要努力克服。 相似文献
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从护理人员的配备、护理质量、护理人员的教育及培训、消毒隔离、仪器设备及药品等方面对基层医院重症监护室进行管理。 相似文献
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目的总结重症监护(ICU)专科护士培训班的经验,以提高ICU专科护士的培训效果。方法对来自全军的55名学员进行为期3个月的重症监护培训,自行设计调查问卷,内容包括重症监护理论知识、护理技术操作和常用仪器使用等三方面,分别在培训前后发放调查问卷,对培训效果进行总结分析。结果培训后学员在重症监护理论知识、护理技术操作和常用仪器使用熟练掌握方面均有了显著性提高(P<0.05)。结论ICU专科护士培训是提高护士整体监护技能的有效途径,科学高效的培训模式是确保ICU专科护士培训质量的有力保证。 相似文献
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目的 构建重症医学专科护士培训体验式教学理论模型.方法 以贵州省重症医学专科护士培训教学活动为基础,采用文献分析法、问卷调查法、实证研究法、经验总结法,研究重症医学专科护士培训体验式教学理论模型.结果 构建了包括四内容(教学目标、教学内容、教学形式、教学评价),四环节(危重患者护理体验、反思与分享、感悟内化、实践与应用)、三过程(基础、提高、升华)的循环上升式重症医学专科护士培训体验式教学理论模型.结论该理论模型展现了重症医学专科护士培训体验式教学的规律,为专科护士培养提供优化的教学途径. 相似文献
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目的探讨基于体验式学习理论的谵妄教育培训对重症监护室护士谵妄知识水平和评估识别能力的影响。方法选取我院2017年2月至2018年11月工作的重症监护室护士30名为研究对象,比较应用基于体验式学习理论的谵妄教育培训前后,重症监护室护士的理论知识和操作技能考核成绩、科室和带教医师满意度。结果培训后重症监护室护士的理论知识和操作技能考核成绩,科室和带教老师满意度均优于培训前(P<0.05)。结论对重症监护室护士开展基于体验式学习理论的谵妄教育培训,可提高其谵妄知识水平和评估识别能力的作用,值得推广应用。 相似文献
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De Lange S Van Aken H Burchardi H;European Society of Intensive Care Medicine;Multidisciplinary Joint Committee of Intensive Care Medicine of the European Union of Medical Specialists 《Intensive care medicine》2002,28(11):1505-1511
This article describes the structures and institutions in the European Union by which professional training and qualification in medical specialities will be harmonised. All main medical specialities are represented in the European Union of Medical Specialists (UEMS) by speciality sections. For intensive care medicine, as a multidisciplinary speciality, a new structure of a Multidisciplinary Joint Committee of Intensive Care Medicine (MJCICM) within the UEMS was established in 1999. In this MJCICM the European Society of Intensive Care Medicine and the European Society of Paediatric and Neonatal Intensive Care are represented by delegates without voting capacity in a Standing Advisory Board. Statements and recommendations which the MJCICM has worked out until now are presented: Definitions of intensive care medicine, structural conditions for education and training, continuing medical education, criteria for accreditation of intensive care medicine training centres, common core curriculum for optional specialist training in intensive care medicine, as well as an intensive care units accreditation visiting programme and standards for medical treatment and nursing care. 相似文献
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The training of physician learners in intensive care and coronary care medicine presents several unique challenges that are particularly suited to simulation-based medical education (SBME) solutions. Intensive care medical educators seek to provide evidence-based medical education and comprehensive clinical exposure for learners in the setting of maximal individual patient comfort and safety. This represents both a practical and ethical dilemma for educators - one that SBME can partially solve in a way that provides significant advantages over conventional "bedside" training, particularly in the intensive care setting among critically ill patients. 相似文献
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Clinton C Pereira S Mullins B 《Nursing standard (Royal College of Nursing (Great Britain) : 1987)》2001,15(34):33-36
AIM: A survey was carried out to identify the education and training needs of psychiatric intensive care staff and the preferred type of training course. Demand for a specific psychiatric intensive care unit (PICU)/lowsecure training course was also examined. METHOD: A convenience sample was taken from delegates attending a National Association of Psychiatric Intensive Care Units (NAPICUs) conference. Questionnaires were given to 130 delegates and a mail-shot was sent to ward managers on 13 PICUs in London. RESULTS: The findings were that staff wanted further training in four main areas: the management of violence and aggression; psychological therapies; communication and engagement skills; and rapid tranquillisation. Most respondents indicated that they would like a course developed specifically for PICU staff at degree level in modular format. CONCLUSION: This small-scale study highlights the need for further provision of training for PICU staff and provides an insight into their education and training needs. The findings could have significant implications for developing new approaches to education and training for practitioners working with severely ill psychiatric patients. 相似文献
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Amy M. Knupp RN MSN Kimberly S. Firestone BS RRT 《Newborn and Infant Nursing Reviews》2008,8(2):83-86
Education of a quality and process improvement project to a large level III neonatal intensive care unit staff can be an overwhelming task. The following article addresses this issue by presenting the steps of an education plan in a clear, concise manner. The notion of using key trainers to expedite the training time, individualized education packets for consistency, and a digital versatile disc for independent learning is discussed for the implementation of the ideal process change for clinically significant cardiopulmonary events in our neonatal intensive care unit. 相似文献
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Dorman T Angood PB Angus DC Clemmer TP Cohen NH Durbin CG Falk JL Helfaer MA Haupt MT Horst HM Ivy ME Ognibene FP Sladen RN Grenvik AN Napolitano LM;American College of Critical Care Medicine 《Critical care medicine》2004,32(1):263-272
OBJECTIVE: Critical care medicine trainees and faculty must acquire and maintain the skills necessary to provide state-of-the art clinical care to critically ill patients, to improve patient outcomes, optimize intensive care unit utilization, and continue to advance the theory and practice of critical care medicine. This should be accomplished in an environment dedicated to compassionate and ethical care. PARTICIPANTS: A multidisciplinary panel of professionals with expertise in critical care education and the practice of critical care medicine under the direction of the American College of Critical Care Medicine. SCOPE: Physician education in critical care medicine in the United States should encompass all disciplines that provide care in the intensive care unit and all levels of training: from medical students through all levels of postgraduate training and continuing medical education for all providers of clinical critical care. The scope of this guideline includes physician education in the United States from residency through ongoing practice after subspecialization. DATA SOURCES AND SYNTHESIS: Relevant literature was accessed via a systematic Medline search as well as by requesting references from all panel members. Subsequently, the bibliographies of obtained literature were reviewed for additional references. In addition, a search of organization-based published material was conducted via the Internet. This included but was not limited to material published by the American College of Critical Care Medicine, Accreditation Council for Graduate Medical Education, Accreditation Council for Continuing Medical Education, and other primary and specialty organizations. Collaboratively and iteratively, the task force met, by conference call and in person, to construct the tenets and ultimately the substance of this guideline. CONCLUSIONS: Guidelines for the continuum of education in critical care medicine from residency through specialty training and ongoing throughout practice will facilitate standardization of physician education in critical care medicine. 相似文献
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McGowan A 《Emergency medicine journal : EMJ》2006,23(8):644-646
Modernising Medical Careers (MMC) is a project designed to reconfigure postgraduate medical education throughout the United Kingdom. It is proposed that all UK medical school graduates undertake a 2 year foundation programme to build basic professional skills to which specialist training can be added. Implicit in these proposals is that career choices need to be made at a relatively early phase of training. In the case of emergency medicine, a common stem of training in emergency and critical care is being proposed which would be suitable early training for potential specialists in emergency medicine, anaesthesia, intensive care, and acute medicine. In both foundation training and higher specialist training, the trainee should have the skills of a self directing, reflective learner and the trainer the skills required to produce a good learning environment with a supportive and open atmosphere and learning structured to maximise the opportunities for experiential learning in the workplace. 相似文献
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