重症监护病房护士培训现状

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。     

重症床旁即时超声检查的医生培训与教育

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。     

应急预案在重症监护室护士危机意识培训中的应用研究

目的探讨应急预案在重症监护室护士危机意识培训中的应用及效果评价。方法 2015年1月至2016年12月对125名重症监护室护士进行应急预案培训,包括组建培训师资、设置培训内容及实施培训方案。结果培训后,重症监护室护士理论、操作成绩考核,危机意识及病人满意度均优于培训前(P0.01或P0.05)。结论通过应急预案培训,有效提升了重症监护室护士的危机意识及正确采取应急应对措施的能力,从而有效提高重症监护室护理管理质量,降低护患纠纷,提高病人满意度。     

重症监护病房护士培训状况调查

通过问卷对上海地区4所三级甲等综合性医院的22名ICU、159名护士及22个护士长进行培训状况调查。结果表明护士进入ICU前的培训尤其缺乏,进入ICU后的培训尚未常规化、系统化,培训内容与护士的要求、临床需要及国际重症护理发展的需要不相适应,因此加强培训是必要的,建议建立重症护理教育体系,探索新的培训模式,培养临床护理专家。培训缺乏的可能原因是人力资源不足,师资缺乏,资金缺乏等。     

重症医学科专科护士的规范化培训及效果评价

总结成人重症医学科专科护士的规范化培训及效果评价。成立重症医学科专科护士培训核心小组,负责制定培训计划,挑选带教老师,监督培训计划的实施。经对107名护士进行培训,为期4个月,专科理论与专科护理技能考核均合格,取得了重症医学科专科护士证书。     

急救与重症监护专业护士培训方法的实践与思考

目的 探讨急救与重症监护专业护士的培训方法。方法 遵循系统论的认识路线，着眼于专业护士培训的整体性、关联性的考察，注重收集有关专业护士整体情况的资料，力求从整体上认识和把握专业护士培训的本质、全貌和整个过程。结果 以教育观念、培训目标、课程体系、教师队伍、实践教学、评价方法等方面实践急救与重症监护专业护士的培训方法。结论 在现阶段有组织、有计划、有方案地进行专业护士的脱产培训具有可行性和有效性。     

基层医院重症监护室的护理管理

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。     

重症监护专科护士培训的实践与效果分析

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。     

国外重症医学专科医师培训制度的比较与思考

我国重症医学专业发展迅速,在重症患者救治、突发灾害和公共卫生事件中发挥重要作用。专科医师规范化培训是毕业后医学教育的重要组成部分,也是培养合格专科临床医师的常规途径。作为国家第二批试点专科,重症医学专业已建立全国专科医师培训制度,成为培养学科专业人才梯队的重要途径。本文从培训体系和平台建设方面对比思考国外重症医学专科医师培训制度的异同,为推进我国重症医学专科培训制度不断完善提供借鉴。     

专科护士培训体验式教学理论模型的构建

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.     

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

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。     

European Society of Intensive Care Medicine statement: intensive care medicine in Europe--structure,organisation and training guidelines of the Multidisciplinary Joint Committee of Intensive Care Medicine (MJCICM) of the European Union of Medical Specialists (UEMS)

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.     

Simulation medicine in intensive care and coronary care education

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.     

Training needs of psychiatric intensive care staff

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.     

Using Consistent Education Strategies to Implement a Process Change for Clinically Significant Cardiopulmonary Events

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.     

Guidelines for critical care medicine training and continuing medical education

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.     

Modernising medical careers: educational implications for the emergency department

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.     

特护专家小组在救治成批特重度烧冲复合伤病人中的作用

在成批特重度烧冲复合伤病人救治过程中注重发挥特护专家小组的组织、管理、协调、教育、培训、咨询等作用,在陆运前接、病房准备、特护质量、规章制度、人员培训、空运后送等各个环节合理组织和实施护理工作,取得良好的效果,为成批特重度烧冲复合伤病人的成功救治积累了经验。