护理学研究生教育的科学管理

介绍我国护理学学位授予情况和第二军医大学护理学研究生教育管理经验,并提出护理学研究生培养过程需解决的问题,为护理教育者及教育管理者提供参考。     

Exploring Stressors Experienced During Graduate Nursing Education

Students in graduate nursing programs balance family and work responsibilities with rigorous didactic and clinical courses. These demands can impact academic success and health. Graduates of our master’s in nursing and post-master’s doctor of nursing practice programs were surveyed to explore the personal stressors they experienced during their educational programs and changes in their health and health promotion habits. Personal time, sleep, exercise, relationships, and finances were negatively affected. Students described high levels of anxiety and stress. Approximately half contemplated quitting. Resources for mental health, resilience, and self-care are needed.     

Language Plus for International Graduate Students in Nursing

To provide information about an English-language support program that focuses on the needs of international graduate nursing students. The growing presence of these students coincides with the increasing numbers of universities committed to world health. Crucial social and language competence affect the success and progress of international students in graduate nursing programs.

Design:

Reviewed literature was 1980 to 1998, in nursing and applied linguistic research including second-language acquisition, phonology, discourse analysis, and language pragmatics to identify social and language phenomena.

Findings:

Investigators suggest essential elements such as conventions of academic writing, reading comprehension, vocabulary, and pronunciation skills be included in the supportive Language Plus program.

Conclusions:

Ongoing development of the Language Plus program can promote collaboration between nurses and linguists and increase the success of international graduate nursing students.     

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.     

An International Imperative for Gender-Sensitive Theories in Women's Health

Purpose: To propose gender-sensitive theories as a future direction for theoretical development of women's health. Few theories pertain to women's health and illness experiences, with gender issues embedded in social, cultural, and historical contexts.
Organizing Construct: Significance, definition, and philosophical bases of gender-sensitive theories.
Findings: Six major components should be incorporated in the development of gender-sensitive theories: (a) gender as a major feature, (b) women's own words and experiences, (c) nature of women's experiences, (d) theorists' perspectives, (e) contexts, and (f) guidelines for actions.
Conclusions: We believe that the development of gender-sensitive theories in nursing could enable researchers to transcend androcentric and ethnocentric views on women's health, decrease gender inequity in health care, enhance women's well being, and ultimately contribute to knowledge development in nursing.     

我国重点院校护理硕士生评判性思维能力现状及其影响因素

目的了解我国重点院校护理学硕士研究生评判性思维能力现状,并探究其影响因素。方法 2015年5-8月,采用横断面研究法对我国6所重点院校的86名应届护理学硕士毕业生进行调查,应用一般资料调查表、评判性思维能力测量表(critical thinking disposition inventory-Chinese version,CTDI-CV)进行资料收集,采用多元线性回归法分析评判性思维能力的影响因素。结果我国重点院校护理学硕士研究生评判性思维能力得分为(290.20±39.58)分,具有正性以上评判性思维能力的人数占61.6%;评判性思维能力各维度中,"求知欲"得分最高,为(44.93±6.921)分,"寻找真相"得分最低,为(37.95±7.445)分。入学时是否为应届本科毕业生、护理科研的兴趣强度、培养类型进入评判性思维能力的多元回归方程,共解释30.2%的变异量。结论我国重点院校护理学硕士研究生大多数具有正性以上评判性思维能力,对评判性思维的培养应注重激发其科研兴趣。     

实习护生健康教育技能培训现状的调查

目的了解目前实习护生健康教育技能的培训和实践情况,为提高健康教育水平提供参考依据。方法自制调查问卷,从健康教育知识、态度、行为3个方面对实习护生进行调查,了解实习护生在健康教育技能方面的培训和实践情况。结果目前实习护生在健康教育培训方面尚存在较大欠缺,实习过程中缺乏相关学科理论知识的学习,培训方式单一,且健康教育的实践较少,对健康教育的重视和认识程度制约了健康教育的发展。结论在健康教育理论学习的基础上,加强对实习护生健康教育技能的培训,有利于整体护理质量的提高。     

不同学历实习护生健康教育能力培养现状调查

目的通过对实习护生健康教育能力培养现状进行问卷调查,了解护理院校和实习医院在培养大专、本科护生健康教育能力中存在的问题,并对如何培养护生健康教育能力提出建议和对策。方法采取整群抽样的方法,随机抽取杭州市主城区10家三级甲等医院实习的所有大专、本科护生共1 071名进行问卷调查。结果护理院校和实习医院对不同学历护生的健康教育能力重视程度不同,护理院校在开设《护理研究》和《医学统计学》课程、教师专业课程中提及健康教育内容及在校参与健康教育活动方面本科护生优于大专护生,差异有统计学意义(P0.05)。实习医院对护生进行健康教育培训和传授技巧方面,本科护生优于大专护生,差异有统计学意义(P0.05)。护理院校健康教育教学方法最多为讲授法,达74.2%,护生期望改革的教学条目最多为教学方法,达40.2%。结论本科护理院校较专科院校更注重对护生健康教育能力的培养,实习医院临床带教更注重对本科护生的培养。护理院校应加大教学改革力度,实习医院设置统一的健康教育培训标准,同时专科学校应该有危机意识,提高大专护生的竞争力。     

微格教学在护生社区健康教育能力培养中的应用

目的探讨微格教学在护生社区健康教育能力培养中的应用效果。方法便利抽样选择湖南医药学院护理学院2013级19名护生,在其社区护理方向班社区护理实训教学中开展微格教学,采用问卷调查和访谈法对教学前后护生的健康教育能力进行比较。结果微格教学前后护生健康教育态度、技能得分及总分间差异均有统计学意义(均P0.01),63.2%(12名)的护生认为微格教学法效果良好。结论微格教学增强了护生的健康教育能力、自我表现意识、语言表达及沟通能力,有利于培养护生的职业素养。     

护生AIDS知识调查及健康教育效果评价

目的了解护生艾滋病（AIDS）健康教育前后相关知识、态度、行为情况,为今后采取针对性的AIDS健康教育提供依据。方珐采取整群随机抽样的方法,对护理系大二、大一共400名学生在AIDS系列健康教育活动前后进行问卷调在。结果被调查护生AIDS知识总知晓率从教育前的75．3％提高到教育后的84．9％（P〈O．01）;对AIDS高危行为持赞成态度的教育前后差异无显著统计学意义（P〉O．05）;在对待AIDS／HIV采取“跟普通人一样对待”态度者从教育前的58．5％提高到教育后的66．8％（P〈0．05）;12．1％的护生曾发生过性行为。结论在护生中开展全面、系统、深入的AIDS健康教育很有必要;采用学校教育和自我教育相结合的AIDS健康教育形式对护生是有效和适宜的。     

综合式教育对强化护理大专生健康教育能力的效果分析

目的 了解应用综合式教育强化护理大专生健康教育能力的效果.方法 采用自行设计的问卷调查表对140名护理大专生进行调查.结果 护理大专生均认为综合式教育能够培养和提高健康教育意识、技巧及能力.结论 综合式教育对强化护理大专生健康教育能力及综合素质起到了积极的作用.     

约翰·霍普金斯大学护理硕士研究生教育特点及启示

目的 分析总结约翰·霍普金斯大学护理硕士研究生教育的特点,为我国护理硕士研究生教育改革发展提供参考。方法 通过登录约翰·霍普金斯大学护理学院官方网站、寻求国外硕士留学生帮助、购买相关书籍及文献回顾等收集资料,分析其护理硕士项目类型、入学条件、课程设置和教学方法等。结果 霍普金斯大学护理硕士研究生教育的特点概括为：项目目标具体明确,项目实施注重合作;入学条件灵活,资料审查全面;课程设置注重学科交叉,重视“学”和“用”的结合;多种教学方法相结合,重视高质量的在线护理教育。结论 对我国护理硕士研究生教育的启示包括：开设统一规范的专业方向,拓展合作项目;设置综合全面的入学条件,明确审核内容;加强课程设置的针对性,强调理论与实践相融合;综合使用多种教学方法,提高对在线教育的重视程度。     

护理本科生放弃读研选择就业心理体验的质性研究

目的探讨护理本科生放弃读研选择就业（以下简称弃研就业）的真实感受,以期为临床护理和护理教育管理者提供启示。方法2012年3月,采用目的抽样法选取山东省某三级甲等医院弃研就业的护理本科生9名为研究对象,以半结构深入访谈法对其进行访谈,采用Colaizzi分析方法对资料进行分析、整理。结果护理本科生弃研就业的心理体验主要有纠结心理、对选择就业抱有希望、就业后后悔放弃读研、就业后不后悔放弃读研、展望中调试自己等。结论护理本科生弃研就业的心理体验有很多负性方面的影响因素。护理教育和临床护理管理者,应积极引导护理本科生继续读研,以满足护理学科需要高素质人才的需求。     

Essentials of Baccalaureate Nursing Education for Entry‐Level Community/Public Health Nursing

ABSTRACT Community/public health nursing (C/PHN) educators and practitioners need a framework from which to plan, implement, and evaluate curriculum and community‐based practice. The Association of Community Health Nursing Educators (ACHNE) periodically updates the Essentials of Baccalaureate Nursing Education for Entry Level Community/Public Health Nursing to reflect changes in core knowledge, basic competencies, and practice. This update reflects relevance to 21st‐century health care and to national trends influencing nursing education. The 2009 revision is based on critical analysis of key C/PHN literature and input from public health nursing educators and practitioners. A key assumption is that a baccalaureate nursing degree is the minimum requirement for professional C/PHN. Fifteen essential concepts for baccalaureate nursing education are delineated along with related competencies. Newly defined essentials include communication, social justice, and emergency preparedness, response, and recovery. Issues related to didactic and clinical experiences are addressed. The ACHNE Essentials is an important guide for baccalaureate education curriculum planning and evaluation. The Essentials may be useful as a baseline from which to develop competencies of graduate nursing programs. The document is also useful for guiding practice setting orientation and professional development.     

Graduate education for advanced practice public health nursing: at the crossroads

The complexity of public health problems and advancement of science framing public health demand an expansion of traditional educational approaches and curriculum to prepare a futuristic advanced practice public health nursing (APPHN) workforce. This position paper sponsored by the Association of Community Health Nursing Educators challenges nurse educators to apply innovative strategies in preparing public health nursing (PHN) professionals and to expand curriculum paradigms to promote PHN's ecological approach to solving problems. To meet the challenges of ensuring public health in the 21st century, advanced practice public health nurses must have greater foundational knowledge in critical content areas discussed in this document. Competence in these areas will enable advanced practice public health nurses to address future health care challenges such as rapidly changing social structures, escalating knowledge explosion, globalization, and growth of new technologies. This education will prepare nurses to forge new knowledge and establish health care teams to create effective solutions.     

Barriers and Facilitators to the Incorporation of Environmental Health into Public Health Nursing Practice

ABSTRACT Objectives: To describe the environmental health (EH) demands placed on public health nurses (PHNs) as well as the barriers and facilitators to incorporating EH into PHN practice. Design and Sample: A cross‐sectional multimode (Web and pencil/paper) survey was used to collect data from PHNs in 1 rural western state. Research participants included 141 PHNs from a total of 228 survey invitations (61% response). Measures: A 39‐item questionnaire was developed to measure the frequency of EH demands experienced by PHNs as well as the barriers and facilitators to the incorporation of EH into PHN practice and standard demographics. Results: Significant numbers of PHNs reported less than baccalaureate preparation (29%), suggesting that EH competencies cannot be assumed. PHNs are often asked for basic EH information and cite lack of time and lack of interest on the part of the populations being cared for as barriers to incorporating EH into their practice. Facilitators included free or inexpensive continuing education programs offered via the Internet and additional Internet resources or staff resource people. Conclusion: PHNs represent a significant portion of the public health workforce and have implied and explicit mandates to address EH issues in their practice. Resources should be directed toward helping PHNs become better prepared to address the current and future EH needs of populations.     

外科整体护理中有关健康教育问题的探讨

在发达国家已形成了完整的健康教育体系,近年来,我国也开始了这方面的工作,并逐渐走向规范化、科学化、标准化。随着整体护理的深入开展,日益体会到健康教育工作是护理工作的重要组成部分,这两年来,我们在开展整体护理中坚持抓好健康教育,取得了可喜的成绩,一系列的健康教育活动无不渗透着以病人为中心的整体护理观念,通过临床问卷调查表明,病人的满意度由健康教育前的７３％上升到９５．６％,既提高了护理质量,也收到了