开放性实验教学模式的研究与实践

目的探索培养适应社会需求,具有创新素质,卓越应用型医学人才的有效途径。方法在实验教学中,坚持以“发展个性、因材施教”的原则,采用不同类型的开放性实验教学模式,进行近百项开放实验项目的研究与实践。结果提高了大学生综合素质和创新能力,取得了显著成效。学生发表论文二十余篇,9个项目的成果获得了校级科研一、二等奖。结论高等学校开展开放性实验教学是提高整体教学质量的根本保证,是培养卓越应用型医学人才的新模式。     

OSCE模式在内科护理综合实验教学中的应用

随着教育模式的不断转变,护理教育也在不断地发生改革。现代化的护理人才除了具备系统的专业理论知识和扎实的临床技能外,尚需要多方面能力的培养[1]。我们在临床课程的教学中,应当更加重视培养学生在临床情境中运用知识和技能的能力,而不仅仅是知识与技能的积累。客观结构化临     

PBL在护理本科生社区实习课中的应用效果研究

目的 探讨改进护理本科生社区临床实习的最佳方法.方法将到社区实习的护理本科生64人随机分为实验组和对照组.对照组32人,按照传统的临床实习方法带教;实验组32人,将“以问题为基础”的教学模式（PBL）应用于社区临床实习教学工作中,以临床问题作为激发学生学习的动力、引导学生把握学习内容,培养学生有效运用知识解决问题的能力.结果改进后的临床实习带教方法,学生对教学的满意度93%（P＜0.01）、学生综合能力优良率98%（P＜0.05）、《护理研究》理论考试优良率93%（P＜0.01）.结论PBL优于传统临床带教模式,而且有利于提高临床教师综合素质.     

模块式教学模式在儿科护理学实验教学中的应用

目的:探讨模块式教学模式在儿科护理学实验教学中应用后的教学效果。方法:将40名护理本科生随机分为实验组和对照组各20例,分别实施模块式实验教学模式和传统实验教学模式,比较两组教学效果,并用自行设计的调查问卷,调查学生对该模式的态度。结果:实验组学生理论考试及试验考试成绩均高于对照组(P<0.05,P<0.01)。结论:模块式教学模式可以提高学生成绩,并获得学生的好评。     

开放性评价在护理学基础技能教学中的应用

《护理学基础》课程是高等护理教育体系中为学生提供的主干课程。护理技术操作（也称护理技能）是《护理学基础》极为重要的一个方面。对护理技能的评价是检验学生学习效果的一种手段,也是提高教学质量,实现教学目标的一个重要环节。在教学实践中,我们采用开放性评价法即学生评价与教师评价相结合方法与传统评价法即教师评价学生、学生被动接受评价方法相比较,提示开放性评价在培养学生知识目标和技能操作上明显优于传统教学方法。     

客观结构化临床考试模式在内科护理综合实验教学中的应用

尝试用客观结构化临床考试（0SCE）模式来设计内科护理综合实验教学过程和评价方法，使学生在模拟临床情境中训练交流能力、分工协作能力、运用知识和技能的能力等多项综合能力，以便更快地适应临床工作环境。     

PBL在护理本科生社区实习课中的应用效果研究

目的探讨改进护理本科生社区临床实习的最佳方法.方法将到社区实习的护理本科生64人随机分为实验组和对照组.对照组32人,按照传统的临床实习方法带教;实验组32人,将"以问题为基础"的教学模式(PBL)应用于社区临床实习教学工作中,以临床问题作为激发学生学习的动力、引导学生把握学习内容,培养学生有效运用知识解决问题的能力.结果改进后的临床实习带教方法,学生对教学的满意度93%(P＜0.01)、学生综合能力优良率98%(P＜0.05)、<护理研究>理论考试优良率93%(P＜0.01).结论PBL优于传统临床带教模式,而且有利于提高临床教师综合素质.     

客观结构化临床考试模式在内科护理综合实验教学中的应用

尝试用客观结构化临床考试(OSCE)模式来设计内科护理综合实验教学过程和评价方法,使学生在模拟临床情境中训练交流能力、分工协作能力、运用知识和技能的能力等多项综合能力,以便更快地适应临床工作环境。     

智能居家护理教学在社区护理学课程中的应用价值

结合我国健康老年化的需求和社区护理课程自身特点,从智能医疗在社区护理学课程教育中的发展现状及学习意义等方面进行论述,探讨教师与学生们掌握智能医疗相关知识与技术的可行性、必要性及有效方法,从而促进社区护理智能医疗领域的发展。     

研究型教学在社区护理学课程教学中的应用

目的:探讨研究型教学在社区护理学课程教学中的应用效果。方法:通过调查问卷了解应用研究性教学对我院224名2005～2007级高职护理专业学生社区护理学课程的教学效果。结果:89.73%的学生认同研究型教学方法,应用研究性教学方法增加了学生的学习兴趣,提高了学生的自学能力和实践能力,培养了创新意识,并提高了学生的学习成绩(P<0.05)。结论:研究性教学在社区护理学课程中应用,有利于培养学生的自学能力、解决问题能力和创新能力,提高学生学习成绩和综合素质。     

Using an Academic‐Community Partnership Model and Blended Learning to Advance Community Health Nursing Pedagogy

This article describes a model of teaching community health nursing that evolved from a long‐term partnership with a community with limited existing health programs. The partnership supported RN–BSN students' integration in the community and resulted in reciprocal gains for faculty, students and community members. Community clients accessed public health services as a result of the partnership. A blended learning approach that combines face‐to‐face interactions, service learning and online activities was utilized to enhance students' learning. Following classroom sessions, students actively participated in community‐based educational process through comprehensive health needs assessments, planning and implementation of disease prevention and health promotion activities for community clients. Such active involvement in an underserved community deepened students' awareness of the fundamentals of community health practice. Students were challenged to view public health from a broader perspective while analyzing the impacts of social determinants of health on underserved populations. Through asynchronous online interactions, students synthesized classroom and community activities through critical thinking. This paper describes a model for teaching community health nursing that informs students' learning through blended learning, and meets the demands for community health nursing services delivery.     

Teaching/Learning Strategies for the Essentials of Baccalaureate Nursing Education for Entry‐Level Community/Public Health Nursing

The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry‐Level Community/Public Health Nursing (ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations.     

Effectiveness of Community Health Worker/Nursing Student Teams as a Strategy for Public Health Nursing Education

ABSTRACT A unique program that partners community health workers with nursing students was developed in response to community‐based participatory research data and integrated into a public health practicum at a baccalaureate nursing program in West Michigan. The goal of the program is to promote the health of 3 underserved urban neighborhoods while educating nursing students in population health and public health nursing. The purpose of this paper is to describe program conception and implementation and discuss evaluation of educational outcomes as a public health learning experience.     

Academic Faculty Qualifications for Community/Public Health Nursing: An Association of Community Health Nursing Educators Position Paper

ABSTRACT The Association of Community Health Nursing Educators (ACHNE) has developed a number of documents designed to delineate the scope and function of community/public health nursing (C/PHN) educators, researchers, and practitioners. Consistent with the mission of ACHNE, this position paper entitled Academic Faculty Qualifications for Community/Public Health Nursing has been developed by the Faculty Qualifications Task Force. The shortage of qualified nursing faculty has been well documented. In particular, this shortage has increased the difficulty in having sufficient numbers of faculty who are educationally and experientially qualified to teach in the C/PHN specialty. ACHNE is addressing this concern by setting forth preferred qualifications for faculty to teach C/PHN at both the graduate and undergraduate level. While we recognize that the current faculty shortage may require schools to use faculty to teach in areas in which they do not have appropriate formal preparation, the paper outlines best practices for teaching C/PHN, a goal we urge all schools of nursing to work toward. Task Force members developed an earlier draft of the document in fall 2008, and input was solicited and received from ACHNE members and considered in the final document, which was approved by the ACHNE Executive Board in July 2009.     

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.     

护理本科生社区健康教育能力的培养

目的通过社区护理教学实践培养本科护生的健康教育能力。方法在社区健康教育实践中,将194名护理本科生分组深入社区开展健康调查,收集资料;评估并找出社区服务对象中存在的主要健康问题,制定健康教育的计划;组织护生分组进行社区健康教育前的角色扮演反复演练;护生分组深入社区开展健康教育实践活动;及时进行健康教育的效果评价。结果实施社区健康教育实践活动后,护生对教学的满意度93%,护生综合能力优良率98%,《社区护理》考核优良率93%。结论护生深入社区开展健康教育实践活动是培养和锻炼其健康教育能力的良好途径。     

Health Effects of Life Transitions for Women and Children: A Research Model for Public and Community Health Nursing

ABSTRACT Because maternal-child populations have traditionally been a major practice target for public and community health nursing (P/CHN), understanding the health effects of life transition experiences for women and their children is key to the advancement of P/CHN practice and research. To date there are no integrated conceptual models available that examine transition and its health effects in women, and ultimately their children, to single or multiple transitions. In order to help women and those with dependent children transition successfully, strong transition frameworks for nursing are needed. The purpose of this paper is to describe a conceptual model, Health Effects of Life Transition for Women and Children. Major components include the transition experience (developmental, situational, health illness), transition assets/risks (personal, environmental), cognitive-behavioral health indicators of transition (perception of situation, personal efficacy, change readiness, engagement, help-seeking, health behaviors, services use), transition adaptive outcomes of health (health status, intensity of need for nursing care) and competence (transition specific skill acquisition, health management, resourcefulness) and long-term preventive health outcomes ( risk reduction, disability prevention, cost savings, mastery, injury prevention ). The authors propose that cognitive-behavioral health indicators are foundational to a successful transition experience, are why some people have better transition outcomes than others, and when influenced by P/CHN intervention lead to improved long-term outcomes.     

清-港合作社区护理个案研究介绍

介绍了由香港非营利机构与广东省清新县卫生界、教育界共同进行跨地区跨部门合作 ,共同建立“健康社区”和“健康校园”的做法和成效。论述了该个案背景与期望 ,对“健康”与“卫生”两名词的理解 ,个案研究的选地与选院 ,先导计划的贡献和非营利服务机构的中介角色。     

香港社区护理的概况及管理经验

从家庭健康、长者健康、学生健康、卫生防护中心、健康教育、诊所服务、普通科门诊 ,介绍了香港基层健康服务的范畴。从社康护理服务、精神科社康护理服务等方面介绍了香港社区护理的概况。从社区老人评估服务、个案管理、社康护理专科化及疾病护理规程、外展护士及私营安老院舍服务、出院后病人的支援计划、科技的运用 :社康护理信息系统及PDA系统、遥控录像和电话支持服务等方面介绍了香港社区健康服务的发展及科技的突破。以新界西社区护理模式为例介绍了联网社区的护理模式。论述了社区护士应具备的条件和社康护理服务的发展方向。