多元化教学法在《老年护理学》教学中的应用

目的:探讨多元化教学法在《老年护理学》教学中的应用效果。方法:采用随机整群抽样法,抽取2010级专科护理的2个大班分别作为对照组(n=121)和试验组(n=116),对照组采用传统的授课方法即课堂讲授+社区调查实践,试验组则在传统授课的基础上根据教学内容不同灵活采用多元化教学法,用考核法及调查法比较两组教学效果。结果:试验组学生考核成绩高于对照组(P<0.05)。试验组学生对多元化教学法的教学效果评价较好。结论:多元化教学法有助于激发学生的学习兴趣,培养学生的综合职业素质,提高《老年护理学》的教学效果。     

体验式教学法在《老年护理学》实验教学中的应用研究

[目的]探讨体验式教学法在《老年护理学》实验教学中的应用效果.[方法]将210名护理本科生分为对照班和试验班,对照班采用传统实验教学方法;试验班采用体验式教学模式进行实验教学.课程结束后,进行统一技能操作考试,并填写学习效果自评表.[结果]两班技能操作考试成绩及学习效果自评比较差异有统计学意义(P＜0.05或P＜0.01).[结论]体验式教学模式可促进护理教学改革,提高老年护理学教学质量,培养高素质护理人员.     

浅谈《护理信息学》在护理教育中的重要性

《护理信息学》在护理学教育体系中具有十分重要的地位。本文结合时代背景,简述了当前《护理信息学》的发展现状,并就《护理信息学》在护理学教育体系中的重要性以及大力发展《护理信息学》的必要性做了论述。     

Postural stress in geriatric nursing

An assessment has been made of the static and dynamic forces and postures involved in the nursing day using direct observations and an assessment of truncal stress by means of intra-abdominal pressure (IAP). Subjects were nurses working in the speciality of geriatric nursing in four health regions. Levels of postural activity with regard to stooping, standing, walking and sitting accounted for 98% of the total shift time. Stooping activity was observed at a level of 22% overall which, from the literature, would suggest an increased risk for back pain. Of further concern was the uneven distribution of postural stress with respect to the component hours within shifts. Comparisons of IAP data with other studies indicate that the subjects examined in this study are neither within the ‘low’ nor ‘high’ back pain risk categories. This finding, however, should be taken in the context of the high levels of static postural stress reported and the possible cumulative and interactive effects of static and dynamic load. The implications of these findings are discussed in terms of the work system as a whole and attention is drawn to recent recommendations with respect to the prevention of back pain within the nursing profession.