临床带教中培养护生评判性思维能力的研究

培养护生评判性思维能力已成为临床教学中关注的问题。从评判性思维的概念及结构、培养护生评判性思维的必要性、临床带教中培养护生评判性思维的方法等方面对评判性思维进行深入的剖析。以便指导临床教师正确培养护生的评判性思维。     

不同年级本科护生评判性思维能力的比较研究

[目的]比较不同年级本科护生的评判性思维能力,为进一步深化改革本科护理教育教学方式提供依据。[方法]采用中文版本的评判性思维测量表(CTDI-CV),对南通大学护理学院217名在校本科护生进行问卷调查。[结果]本科护生评判性思维能力总分平均为293.91分,本科护生具有正性评判性思维倾向;各年级的评判性思维能力总分及各项目的得分情况比较,差异有统计学意义。[结论]护理院校应深化改革,进一步培养和强化护生评判性思维能力。     

A comparison of specific positive future expectancies and global hopelessness as predictors of suicidal ideation in a prospective study of repeat self-harmers

BACKGROUND: Hopelessness and the lack of positive future expectancies have been related to suicidality. This is the first study to compare the power of positive future expectancies and global hopelessness in the prediction of suicidal ideation. In short, are specific positive expectancies or global hopelessness attitudes more closely related to suicidality? METHOD: One hundred and forty four adults hospitalized following a suicidal self-harm episode completed a range of clinical and psychological measures in hospital and were followed up approximately 2.5 months after discharge. All participants reported at least one other self-harm episode in addition to the index episode. RESULTS: Hierarchical regression analyses confirmed that specific positive future expectancies were better predictors of Time 2 suicidal ideation than global hopelessness. In addition, as hypothesized, negative future thinking was not independently associated with suicidal ideation. LIMITATIONS: Short-term follow-up. CONCLUSIONS: Specific, idiographic expectancies for positive events (i.e., positive future thinking) are more important predictors of suicidal ideation than global attitudes of hopelessness. Unlike global hopelessness, they provide more options for intervention (e.g., identifying life goals and plans). These findings are particularly noteworthy given the widespread use of measures of global hopelessness. The theoretical and clinical implications are discussed.     

八段锦干预抑郁、焦虑的研究现状与思考

从八段锦的基本内涵、中医基础、应用效果、实施方法4个方面,分析、探讨近10年八段锦干预抑郁、焦虑的研究进展。研究证实,八段锦对原发性及继发性抑郁、焦虑都有良好的干预效果;认为在“健康中国”战略背景下,八段锦预防和治疗抑郁、焦虑具有广阔的应用前景。     

清营解表法与温病传统辨治体系关系研究

从卫气营血和三焦辨证论治角度探讨清营解表法与温病传统辨治体系的关系。认为运用复杂性辨证思维,结合当今环境、体质的时代特征,动态把握外感病之传变规律而提出的"营热体质外感"及"清营解表法"理论,是对温病传统理论、治法和药物运用原则的突破和创新,丰富了当今外感病的辨证论治内容。     

无症状慢性乙型肝炎辨治方法探讨

临床上有部分慢性乙型病毒性肝炎患者,血清HBsAg及HBeAg、抗HBc等检测阳性,或有肝功异常,而本人却无明显症状、体征,辨证依据不足,属难辨难治之证。可根据现代医学检测指标结合中医经络辨证手段探查客观指征,并参考患者体质等情况,辨病与辨证相结合,采取以扶正祛邪为主,平衡阴阳,全方位干预的治疗方法,从而达到逐步康复的目的。     

肾病治疗的哲学思考和医案分析

从肾病诊治包含的哲学思想和临床典型医案着手,探讨“脾肾相关论”的临床指导作用。全文分二部分,分别从肾病诊疗中包含的哲学思想以及脾肾相关理论在肾病诊治中的重要应用两方面进行阐述。五脏相关论从理论到临床均体现了中医的哲学思想,对辨证治疗各种慢性肾脏病如肾淀粉变性等具有显著疗效,其学术思想对提高中医临证水平具有深远的影响重要意义。     

思维方式的转换与中药“半仿生提取法”

在对该法试论的基础上,进一步从思维方式的角度论述。     

360名医学院校本科生临床思维能力及影响因素分析

目的调查医学院校本科生临床思维能力水平,探究影响医学生临床思维能力的因素。方法采用自制的医学生临床思维能力评估量表,对360名青岛大学医学院护理学专业和临床医学专业本科生进行临床思维能力水平的测试,其中护理学专业180名,临床医学专业180名。结果医学生临床思维能力得分为(68.89±10.19)分。不同年级医学生临床思维能力差异有统计学意义(F=13.60,P0.05)。多元线性回归分析表明:见习/实习时间的长短、科室查房和科室病例讨论的频次、参加学术活动的频次、带教老师对病例书写的满意程度与医学生临床思维水平密切相关(P0.05),校正R2=0.67。结论随着学历、年级的增长,医学本科生临床思维水平不断的提高,且与教学模式、课程设置有着密切的关系。医学教育应不断地改革其教学模式,以提高医学本科生的临床思维水平。     

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two‐group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students.