职业卫生技术服务机构专业人员职称评定工作的思考

针对职业卫生技术服务机构专业人员职称评定工作不清晰、政策不确定的问题,在现有专业技术职称评审相关规定指引下,梳理并提出了职业卫生技术服务机构专业人员职称晋升的两种通道,便于专业人员准确合理地进行职业规划。     

An Overview of the Business of Genocide in the United States

No abstract available for this article.     

Psychiatric patients: Views on psychiatrists’ dress and address

Dress styles and forms of address vary among psychiatrists according to personal preferences. Gledhill et al. (Br J Psychiatry 1997;171;228–32) asked the patients in a London psychiatric hospital about their views on their psychiatrists’ dress and address. To survey the preferences of our patients and reproduce the study of Gledhill et al., we interviewed Norwegian psychiatric inpatients and outpatients to identify preferences for dress styles and terms of address. Our patients preferred fairly smart attire. Most patients wanted to be called by their first name; about half wanted to address their doctors by their first name and half by surname. Results were somewhat different from the London survey, but the conclusion is similar: paying more attention to the way psychiatrists interact and present themselves may facilitate the therapeutic alliance with their patients.     

Best practice in clinical facilitation of undergraduate nursing students

Clinical facilitation is critical to successful student clinical experience. The research reported in this paper used an interpretive case study to explore perspectives of clinical facilitators on what constitutes best practice in clinical facilitation of undergraduate nursing students.Eleven clinical facilitators from South East Queensland, Australia, participated in focus groups, interviews and a concept mapping exercise to gather their perspectives on best practice. The data gathered information regarding their prior and current experiences as registered nurses and facilitators, considering reasons they became clinical facilitators, their educational background and self-perceived adequacy of their knowledge for clinical facilitation. Analysis was through constant comparison.Findings of the study provided in-depth insight into the role of clinical facilitators, with best practice conceptualised via three main themes; ‘assessing’, ‘learning to facilitate’ and ‘facilitating effectively’. While they felt there was some autonomy in the role, the clinical facilitators sought a closer liaison with academic staff and feedback about their performance, in particular their assessment of the students. Key strategies identified for improving best practice included educational support for the clinical facilitators, networking, and mentoring from more experienced clinical facilitators. When implemented, these strategies will help develop the clinical facilitators' skills and ensure quality clinical experiences for undergraduate nursing students.     

Simulated learning activities as part replacement of clinical placements in osteopathy: A case study

Simulation has played an important role in health professional education for over 50 years but is relatively new to osteopathy. Simulation provides an opportunity to control some of the variables in clinical education such as adequate patient numbers and case mix exposure and provide a meaningful contribution to the students' clinical education. Simulation learning (SL) is a process where the learner practices a procedure or routine in a simulated learning environment. SL has recently been investigated as a valid part replacement of traditional clinical placements in physiotherapy. This case study endeavours to provide osteopathy educators with a framework to develop, implement and evaluate simulated learning in osteopathic education.This case study outlines simulated learning activities that part replaced clinical placements in osteopathy education and provides an overview of costs and resources required. Student feedback obtained throughout the project suggests structured simulated learning activities may build critical practice skills and be used as an acceptable clinical learning tool.     

健康促进格林模式在教师职业心理健康干预中的应用

目的：提高目前国内教师职业心理健康水平,促进其职业健康,从而对学生的心理健康起到积极的影响作用。方法：尝试以格林模式为理论框架探索有效可行的教师职业心理健康干预模式,运用格林模式促进教师职业心理健康。结果：教师职业心理健康知识缺乏（倾向因素）,目前没有系统的、持续的职业心理健康促进模式（促成因素）和良好的职业心理健康支持系统社会支持系统（强化因素）。结论：应运用格林模式从多个方面对目前教师职业心理健康存在的问题进行解读,然后去分析其发生的根本原因,进而有针对性地制定相应解决的办法。教师职业心理问题的预防应分为三级预防;教师职业心理健康问题的预防与化解可分为个人干预或组织干预。