搞好护患关系 提高护理服务满意度

近年来随着环境污染的日益加重,恶性肿瘤发病率逐年上升,从2000年至2004年我科收治病人1 632例,其中初治者648例,复治者有984例。复治病人的增加与医学科学不断发展,医疗护理技术水平不断提高,病人生存期不断延长有关。随着患者维权意识的增强,临床上常出现一些医疗纠纷,往往许多纠纷的切入点是护理不到位。笔者从事肿瘤内科临床护理工作多年,得出如下经验:加强护患关系是减少护患纠纷、提高社会效益及提高中晚期肿瘤患者生存质量的非常重要的环节。古人云“知己知彼,百战百胜”,如何搞好护患关系,是护理工作的重点。1对护理服务对象的评估…     

New South Wales Nurse Education Project

Abstract: The development of a teaching package for nurse educators on drug and alcohol problems is described and the contents of its 16 modules outlined.     

苯丙胺急性中毒患者的急救及护理

笔总结了2000年5月-2002年3月收治的9例口服苯丙胺中毒患救护成功的体会。（1）及早，彻底，反复洗胃，有效清除消化吸收的毒物，洗胃过程中做好安全约束措施，使洗胃能顺利完成，对中毒较深的病人结合床边血液透析，以提高疗效。（2）迅速建立静脉通路，合理使用安定，利尿剂，激素，加强对症处理。（3）严密观察病情变化，保持呼吸道通畅。（4）做好基础护理，安全保护及心理护理，9例患均治愈出院。     

健康教育在糖尿病病人中的应用

目的：通过对患者在住院过程中的系统教育，使患者了解自己疾病的知识，提高患者对糖尿病的认知水平和自我管理能力，养成良好的健康行为和生活方式，从而提高生活质量。方法：采用集体、个体、自学等形式进行教育。结果：通过培养，患者掌握了一些基本的操作技能，明显缩短了住院日，同时激发了护士与患者学习专业知识的热情，减少或延缓了并发症的发生。结论：①健康教育是一个护患双边活动过程。②通过教育，可不断提高护士的自身修养和专业知识水平。③健康教育是糖尿病患者学习糖尿病知识，提高自我护理能力的有效途径。     

佩尔地平治疗妊娠高血压病人的护理管理路径

目的探讨护理管理路径在应用佩尔地平治疗的重度子痫前期病人的效果，以期达到最佳的治疗效果，并减少并发症的发生。方法将用佩尔地平针治疗的重度子痫前期的病人486例随机分为两组，一组按常规护理，另一组按制定的护理管理路径护理。结果患者依从性对照组为168例，占70％；观察组为228例，占92．68％，P〈0．05，其差异有统计学意义。胎死宫内发生率对照组为9．16％，观察组为0．81％，P〈0．05，其差异有统计学意义。血压的稳定性对照组为36．3％，观察组为97．6％，P〈0．05，其差异有统计学意义。结论护理管理路径可以提高重度妊娠高血压疾病的治疗效果，减少并发症的发生。     

Through pragmatic eyes: philosophy and the re-sourcing of family nursing

Abstract   This paper explores the integral relationship between philosophy and nursing practice. The discussion begins by suggesting that philosophy is more than a set of abstract ideas or an intellectual activity; that it is a way of living and being in practice. The author contends that philosophical inquiry can improve the adequacy and relevance of family and nursing theories by promoting the examination and expansion of those theories in light of the experiences and intuitions of nurses. Offering a personal example the author exemplifies how philosophical activity can directly and experientially enhance everyday nursing practice.     

Incomplete holism in pre-registration nurse education: the position of the biological sciences

There is an ongoing debate in nurse education concerning the role and delivery of the biological sciences in the nursing curriculum. One of the fundamental questions raised by this debate asks how best can teachers impart biological knowledge in a manner that can be readily applied by students and qualified nurses to inform their clinical practice. This paper will include a discussion of some of the features of pre-registration education that may have influenced the manner in which biological sciences are perceived, taught and used by nurses. It will be argued that nursing may have developed a form of incomplete holism and that this may be in part responsible for the challenges that remain to be met within this area of the nursing curriculum. As a response to incomplete holism an innovative approach within pre-registration education will be introduced. This development involves the use of linked teaching sessions which aim to develop the analytical skills necessary to apply physiological knowledge to nursing practice.     

Project 2000: perceptions of the philosophy and practice of nursing: shifting perceptions—a new practitioner?

This is the first of two papers which address aspects of the findings of a large scale study commissioned by the English National Board which set out to examine the impact of Project 2000 on perceptions of the philosophy and practice of nursing. The findings presented here suggest that there have been fundamental shifts in perceptions of the nature and discipline of nursing. Students and diplomates of the course perceive themselves as knowledgeable doers, with their practice well grounded in theory and research. They value the interpersonal skills teaching and place the patient firmly at the centre of care delivery, viewing the patient holistically and being prepared to be fierce patient advocates where necessary. It is difficult to determine the extent to which these shifts can be attributed to the Project 2000 course, although the Project 2000 approach to education appears to be an important factor.     

Evaluation of an Australian intervention to encourage breast feeding in primiparous women

Breast feeding has nutritional, immunologic and antiallergicadvantages for the infant. Although it has been widely recommendedthat infants be exclusively breast fed until 4–6 monthsof age, only about half of all Australian babies currently receiveextended breast feeding. The present study evaluated an intensiveprogramme designed to increase the proportion ofprimi-parousmothers who breast fed for 4 months or longer. Women who registeredwith the hospital at least 20 weeks before delivery and whointended to breastfeed were eligible for the study. Two hundredand thirty-five women were allocated to receive either usualcare or an intensive breast feeding programme when they registeredwith the hospital. The intensive programme consisted of writtenmaterials, and group and individual sessions with a lactationcounsellor. It also included a visit from a breastfeeding consultantwhile in hospital after the birth and contact on return home.Women were followed up 6 weeks and 4 months after delivery.There were no significant differences in breastfeeding ratesbetween the control and intervention groups at either follow-uppoint. Breast feeding until 4 months was more likely among womenwhose baby did not receive a bottle feed while still in hospitaland who did not smoke, use the combined oral contraceptive pillor introduce solid food before 4 months. Those mothers who enjoyedand felt satisfied with breastfeeding were more likely to continueto 4 months. It seems likely that programmes designed to increasebreastfeeding will need to address underlying factors such ashospital policy rather than simply providing more health education.