不同年级护理本科生职业成熟度的研究

目的 比较不同年级护理本科生职业成熟度有无差异,为进行针对性的职业生涯辅导提供依据.方法 运用职业成熟度量表测试4个年级共217名护理本科生的职业成熟度.结果 217名护理本科生职业成熟度总均分为(3.53±0.31)分,不同年级护生的价值观念维度得分差异具有统计学意义(P<0.05).结论 应针对不同年级护理本科生职...     

护理本科生心理健康及干预方法的研究进展

综述了心理健康概念和护理本科生的心理健康现状,以及目前对护生心理健康干预的研究进展,分析了影响护理本科生心理健康的因素,指出了素质教育体系下推进护理本科生心理健康教育工作,培养高质量护理人才的意义。     

本科护生评判性思维能力与应对方式的相关性研究

目的调查本科护生评判性思维与应对方式的现况,并分析两者之间的关系。方法采用评判性思维量表中文版(CTDI-CV)与简易应对方式问卷(SCSQ),对252名本科护生进行横断面研究。结果本科护生的评判性思维能力总分为(275.72±28.44),积极应对得分为(2.00±0.50),消极应对得分为(1.35±0.47);应对方式得分与评判性思维能力得分存在相关性,有显著性差异(P0.05,P0.01)。结论护生应对方式对评判性思维能力的发展具有一定正向影响,本科护生的评判性思维能力有待进一步提高。     

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。     

护理本科毕业生专业功能发展现状研究

目的 了解护理专业大学本科毕业生专业功能发展现状,为教学改革提供依据。方法 运用护理专家经过德尔菲法统一制订的问卷对四川大学1993-2004级全日制护理本科毕业生、用人单位、专职教师进行普查,并对结果进行统计分析。结果 大多数护理本科毕业生在临床常规知识与技能、教学、管理等方面的专业功能评价为较好及以上,但科研、创新功能相对较弱。结论 护理本科人才的培养在传统功能方面有一定的成效,但科研、创新功能体现不足,在未来的教学改革中应探讨如何将培养学生的科研创新功能与其他功能有机结合。     

地方医学人才培养中过程性评价和教学科研互动的实践与探索

在新时代"高教改革22条"的实施背景下,医学本科教育要求严格教育教学管理、改革教育教学制度、引导教师潜心育人.然而,教学资源相对不足、评价机制不够健全及教学科研互动不够等问题均会影响地方高等医学院校的人才培养质量.为深化医学教育教学改革,通过在探索创新性地方医学人才培养模式的实践过程中,构建了课堂教学、网络教学和线下考...     

Developing common learning: the new generation project undergraduate curriculum model

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. The pedagogies underpinning this curriculum initiative are presented and an integrated pedagogical model, facilitated collaborative interprofessional learning, is proposed. The New Generation Project curriculum is then discussed as an extension of an established typology of interprofessional education.     

A narrative reasoning course to promote patient-centred practice in a physiotherapy undergraduate programme: a qualitative study of final year students

Abstract

Background: Narrative reasoning has been presented as a core component of the health professionals’ competencies.

Aim of the study: This study aimed to explore the students’ perspectives about the contribution of a narrative reasoning course to promote patient-centred practice.

Methods: An interpretative phenomenological analysis (IPA) was undertaken through focus groups. Eighteen volunteer final year students participated in three focus groups. Data analysis followed the IPA principles.

Findings: Three themes emerged: (1) “developing distinctive competencies”; (2) “shifting students’ focus” and (3) “challenging students’ professional identity”. In the first theme, students distinguished their capability to better understand patients’ experiences and needs and to be aware of the importance of a collaborative therapeutic relationship. In the second theme, students emphasized a shift from themselves as clinicians towards their patients. Finally, in the third theme participants shared the perspective that they have developed a different clinical profile, and that their reasoning and clinical actions have changed.

Conclusions: Students recognized the contribution of the course in developing competencies to facilitate patient-centred practice. Future research is needed to inform lecturers on how to best integrate narrative reasoning within the physiotherapy undergraduate curricula.     

护理学专业本科学科建设的发展现状和对策

介绍了国外和国内护理本科教育现状;指出目前我国护理本科的学科建设存在对学科建设认识不够、缺乏高水平的学术梯队、科学研究相对薄弱、学科建设经费不足等问题,影响和制约护理学科建设的开展;认为高等护理院校可通过立足学校实际,不断强化学科建设意识,突出特色,重点攻关,以课题带动学科建设等途径开展护理本科学科建设。