护理实践教学师资教学能力培养研究与实践
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摘要
护理实践教学是护理学生将理论与实践进行融合的重要阶段,是学生建立临床思维能力的关键时期,在这个阶段教师对学生的正确指导与引导至关重要。但多数医院对临床实践教学师资缺乏系统性培养,实践教师的教学能力及综合能力欠缺。为进一步加强护理实践教学师资队伍建设,提高其包括教学能力在内的综合能力,通过分析师资队伍建设存在的问题,明确师资队伍培训内容。采取分阶段、分层次、全方位的方法对护理实践教学师资进行综合能力培养,并集中强化师资教学能力。经过系统化培训后,教师的综合能力明显增强,学生对实践教学带教老师的满意度提高,建立了一定的临床思维能力,护理实习教学质量得到保障。
Nursing practice teaching is an important period for nursingstudents to integrate theory and practice, and a key stage for studentsto establish clinical thinking ability. At this stage, it is very importantfor teachers to guide students correctly. However, most hospitals lacksystematic training of clinical teachers who lack of teaching ability andcomprehensive ability, To further strengthen and improve nurse preceptors' ability, the contents of the training were clarified by analyzing the problemsexisting in the teachers. The comprehensive ability of teachers in nursingpractice teaching should be cultivated in ways of phases, different leveland all directions, and the teaching ability of teachers should be trained aswell. After systematic training, the comprehensive ability of teachers wasobviously enhanced, students' satisfaction with the teachers in practicalteaching was improved, they have established certain clinical thinkingability and the teaching quality of nursing practice was guaranteed.
Nursing practice teaching is an important period for nursingstudents to integrate theory and practice, and a key stage for studentsto establish clinical thinking ability. At this stage, it is very importantfor teachers to guide students correctly. However, most hospitals lacksystematic training of clinical teachers who lack of teaching ability andcomprehensive ability, To further strengthen and improve nurse preceptors' ability, the contents of the training were clarified by analyzing the problemsexisting in the teachers. The comprehensive ability of teachers in nursingpractice teaching should be cultivated in ways of phases, different leveland all directions, and the teaching ability of teachers should be trained aswell. After systematic training, the comprehensive ability of teachers wasobviously enhanced, students' satisfaction with the teachers in practicalteaching was improved, they have established certain clinical thinkingability and the teaching quality of nursing practice was guaranteed.
引文
[1]石仁霞.规范化临床护理带教在消化内科的实施分析[J].实用临床护理学杂志,2017,2(25):159-160.
[2]孔竞,张凤琴.临床护理带教老师存在问题的调查分析[J].实用临床护理学杂志,2017,2(1):14-17.
[3]McSharry E,Lathlean J. Clinical Teaching and Learning within a Preceptor ship Mode lin an Acute Care Hospital in Ireland:A Qualitative Study[J]. Nurse Educ Today,2017,51(3):73-80.
[4]冷育清,秦秀丽,郝学斌.带教老师与实习护生对临床护理带教认知差异分析[J].护理研究,2016,30(35):4478-4479.
[5]潘靖菁,高钰琳,王惠珍,等.本科护生临床带教老师核心能力体系构建研究[J].护理学报,2018,25(9):1-7.
[6]吕芳菲,应华,吕平玉,等.临床护理教师胜任力与专业自我概念的相关性研究[J].护理研究,2016,30(6):725-727.
[7]崔沙沙.护理本科生临床带教老师岗位能力指标体系的构建[D].上海:第二军医大学,2017:15-20.
[8]宁丽丽,金伟,高小宁.吴锦苓临床护理带教老师自身素质对护理实习生的影响.齐鲁护理杂志,2017,23(6):120-121.
[9]阎霞,闫莉.小班制三段式专题培训模式在临床护理师资培训中的效果评价[J].卫生职业教育,2015,33(13):32-34.
[10]王亚军,贾建国,樊洁,等.台湾医学院校临床师资培育的方法及启示[J].医学与社会,2015,28(4):99-102.
[11]崔沙沙,储静.国内外临床护理带教老师岗位胜任力及准入标准的比较探索[J].解放军护理杂志,2016,33(2):60-62.
[12]廖唐洪,李青莉,卢泳.教学医院临床带教老师教学能力评价体系构建及实证性研究[J].中国医药导报,2015,12(27):68-70.
[13]程梅,朱瑞芳,韩世范.中美护理教育研究热点的可视化对比分析[J].全科护理,2017,15(14):1669-1673.
[2]孔竞,张凤琴.临床护理带教老师存在问题的调查分析[J].实用临床护理学杂志,2017,2(1):14-17.
[3]McSharry E,Lathlean J. Clinical Teaching and Learning within a Preceptor ship Mode lin an Acute Care Hospital in Ireland:A Qualitative Study[J]. Nurse Educ Today,2017,51(3):73-80.
[4]冷育清,秦秀丽,郝学斌.带教老师与实习护生对临床护理带教认知差异分析[J].护理研究,2016,30(35):4478-4479.
[5]潘靖菁,高钰琳,王惠珍,等.本科护生临床带教老师核心能力体系构建研究[J].护理学报,2018,25(9):1-7.
[6]吕芳菲,应华,吕平玉,等.临床护理教师胜任力与专业自我概念的相关性研究[J].护理研究,2016,30(6):725-727.
[7]崔沙沙.护理本科生临床带教老师岗位能力指标体系的构建[D].上海:第二军医大学,2017:15-20.
[8]宁丽丽,金伟,高小宁.吴锦苓临床护理带教老师自身素质对护理实习生的影响.齐鲁护理杂志,2017,23(6):120-121.
[9]阎霞,闫莉.小班制三段式专题培训模式在临床护理师资培训中的效果评价[J].卫生职业教育,2015,33(13):32-34.
[10]王亚军,贾建国,樊洁,等.台湾医学院校临床师资培育的方法及启示[J].医学与社会,2015,28(4):99-102.
[11]崔沙沙,储静.国内外临床护理带教老师岗位胜任力及准入标准的比较探索[J].解放军护理杂志,2016,33(2):60-62.
[12]廖唐洪,李青莉,卢泳.教学医院临床带教老师教学能力评价体系构建及实证性研究[J].中国医药导报,2015,12(27):68-70.
[13]程梅,朱瑞芳,韩世范.中美护理教育研究热点的可视化对比分析[J].全科护理,2017,15(14):1669-1673.