高职高专护理人才培养模式探究

现代医学的发展和社区健康需求的增长,对高职高专护理人才提出了新的要求,为适应新的要求,应该从以下四个方面开展人才培养模式的改革:一是改革护理教学内容;二是开展新型教学与训练项目;三是培养相应的社区服务技能和素质;四是培养自身长远发展的素质和能力;改革护理人才培养模式,可以从密切关注市场需求,创新教学方法,改革考核制度等方面入手。     

小汽轮机排汽管支撑结构杆技术改造

针对小汽轮机排气管道支撑结构杆运行中严重弯曲变形现象,分析所用材料并核算屈服极限,提出材料的选用调整,并针对运行中可能产生的附加力等因素,提出改造为可调芯铰支结构等技术措施。     

三因素思维模式在护理教育中的应用

三因素思维模式是具有丰富哲学内涵的恩维模式,是一种符合逻辑的思考问题和分析问题的方法,能对机体各种复杂功能活动的发生和发展进行分析。将其应用到护理教育中,有助于提高教师教学水平,同时培养护生整合性和评判性思维,以及独立思考和解决问题的能力。     

新型智能医护仪的设计与实现

本文介绍了一种以新型单片机为核心设计的智能医护仪系统。该系统以STC12C5402单片机为控制核心,利用编码器VD5026和解码器VD5027集成电路来实现一点与多点的通信、双向音频通信,主要用于医院病房值班室对病房病人的看护。文中详细介绍了系统的硬件构成和软件设计,其中软件设计采用主动循环访问,有效避免漏报的不足,以利于医护人员能够给病人提供及时周到的护理。     

医学教育临床实践新规定下护理教学的调查研究

目的：探讨医学教育临床实践新规定下的护理教育需要采取的措施,为护理教学改革提供思路。方法：对5名临床护理带教教师和3名护理专业教师进行访谈,对400名在校护理系大专学生进行自行设计的问卷调查。结果：临床带教护士、护理专业教师、护理系学生均认为该新规定下护理专业学生临床实习面临更大挑战;89．25％的学生认为如在实习时被患者拒绝会产生沮丧心理;要想被病人接纳并进行操作,95．43％的学生认为要具备较强的护理搡作技能;83．33％的学生认为人际沟通能力也很重要;66．40％学生认为要加强临床思维能力的动l练。结论：在临床实践新规定的背景下,护理教育应加大经费投入,重视并加强护生护理实践技能培训、临床思维能力和人文素质的培养。     

论乡镇区划调整的经济原则

与行政区划有密切联系的行政区域的设置、变更是乡镇政权建设的重要内容之一。我国在试点的基础上正准备全面推开的以行政区划调整为主要内容的乡镇体制改革,是社会经济发展的必然要求。其中,经济发展不仅是乡镇区划调整的根本起因和考虑的重要因素,而且是乡镇区划调整的根本目的。     

浅谈高职护理实验教学中沟通能力的培养

现代医学模式要求护理人员不仅要有扎实的理论知识基础、熟练的护理技能,还要具备良好的人际交往与沟通技巧;在护理实验教学中,使护生认识到与患者沟通的重要性,运用多种教学方式,培养护生基本的沟通技巧,为以后的临床工作打下了良好的基础。     

History Reproduces Itself: The transmission of symbolic capital at a private liberal arts college in the USA

This paper describes a number of ways in which a small group of gay higher educators draw upon their sexuality in their teaching. It considers three main themes (teaching from the outside; teaching as performance; and teaching as a (gay) person) to illuminate a discussion of how sexuality and teaching can be brought into productive relation. Whilst not wanting to imply a monolithic view of gay sexual identity and its relationship with teaching, the paper explores how the approaches to teaching described disrupt dominant pedagogies and the masculinities which underpin them. The paper concludes by inviting research into the ways in which heterosexual men use their sexuality positively in teaching and learning situations in higher education.     

Dissecting through Barriers: A Follow-up Study on the Long-Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students

Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists.