目的:提高社区护理实践教学质量,培养符合我院护理专业质量认证标准的护理本科生,探索建立本科护士执业模式。
方法:采用文献综述的方法,调查,专家咨询,和讨论,确立了护理本科生社区实践教学的步骤和内容,并对2014、2015、2016级学生实施,并通过多种形式评估“社区-医院-社区”实践模式,比如学生自我评价,教师评估,退出检查,并由认证专家进行评估。
结果:为护理本科生建立了“社区-医院-社区”三阶段社区护理实践模式。经过三个阶段的实践,护理本科生顺利通过实践考核,各阶段均取得优异成绩,符合培训要求。在第一阶段(社区缓刑),社区缓刑强调对社区的基本理解,使用免费诊所,健康教育,以家访为切入点,有效培养学生的工作能力和熟练护理操作和护患沟通技巧。第二阶段(在医院实习),通过各种系统的护理实习,培养学生将理论知识与实践技能相结合,巩固对基础知识的理解,理论,和技术。他们有能力预防,诊断,干预,并为普通人提供健康教育,频繁,各种临床系统的紧急和严重并发症。他们可以制定护理计划并实施全程护理。在第三阶段(返回社区实习),学生可以掌握护理操作和患者沟通技巧等基本技能,然后他们可以进入社区实习。
结论:针对护理本科生的“社区-医院-社区”社区护理实践模式可以系统地培养护理本科生的社区工作能力。
OBJECTIVE: To improve the quality of community nursing teaching practice and cultivate undergraduate nursing students who meet the quality accreditation standards of our nursing profession, and to explore the establishment of an undergraduate nurse practice model.
METHODS: Using the methods of literature review, survey, expert consultation, and discussion, we established the steps and contents of community practice teaching for undergraduate nursing students, and implemented them for the students of Grades 2014, 2015, and 2016, and evaluated the \"community-hospital-community\" practice model through various forms, such as student self-evaluation, faculty evaluation, exit examination, and evaluation by certified experts.
RESULTS: A three-stage community nursing practice model of \"community-hospital-community\" was established for undergraduate nursing students. After three stages of practice, nursing undergraduates successfully passed the practical assessments and achieved excellent grades in each stage that met the requirements of the training program. In the first stage (community probation), community probation emphasizes a fundamental understanding of the community, using free clinics, health education, and home visits as entry points to effectively cultivate students\' job competence and proficiency in nursing operations and nurse-patient communication skills. In the second stage (internship in the hospital), through nursing internships in various systems, students are trained to integrate theoretical knowledge with practical skills and consolidate their understanding of fundamental knowledge, theory, and techniques. They are capable of preventing, diagnosing, intervening, and providing health education for common, frequent, urgent and critical complications in various clinical systems. They can formulate nursing plans and implement whole-person care. In the third stage (returning to the community for internship), students can master basic skills such as nursing operations and patient communication skills, and then they can enter the community internship.
CONCLUSIONS: The community nursing practice model of \"community- hospital- community\" for undergraduate nursing students can systematically train undergraduate nursing students\' ability to work in the community.