护理学报
護理學報
호이학보
JOURNAL OF NURSING
2014年
22期
38-41
,共4页
实习护生%学历%健康教育%护理教育
實習護生%學歷%健康教育%護理教育
실습호생%학력%건강교육%호리교육
nursing student%educational background%health education%nursing education
目的：通过对实习护生健康教育能力培养现状进行问卷调查，了解护理院校和实习医院在培养大专、本科护生健康教育能力中存在的问题，并对如何培养护生健康教育能力提出建议和对策。方法采取整群抽样的方法，随机抽取杭州市主城区10家三级甲等医院实习的所有大专、本科护生共1071名进行问卷调查。结果护理院校和实习医院对不同学历护生的健康教育能力重视程度不同，护理院校在开设《护理研究》和《医学统计学》课程、教师专业课程中提及健康教育内容及在校参与健康教育活动方面本科护生优于大专护生，差异有统计学意义（P<0.05）。实习医院对护生进行健康教育培训和传授技巧方面，本科护生优于大专护生，差异有统计学意义（P<0.05）。护理院校健康教育教学方法最多为讲授法，达74.2%，护生期望改革的教学条目最多为教学方法，达40.2%。结论本科护理院校较专科院校更注重对护生健康教育能力的培养，实习医院临床带教更注重对本科护生的培养。护理院校应加大教学改革力度，实习医院设置统一的健康教育培训标准，同时专科学校应该有危机意识，提高大专护生的竞争力。
目的：通過對實習護生健康教育能力培養現狀進行問捲調查，瞭解護理院校和實習醫院在培養大專、本科護生健康教育能力中存在的問題，併對如何培養護生健康教育能力提齣建議和對策。方法採取整群抽樣的方法，隨機抽取杭州市主城區10傢三級甲等醫院實習的所有大專、本科護生共1071名進行問捲調查。結果護理院校和實習醫院對不同學歷護生的健康教育能力重視程度不同，護理院校在開設《護理研究》和《醫學統計學》課程、教師專業課程中提及健康教育內容及在校參與健康教育活動方麵本科護生優于大專護生，差異有統計學意義（P<0.05）。實習醫院對護生進行健康教育培訓和傳授技巧方麵，本科護生優于大專護生，差異有統計學意義（P<0.05）。護理院校健康教育教學方法最多為講授法，達74.2%，護生期望改革的教學條目最多為教學方法，達40.2%。結論本科護理院校較專科院校更註重對護生健康教育能力的培養，實習醫院臨床帶教更註重對本科護生的培養。護理院校應加大教學改革力度，實習醫院設置統一的健康教育培訓標準，同時專科學校應該有危機意識，提高大專護生的競爭力。
목적：통과대실습호생건강교육능력배양현상진행문권조사，료해호리원교화실습의원재배양대전、본과호생건강교육능력중존재적문제，병대여하배양호생건강교육능력제출건의화대책。방법채취정군추양적방법，수궤추취항주시주성구10가삼급갑등의원실습적소유대전、본과호생공1071명진행문권조사。결과호리원교화실습의원대불동학력호생적건강교육능력중시정도불동，호리원교재개설《호리연구》화《의학통계학》과정、교사전업과정중제급건강교육내용급재교삼여건강교육활동방면본과호생우우대전호생，차이유통계학의의（P<0.05）。실습의원대호생진행건강교육배훈화전수기교방면，본과호생우우대전호생，차이유통계학의의（P<0.05）。호리원교건강교육교학방법최다위강수법，체74.2%，호생기망개혁적교학조목최다위교학방법，체40.2%。결론본과호리원교교전과원교경주중대호생건강교육능력적배양，실습의원림상대교경주중대본과호생적배양。호리원교응가대교학개혁력도，실습의원설치통일적건강교육배훈표준，동시전과학교응해유위궤의식，제고대전호생적경쟁력。
Objective To investigate the cultivation of health education competency for nursing students with different educational background, to discover the problems in teaching hospitals, colleges or nursing schools, then to propose the suggestions about how to cultivate the competency of health education of nursing students. Methods With cluster sampling method, 1 071 nursing students from ten Class III Grade I hospitals were investigated with questionnaire. Results Different importance from nursing schools and teaching hospitals was attached to health education competency of nursing students with different educational background. In terms of courses such as Nursing Research and Medical Statistics and participation in health education activities in schools, there was difference in students with different educational (P<0.05). There was also difference in cultivating health education competency for students with different educational background in teaching hospitals (P<0.05). Lectures played a leading role in the cultivation of health education competency, accounting for 74.2% and 40.2% of the students expected teaching method reform. Conclusion More attention is paid to nursing undergraduates from schools and teaching hospitals. It is necessary to reform the curriculum and teaching methods and there should be a unified standard for the training of health education competency in teaching hospitals. Meanwhile, nursing students from technical colleges should have a sense of crisis and improve their competitiveness.
