粤港澳大湾区护理本科临床实践教学现状及启示

doi:10.16460/j.issn1008-9969.2021.20.016

摘要/Abstract

摘要： 目的比较粤港澳大湾区护理本科实践教学的优势与不足,为湾区内护理本科实践教学改革提供参考。方法采用网络资料调查法、文献分析法与访谈法对粤港澳大湾区10所全日制护理本科院校实践教学体系进行横向比较。结果广东高校与香港高校分别参照国标、香港护士管理局规定设立培养目标,澳门无统一标准;港澳高校较注重临床实践教学,实践课程设置体现了循序渐进的教学理念;澳门临床师资准入标准明确,具有相对完善的临床教学架构;港澳实习基地注重与社会的联系,重视学生国际视野的培养,广东高校临床资源丰富,实习护生承载量大;港澳高校实践方法与评价方式的运用始终服务于人才培养目标的实现。结论港澳高校实践教学设置值得广东高校商榷与借鉴,三地应加强合作与交流,促进三地高等护理教育深度融合与发展。

关键词: 粤港澳大湾区, 护理本科, 临床实践, 教学研究

Abstract: Objective To show the advantages and disadvantages of practice teaching of nursing undergraduates in Guangdong-Hong Kong-Macao Greater Bay Area, and to provide reference for practice teaching reform for nursing undergraduates in Guangdong-Hong Kong-Macao Greater Bay Area. Methods A horizontal comparison was made by using network data investigation, literature analysis and interview for practice teaching system for nursing undergraduates in 10 colleges of nursing in Guangdong, Hong Kong and Macao. Results Training targets in accordance with the national standards were set in Guangdong nursing colleges, while Hong Kong follows the training goals set by the Hong Kong Nursing Administration, and no uniform standards were found in Macau. In Hong Kong and Macao, colleges of nursing pay more attention to practice teaching and the practical curriculum embodies the concept of step-by-step teaching; in Macau, clinical teacher admission standards were clear, showing a relatively complete clinical teaching structure; in Hong Kong and Macao, practice bases were diversified, focusing on the connection with the society and cultivation of students' international perspectives, while in universities in Guangdong, there were abundant clinical resources and a larger carrying capacity of nursing interns. Practice methods and evaluation methods in Hong Kong and Macao were always served for talent training target. Conclusion Practical teaching setting of Hong Kong and Macao provides reference for Guangdong colleges of nursing and more cooperation and exchanges with Hong Kong and Macao universities are beneficial to promoting the development and integration of higher education of nursing in the three areas.

Key words: Guangdong-Hong Kong-Macao greater bay area, bachelor of nursing, clinical practice, teaching study

中图分类号:

钟雪怡, 徐学虎, 黎敏仪, 李佳萌, 黄文娟, 罗艳华. 粤港澳大湾区护理本科临床实践教学现状及启示[J]. 护理学报, 2021, 28(20): 16-20.

ZHONG Xue-yi, XU Xue-hu, LI Min-yi, LI Jia-meng, HUANG Wen-juan, LUO Yan-hua. Current Status of Practice Teaching of Nursing Undergraduates in Guangdong-Hong Kong-Macao Greater Bay Area and Its Enlightenment[J]. Journal of Nursing, 2021, 28(20): 16-20.

参考文献

[1] 卢晓中. 推动粤港澳大湾区教育合作发展的思考[J]. 中国高教研究, 2019(5):54-57. DOI:10.16298/j.cnki.1004-3667.2019.05.09.
[2] Heinonen AT, Kääriäinen M, Juntunen J, et al.Nursing Students' Experiences of Nurse Teacher Mentoring and Beneficial Digital Technologies in a Clinical Practice Setting[J]. Nurse Educ Pract, 2019,40.DOI:102631. 10.1080/13561820.2017.1356810.
[3] 澳门镜湖护理学院. 院校素質核證[EB/OL]. [2021-02-10]. http://www2.kwnc.edu.mo/?page_id=11462.
[4] 澳门理工学院. Quality Assurance Agency (QAA) Institutional Review[EB/OL].[2021-02-04]. https://www.ipm.edu.mo/en/qa_overview.php.
[5] 中山大学护理学院. 中山大学护理学院教学安排[EB/OL]. [2021-01-01].http://nursing.sysu.edu.cn/undergraduate-teach.
[6] 广州中医药大学护理学院. 本科教学[EB/OL].[2021-12-12]. https://hlxy.gzucm.edu.cn/bksjy/sjjx/sjkc.htm.
[7] 罗志民, 陈玉文. 澳门两所护理院校学士学位课程设置的分析及启示[J]. 澳门护理杂志, 2013,1(12):7-10.DOI: 16811534-201306-201401240005-201401240005-7-10.
[8] 香港中文大学那打素护理学院.Bachelor of Nursing[EB/OL]. [2021-02-09]. http://www.nur.cuhk.edu.hk/education/undergraduate-programmes/bachelor-of-nursing/.
[9] 澳门镜湖护理学院. 護理學學士學位課程教學及臨床學習安排[EB/OL]. [2021-03-01]. http://www2.kwnc.edu.mo/?page_id=3602&doing_wp_cron=1615731657.6285529136657714843750.
[10] 香港中文大学那打素护理学院. Student Exchange Programme[EB/OL]. [2021-02-01]. http://www.nur.cuhk.edu.hk/education/undergraduate-programmes/bachelor-of-nursing/.
[11] 香港理工大学护理学院. Bachelor of Science (Honours) in Nursing[EB/OL]. (2021-02-18)[2021-03-01]. https://sn.polyu.edu.hk/en/programmes/undergraduate_studies/jupas/bachelor_of_science_honours_in_nursing_hkdse/index.html. [12] 凌陶,金瑞华,淮盼盼,等. 227名实习护生护患沟通实践课程需求现状及影响因素分析[J]. 护理学报, 2018,25(15):37-41. DOI:10.16460/j.issn1008-9969.2018.15.037.
[13] Tan K, Chong MC, Subramaniam P, et al.The Effectiveness of Outcome Based Education on the Competencies of Nursing Students: A Systematic Review[J]. Nurse Educ Today, 2018,64:180-189. DOI:10.1016/j.nedt.2017.12.030.
[14] 林健. 工程教育认证与工程教育改革和发展[J]. 高等工程教育研究,2015(2):10-19.DOI:CNKI:SUN:GDGJ.0.2015-02-003.
[15] Mao A, Wang J, Zhang Y, et al.Factors Influencing Recruitment and Retention of Male Nurses in Macau and Mainland China: a Collaborative,Qualitative Study[J]. BMC Nurs,2020,19(1):104.DOI:10.1186/s12912-020-00497-9.
[16] 钟雪怡,张港娜,刘浩达,等. 语言暴力对实习护生职业认同感的影响[J]. 护理学报, 2020,27(15):12-16. DOI:10.16460/j.issn1008-9969.2020.15.012.
[17] Strandell-laine C, Saarikoski M, L?yttyniemi E, et al. Effectiveness of Mobile Cooperation Intervention on Students' Clinical Learning Outcomes: A Randomized Controlled Trial[J]. J Adv Nurs, 2018,74(6):1319-1331. DOI:10.1111/jan.13542.
[18] Navarro DJ, Newell BR, Schulze C.Learning and Choosing in an Uncertain World: an Investigation of the Explore-exploit Dilemma in Static and Dynamic Environments[J]. Cogn Psychol,2016,85:43-77.DOI:10.1016/j.cogpsych.2016.01.001.
[19] 刘齐,刘桂瑛,苏丽西,等. 虚拟仿真技术联合网络教学用于基础护理学实践教学[J]. 护理学杂志, 2019,34(24): 71-73. DOI:10.3870/j.issn.1001-4152.2019.24.071.
[20] Costello M, Prelack K, Faller J, et al.Student Experiences of Interprofessional Simulation: Findings From a Qualitative Study[J]. J Interprof Care, 2018,32(1):95-97.DOI:10.1080/13561820.2017.1356810.
[21] Brown Y, Neudorf K, Poitras C, et al.Unsafe Student Clinical Performance Calls for a Systematic Approach[J]. Can Nurse,2007,103(3):29-32.DOI:10.1080/13561820.2017.1356810.
[22] Mcpherson S, Wendler MC.Safe Clinical Practice in Pre-licensure Nursing Students: A Concept Analysis[J]. Nurs Forum, 2020,55(3):513-522. DOI:10.1111/nuf.12457.
[23] Kajander-unkuri S, Leino-kilpi H, Katajisto J, et al. Congruence between Graduating Nursing Students'Self-assessments and Mentors'Assessments of Students'Nurse Competence[J]. Collegian, 2015,23(3):303-312.DOI:10.1016/j.colegn.2015.06.002.

相关文章 15

[1]	翟巾帼, 陈小荷, 沈健, 熊永芳, 马冬梅, 王芳, 黄群, 田瑞华, 余桂珍, 陈改婷, 罗碧如, 张宏玉, 杨明晖, 姜梅, 徐鑫芬. 助产士门诊临床实践专家共识的构建[J]. 护理学报, 2021, 28(5): 62-65.
[2]	刘杨, 罗健, 朱佩佩, 周兴婷, 刘苗, 王丽媛, 李卓颖, 朱晓敏. 髋部手术患者术后康复指南的质量评价及内容分析[J]. 护理学报, 2021, 28(12): 56-61.
[3]	周芬. 患者及公众参与临床实践指南构建及其方法的研究进展[J]. 护理学报, 2020, 27(5): 14-17.
[4]	赵存, 王兴蕾, 韩春彦, 裴菊红, 张亚斌, 苟玲, 豆欣蔓. 全髋关节置换患者疼痛评估循证指南质量评价[J]. 护理学报, 2020, 27(24): 31-37.
[5]	张树芳, 李珏锦, 胡晓林. 护理本科生职业精神现状及影响因素分析[J]. 护理学报, 2020, 27(23): 10-13.
[6]	李希琳, 张琰, 陶艳玲, 叶子文, 王惠珍. 基于决策评价导向模型构建广东省护理学本科毕业实习基地评价指标体系的研究[J]. 护理学报, 2020, 27(18): 15-20.
[7]	吴静, 姚惠萍, 何巧, 蒋美娜, 郎毅平, 刘仁洋. 成人重症患者血糖管理相关临床实践指南的质量评价[J]. 护理学报, 2020, 27(11): 52-56.
[8]	王琴, 陈金, 魏力. 预防PICC导管相关感染临床实践指南的质量评价[J]. 护理学报, 2019, 26(21): 46-50.
[9]	冯红, 徐一元, 丁淑贞, 袁理. 护理本科生职业成熟度与学业情绪的关系研究[J]. 护理学报, 2019, 26(2): 5-8.
[10]	邓妍, 胡露红. 乳腺癌个案管理的研究进展[J]. 护理学报, 2019, 26(19): 31-34.
[11]	刘美玲, 龚桂芳, 肖玉梅, 范佳颖, 李煜, 春晓, 林艳. 日间病房妇科腹腔镜手术患者快速康复循证护理实践[J]. 护理学报, 2019, 26(15): 31-35.
[12]	张斯秀, 徐翠荣, 颜涵. 护理硕士专业学位研究生临床实践能力研究进展[J]. 护理学报, 2019, 26(12): 41-45.
[13]	周芬,郝玉芳,丛雪,姚晓梅. 指南研究与评价工具AGREE Ⅱ及各领域分值的补充解释及思考[J]. 护理学报, 2018, 25(18): 56-58.
[14]	王正君,周郁秋,孙玉静,杨爽,高源. 自我效能和家庭功能对护理本科生心理弹性影响的简单效应分析[J]. 护理学报, 2017, 24(17): 1-4.
[15]	姚秀钰,秦雪莲,绳宇,张欣,张慧. 同步临床实践合并标准化病人考核教学法在护理学基础技能教学中的应用分析[J]. 护理学报, 2017, 24(13): 33-36.

Metrics

Viewed

Full text

Abstract

Cited

Shared