The curriculum for nursing undergraduates in Denmark emphasizes experiments, research and development of professional promotion and need connected with the existing professions and health services. The courses are to promote the dynamic interaction and development between theories and practices of professions, academic research and creative ability. This paper introduces the curriculum for undergraduate nursing students in VIA University College from five aspects, including objective, design, context, implementation and assessment, and analyzes its characteristics such as career-oriented courses configuration, progressive curriculum concept, interdisciplinary education courses, multiple assessment methods, and international optional courses. Based on our national undergraduate nursing program, we may take advantage of the advanced experiences of Denmark undergraduate nursing curriculum configuration in order to establish a system of undergraduate nursing curriculum most suitable in our country, encouraging choosing courses beyond disciplines, widening students' horizon of knowledge, improving the course assessment standard and promoting the teaching quality of nursing schools.
ObjectiveTo know the life attitude and its influence factors of nursing undergraduates in a school of nursing,so as to provide the theoretical evidence for the exploration of the way of life education. MethodsA cluster sample of 246 nursing undergraduates were asked to complete the survey,who were sampled from grade 2008 to grade 2011 in a University of Sichuan province between Nevember and December 2011.Then we used the way of questionnaire to analyze and research the life attitude and its influence factors of nursing students,and this study mainly used the Life Attitude Scale (LAS) questionnaire which was made by Taiwan scholar Manying Xie. ResultsThe total score of the investigated nursing students'attitude to life was 365.1±43.6,and the total and each level scores were higher than Taiwan college students and the differences were statistically significant (P<0.01).Female students'total score of attitude to life and the existence sense dimension were significantly higher than male students'(P<0.05).The third grade students'score of love and care level had a significant difference with the second grade and the first grade students (P<0.05).Through correlation analysis,nursing students'life attitude and self-rating interpersonal relationship (r=0.256,P=0.000),the situation of families talking about death (r=0.210,P=0.001),whether there was a Dutch act idea (r=0.172,P=0.007),family income (r=0.151,P=0.017),gender (r=0.130,P=0.042) and whether had siblings (r=-0.143,P=0.025) were positively correlated. ConclusionWe should carry out targeted life and death education for nursing students to promote them to establish positive life attitude and value.
【摘要】 目的 分析临床实习对护理本科生专业认同的影响，探讨提高专业认同的措施。 方法 2010年6—10月，对某综合性大学60名2007级普通全日制护理本科生进行抽样调查，评价其实习前1个月和实习后3个月的专业认同情况，比较实习前、后的变化并分析影响因素。 结果 实习后专业认同的专业价值观得分[（3.13±0.85）分]高于实习前[（2.78±1.00）分]，实验专业期望得分[（12.09±2.13）分]低于实习前[（13.13±1.30）分]，差异有统计学意义（P=0.045，0.002）；而专业认识、情感、意志、技能和专业认同总分方面，实习前、后差异无统计学意义（Pgt;0.05）；其影响因素由强到弱依次为:带教老师（37.04%）、实际的护理工作（33.33%）、实习科室（22.22%）、他人态度（7.41%）。 结论 临床实习可提高护理本科生的专业价值观，带教老师及实际护理工作对专业认同影响较大。【Abstract】 Objective To analyze the effect of clinical practice on student nurses’ professional identity and explore measures to develop their professional identity. Methods Convenience sampling was used to select 60 general full-time student nurses who entered a comprehensive university in 2007. Then we assessed their professional identity at the time of one month before, and three months after clinical practice, compared the two results, and analyzed the related factors. Results The score of professional value dimension after clinical practice was higher than before (3.13±0.85 vs. 2.78±1.00, P=0.045), while the professional expectation dimension was lower than before (12.09±2.13 vs. 13.13±1.30, P=0.002), and the differences in above-mentioned indexes were statistically significant. There was no statistical difference before and after clinical practice in professional knowledge, professional affection, professional volition, professional skill dimensions, and total score of professional identity (Pgt;0.05). The related factors in a order from b to weak were clinical teacher (37.04%), practice work (33.33%), training department (22.22%), and others’ attitudes (7.41%). Conclusion Clinical practice may improve professional values but impair professional expectations of the student nurses, and clinical teacher and practice work have a great effect on student nurses’ professional identity.
ObjectiveTo explore the status of clinical learning environment in undergraduate nursing students in the late clinical practice stage in Sichuan Province. MethodThe sampling was performed in a layered-randomized and geometric proportional way. A total of 1 027 nursing students from 6 nursing schools in Sichuan Province between May and July 2012 were included. Data were collected by the self-rating questionnaires, including demographic sheet, and the nursing clinical learning environment scale. ResultsThe general score of evaluation for clinical learning environment by the nursing undergraduates was 144.99±26.60, and the average score of the items was 3.45±0.63. The average scores were 3.41±0.74, 3.59±0.64, 3.43±0.69, 3.45±0.73, 3.35±0.77, and 3.49±0.69, representing the personality, task orientation, working atmosphere and team spirit, innovation, interpersonal relation, and student participation, respectively. ConclusionsThe assessments about clinical learning environment of nursing undergraduates in Sichuan province are medium grade and the evaluation dimensions of personality and interpersonal relationships low. It is necessary to improve clinical learning environment in the future.
【摘要】护理是一门科学性极强的应用性学科，在临床实习期运用好的带教方法为护理本科生实施带教，以帮助其更快、更好地完成从单纯接受知识到运用知识解决实际问题的转变。文章总结了近年来在护理本科生临床实习过程中所采用的创新带教方法，并对其科学依据和特点进行分析，为本科护理实习临床带教提供理论参考。【Abstract】 Nursing is a discipline of scientific application. In the clinical intern period, with better teaching methods, nursing students can faster and better complete the transformation from simple knowledge acceptance to use of knowledge to solve practical problems. We summarized some innovative teaching methods in the clinical intern period of the nursing undergraduate students in recent years, and analyzed the scientific base and advantages of each method, to provide a theoretical reference for the clinical teaching of undergraduate nursing practice.