上海交通大学学报（医学版）

上海交通大学学报（医学版）

• 专题报道（护理实践与管理） • 上一篇    下一篇

专科护师核心能力课程模型的构建

阮 洪1，吴隽彦2，胡嘉乐1   

  1. 1.上海交通大学 医学院附属第九人民医院护理部， 上海 200011； 2.上海交通大学 护理学院， 上海 200025
  • 出版日期:2014-09-28 发布日期:2014-09-26
  • 作者简介:阮 洪（1961—）， 女， 主任护师， 硕士生导师; 电子信箱: ruanhong2003@hotmail.com。
  • 基金资助:

    上海交通大学医学院科技基金（Jyh1215）

Establishment of model of core competence curriculum for specialty nurses

RUAN Hong1, WU Jun-yan2, HU Jia-le1   

  1. 1.Department of Nursing, the Ninth People's Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai 200011, China； 2.School  of Nursing, Shanghai Jiao Tong University, Shanghai 200025, China
  • Online:2014-09-28 Published:2014-09-26
  • Supported by:

    Science Foundation of Shanghai Jiao Tong University School of Medicine， Jyh1215

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摘要：

目的 以麻醉专科护师核心能力课程模型为载体，开发专科护师核心能力课程模型，指导专科护师培训课程的结构和内容设置。方法 以布鲁姆的教学目标分类理论与素质冰山理论为基础，采用内容分析法对麻醉专科护师核心能力条目进行定性研究，并依据麻醉专科护师的培训目的，架构三维立体的麻醉专科护师核心能力课程模型。结果 核心能力课程包括8门单课程，每门单课程由多个模块组成，每个模块按态度、知识和技能形成长、宽、高的立方体，多个模块小立方体组成一门单课程小魔方，进而形成核心能力课程模型，即“核心能力课程魔方”，魔方中各小立方体自成独立的能力课程模块进行教学。结论 本研究构建的核心能力课程模型不仅有利于职业实用性人才的培养，而且符合护理人才在职业能力中关怀态度的培养；模型为独立的模块式能力课程教学提供了教学工具，促使学员通过模块叠加式的学习，逐步适应临床岗位，满足岗位能力培养的需要。

关键词: 麻醉专科护师, 核心能力, 课程, 模型

Abstract:

Objective To establish the model of core competence curriculum for specialty nurses and to provide a guidance for setting the structure and content of training curriculum for specialty nurses based on the model of core competence curriculum for anesthesia specialty nurses. Methods Based on the Bloom's theory of teaching objective classification and quality iceberg theory, items of core competence of the anesthesia specialty nurses were qualitatively studied by the content analysis. The three dimensional model of core competence curriculum for anesthesia specialty nurses was established according to the training purposes for anesthesia specialty nurses. Results The core competence curriculum included eight courses and each course consisted of multiple modules. Each module formed a cube of attitude, knowledge, and skill and multiple module cubes formed a course cube. Based on course cubes, the model of core competence curriculum, i.e. the core competence curriculum cube, was formed. Teaching could be independently conducted based on each course cube. Conclusion The model of core competence curriculum established by this study benefits the training for not only professional and practical talents, but also the caring attitude of professional competence of nursing talents. The model provides a teaching tool for competence teaching with independent modules. Trainees can gradually adapt to clinical posts and meet the needs of training for post competence by modular learning.

Key words: anesthesia specialty nurse, core competence, curriculum, model