In order to improve the teaching quality of community nursing courses and stimulate the learning motivation of nursing students, we are now designing a teaching strategy that meets the characteristics of community nursing based on the basic connotation of self-efficacy theory and its related influencing factors. The following is a paper about community nursing that I have organized for you for your reference.
About Community Nursing Essay Sample 1: Community Nursing Development Status and Scope of NursingAbstract The development of community nursing is not perfect, community nursing is a synthesis of the theory of public **** hygiene and professional nursing, along with the progress of the society, the spectrum of disease changes, people's demand for health continues to improve, community nursing work penetrates into all aspects of the life of the residents.
Keywords Community nursing development scope
Factors affecting the development of community nursing
① China's community nursing is now in the primary stage, has not been recognized by the public, many hospitals, although the opening of community outpatient clinics and family beds, the focus is still on the patient, and is still based on the basic medical care. For the ? six-in-one? Insufficient understanding of humanized services. ② systematization and standardization of community management, networking is still in the groping stage. ③ The government does not attach importance to it, the funds are not in place, the hospitals are still profit-oriented, and the work is very passive. ④ There is a lack of general practitioners and general nurses, and the level of each is limited. ⑤ Lack of community software and hardware. (6) It has not been recognized by the public, and the residents have not received any real benefits, and the five exemptions and six reductions are just empty words. (7) community nursing education is still a blank, so far no school to train specialized community nursing personnel, due to the community nursing required knowledge and knowledge structure of the specificity of the nurses trained in secondary health schools will be difficult to carry out good community nursing work. (8) community nursing is still a lack of holistic. Coherent humanized service concept.
The scope of community nursing
Knowledge of international and governmental health organizations and health ordinances; vital statistics; assisting in environmental health and group health; implementation of health education; maternal and child health; assisting in public **** safety and infectious disease management; home visits and nursing; chronic disease management and follow-up treatment, mental health guidance; implementation of medical prescriptions; itinerant; use of social resources; keeping correct records. social resources; maintain correct records.
Community Nursing Specificity
Includes the connotation of both community health and nursing, in addition to doing a good job of basic medical care, community nursing is mainly for every person, every family, every group in the community? The six elements of health services, such as health education, health care services, and health care services, are all in one. Health services, such as health education, health guidance, family nursing, nutritional guidance for patients and healthy people, health care for women, children and the elderly and psychological counseling, prevention and treatment of chronic diseases and systematic management, etc., to promote the health of each person in the community, including the prevention of disease, health restoration and health promotion. It is the embodiment of the gracious and friendly spirit of community nurses. Applying knowledge of clinical medicine, public health, and social sciences, the nurse systematically manages different age groups and diseases of different genders. The use of available resources, the nursing function, coordination and integration of schools, families, community organizations, government agencies and other related resources, *** with efforts to extend into the community, such as with the jurisdiction of the government street neighborhood committee family planning office *** with the cooperation of each member of the community to provide health protection for the community to play a bridging role for the community nursing.
Priority service recipients in the community
Disadvantaged groups (elderly, weak, disabled). Community Nursing is concerned with the well-being of all human beings, and is directed to people regardless of race, religion, age, sex or any other characteristic. Maternal and child health should receive special attention and care, the reason is that women's health directly affects the child, the mother's health is permanently damaged, not only caused by the mother and child health damage, and affect the whole family life. China has entered the aging society, the elderly in health, psychological, social, economic and many other aspects of many problems, the ability to take care of their own increasingly reduced, so the health care of the elderly is very important, so in the community care should be focused on maintaining the health of women and children and the elderly.
Community nursing should plan, assess, and discover health services
Assessment refers to the evaluation of individuals and their families in terms of psychological, physical, social, and environmental aspects, to understand the health needs of each individual, family, group, and the community as a whole, to ensure that the community nursing program is implemented. The community nurse must first make a judgment to establish their problems and then work on solutions to their problems. For example, pregnant women who are inexperienced in pregnancy and childbirth should be given information about pregnancy and childbirth as soon as possible. Each person's health needs are not the same, do a good job in the management of high-risk groups in the region, screening for disease to improve individual resistance to disease, *** build a harmonious community, improve the quality of the whole nation, everyone enjoys health care, is the goal of community nursing. Social benefit-oriented, adhere to the coordinated development of quality and speed.
Do a good job of health promotion
Community nurses not only to find and assess the individual, family, community health problems, but also to make all residents of the community are aware of the hazards and take action to solve the problem. For example, many people do not know much about cancer and treat cancer patients like patients with infectious diseases. As a result of this misperception, it causes more psychological pressure on patients and affects health recovery.
Nursing services on demand
Community nurses in accordance with the special circumstances of the individual, to provide appropriate care, referral, or the use of social resources, the prevention and treatment of chronic diseases, such as long-term bed-ridden cardiovascular patients in the family to give guidance on the basic knowledge of nursing (rubbing baths, turning over, blood pressure, etc.), so that the patient to get the right, comfortable, safe care.
Optimize the community environment
Control (or try to eliminate) the social environment that threatens health or reduces interest in life. Community nurses should assist the relevant departments to do a good job of environmental safety, to remove health-threatening factors, such as accidents, infectious disease epidemics, drug addiction, water contamination, noise, air and soil pollution, and the disposal of residential garbage.
Doing health checkups
Early detection, early treatment. Community nurses, with the help of various health screenings and health assessments of residents, and persuade everyone to quit bad hygiene habits.
Improved observation
Generally working independently, zero-range resident contact allows for better observation of adverse factors affecting health in the home environment. The community nurse must be the first to judge, establish and solve the problem.
About Community Nursing Essay Sample 2: Community Experiential Teaching in Pediatric NursingAbstract: Adopting the community experiential teaching method, a trial was conducted on 50 nursing students to observe the feasibility of this teaching method in pediatric nursing. The results show that the method has a significant improvement in the operational skills of nursing students, and helps to cultivate the professional cognitive force of nursing students, the teaching method has a certain degree of scientific, feasibility and effectiveness.
Keywords: experiential teaching; community experiential teaching; pediatric nursing
Experiential learning refers to the method in which the learner intervenes in the practical activities and acquires new knowledge, skills, and attitudes in the process of practice through cognition, experience, and perception. This method of learning began in the 1940s in the United Kingdom, and in 1941, a German teacher, Kurt Hahn, who moved to the United Kingdom, set up an "outdoor school" in Wales, which was used to train military personnel, industrial and commercial personnel, students and other groups of survival, management skills, and psychological and personality qualities, thus creating the precedent of experiential training institutions [1]. In recent years, the exploration of experiential learning has also begun in basic teaching in our country. This teaching method is widely used in primary and secondary science and chemistry teaching, college economic management courses, e-commerce, marketing, workplace training and other courses, such as case-based teaching, role-playing experiential teaching, situational simulation teaching, emotional experiential teaching and other forms of experiential teaching belongs to the category of experiential teaching.
"Pediatric Nursing" is the main course of higher nursing education system, divided into theory and skills operation of two parts. In the traditional teaching of Pediatric Nursing, due to the limitations of teaching conditions, all practical courses use baby models to simulate the nursing process. In order to be able to further improve the teaching effect, the author conducted a community experiential teaching experiment for the nursing class students in his college.
1 Data and Methods
1.1 General Data The students of the nursing college class enrolled in September 2012 in our college, all female, aged 18-20 years old, were selected. Forty students were randomly selected and divided into two groups, one for the experimental group and one for the control group, each with 20 students.
1.2 Methods The experimental group and the control group both received the same classroom theoretical lectures and infant modeling demonstration nursing operations. At the end of the study, the experimental group conducted the following intervention trial: the 20 students in the experimental group were randomly divided into 10 learning groups, set up a free demonstration of the care of healthy infants aged 3 to 12 months in the community service station, and reached a verbal **** knowledge with the families of the 10 infants, on Tuesday afternoons, bring the infants to the community service station, so that the students can contact the infants, practicing the skills of communicating with the infants and disseminating the knowledge of nursing care to the families. The 10 groups of students were rotated weekly to work with different infants. The experimental period was 1 month. The control group practiced in the laboratory using infant models.
1.3 Scoring criteria for operational assessment At the end of the trial, 7 aspects were evaluated, namely, weight measurement, length (height) measurement, diaper change, infant potty, restraint, breast dispensing, and bottle feeding***. At the end of the study, a questionnaire was used to interview the students in the experimental group, which included: ① whether they were happy to accept experiential teaching? ② What are the problems and difficulties encountered in experiential teaching? ③What impact does experiential teaching have on your learning effect? ④ What kind of influence do you think experiential teaching will have on your future work?
2 Results
2.1 Comparison of the performance of various operations before and after the intervention At the end of the 1-month trial, the nursing operation performance of the experimental group and the control group were evaluated respectively, see Table 1. There were significant differences between the two groups of students in five aspects of body weight measurement, length (height) measurement, changing diapers, infant potty, and constraints, P<0.01, and the rest of the two scores, P&>0.05, P>0.05. gt;0.05, there was no statistically significant difference between the two groups of students' scores.
2.2 Results of interviews with students in the experimental group At the end of the trial, all the students in the experimental group who were interviewed were willing or very willing to accept experiential teaching, see Table 2. Among the difficulties and problems encountered, the main focus was on: in the classroom or infant simulation nursing, never considered the real baby is lively and active, so that when faced with the time to start; lack of mastery of the strength of the care of infants; the baby's crying makes ordinary care become a problem; the baby's crying makes the ordinary care of the baby's crying becomes a problem. crying made ordinary care extremely difficult; difficulties in communicating with infants. Ninety percent of the students felt that experiential teaching had a positive impact on their learning. In terms of the impact on future work, 20% of the students thought that they were not suitable for infant care related work in the future, and 30% thought that they particularly enjoyed this kind of work. The remaining 50% of students felt that this was a positive impact and favored the choice of the nature of work in the future.
3 Discussion
3.1 The Cyclical Model of Experiential Teaching and Learning in the Community The Carette Experiential Teaching Model I*** has six components (oval box in Figure 1). Perception as the beginning of new learning, then into experience, then into sharing and communication, then integration, and finally application of the new knowledge learned. This is a cyclical model [2]. Experiential teaching in pediatric nursing mirrors the Carrett model of experiential teaching. It starts with classroom instruction to form abstract concepts (perception), moves to live demonstration of model care in the faculty laboratory (experience), followed by students learning model care skills in the laboratory (sharing and communicating), which leads to deepening of the practice with multiple practice sessions (integration), and concludes with infant care in the community (application) (the rectangle in Figure 1). Experiential teaching emphasizes practice more than learning knowledge. The results of the trial also showed that practicing manipulation with the model alone in the lab was less effective than practicing healthy infant care in the community.
3.2 The effect of experiential teaching in the community on students' performance in operation skills In the seven nursing operation skills, the experimental group has five operation scores significantly higher than the control group, and all of them are statistically significant. It shows that experiential teaching helps mobilize students' learning enthusiasm and initiative. Bringing students into real nursing work scenarios through community service points helps to cultivate love and work patience, and further facilitates students' entry into the role, situation and mastery of the work essentials of professional caregivers. As a result, at the end of the trial period, there was a general improvement in the performance of operational skills of the students who participated in the community-based experiential teaching.
3.3 The impact of community experiential teaching on students' career planning Community experiential teaching is synchronized with students' theoretical learning, which is completely different from the clinical internship in the hospital one year before graduation. In the professional literacy training, through the actual action of personal experience of pediatric nursing, increase the students' understanding of professional cognitive force, so as to accept and love the work they will be engaged in at the heart level. For students whose professional cognition is unclear and swaying from side to side, such experiential teaching can further strengthen their understanding of the profession. But for the subject of learning, due to different interests and hobbies, even in the face of the same thing, the experience will be different [3]. A small number of students can also be through such experiential learning, really realize whether they can really accept the image of such a job in the future, so as to better carry out life planning.
4 Summary
In short, community experiential teaching in pediatric nursing teaching can give full play to the learning initiative and enthusiasm of nursing students, improve the emotional level of professional learning and technical level, and play a key role in the process of theory into practice. It also plays a role in the degree of professional cognition. However, the application of this method is still in the exploratory stage in China, this paper proves that the teaching method has a certain degree of scientific, feasibility and effectiveness, and hopes to provide an optimized teaching pathway for the training of specialist nurses.
References:
[1] Liang Yuanyuan, Jiang Zhixia, Zhang Yongchun. Current status and progress of the application of experiential learning in nursing teaching[J]. Journal of Nurse Advancement, 2011, 26(10):880-882.
[2]Jiang Zhixia, He Qiong, Liang Yuanyuan. Construction of a theoretical model of experiential teaching for specialized nurse training[J]. Journal of Nurse Advancement, 2012, 27(4):321-323.
[3]Xia Tongxia, Zhang Tingting, Jiang Zhixia. Application and evaluation of experiential teaching in teaching nursing aesthetics[J]. Journal of Nursing Advancement, 2012, 27(17): 1559-1561.
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