中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (8): 725-728.DOI: 10.3760/cma.j.cn115259-20201221-01745

• 护理教育 • 上一篇    下一篇

基于能力提升需求的安宁疗护护士培训体系探究

马丽莉, 郭巧红, 郗兰馨, 陈芷谦   

  1. 首都医科大学护理学院护理人文学学系,北京 100069
  • 收稿日期:2020-12-21 出版日期:2021-08-01 发布日期:2021-08-04
  • 通讯作者: 郭巧红, Email: qguo@ccmu.edu.cn, 电话: 010-83916503
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2018年医学教育研究课题项目(2018B-N17003);国家自然科学基金青年科学基金(81803102)

The development of hospice nurses training system based on the competency improvement needs

Ma Lili, Guo Qiaohong, Xi Lanxin, Chen Zhiqian   

  1. Department of Nursing Humanities, School of Nursing, Capital Medical University, Beijing 100069, China
  • Received:2020-12-21 Online:2021-08-01 Published:2021-08-04
  • Contact: Guo Qiaohong, Email: qguo@ccmu.edu.cn, Tel: 0086-10-83916503
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2018 Medical Education Research Project(2018B-N17003); National Natural Science Foundation of China(81803102)

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摘要： 目的 以护士能力提升需求为导向,了解我国安宁疗护护士培训体系现状并提进改进建议。方法 采用质性研究方法,选取2019年4月至5月在北京市4所三级甲等医院安宁疗护病房工作的13名护士为研究对象,进行半结构式访谈,采用主题分析法对资料进行分析。结果 我国安宁疗护护士培训现有体系存在着培训体系层次性欠佳、培训内容专业性不足及培训内容与临床需求结合度不紧密等问题。能够满足安宁疗护护士进一步能力提升需求的培训内容包括公众死亡教育、患者和家属心理社会支持和灵性关怀、临终话题沟通、家属支持、护士自我压力管理和情绪调节。护士推荐线上线下结合的混合式培训的教学组织形式和以学习者为中心的教学方法。结论 我国安宁疗护护士培训体系存在诸多不足,培训内容上需要加强护士死亡教育能力、人文关怀技巧和自我调节等方面的培训,形成线上线下教学优势互补的培训模式,并更多采用以学习者为中心的教学方法。

关键词: 能力提升, 安宁疗护, 护士, 培训体系, 质性研究

Abstract: Objective To explore the current situation of hospice nurse training system and propose recommendations for improvement for nurses' capacity improvement. Methods This is a descriptive qualitative study. Face to face semi-structured interviews were performed with 13 hospice nurses working on hospice care ward from four teaching hospitals in Beijing, China. Data were analyzed using thematic analysis. Results Three weaknesses in the existing training system were identified: lack of hierarchy in training system, lack of specialty in training content, and disconnection between training contents and clinical needs. Future training was suggested to focus on death education for the public, psycho-social-spiritual care for patients and their families, conversation on death and dying, family support, and stress management and self-care among nurses. The recommended instructional methods included online and offline training, learner-centered methods such as simulation, experiential teaching, case analysis and group discussion. Conclusions It is necessary to strengthen the skill training of death education, humanistic and self-regulation. The training mode should be strengthened by online and offline teaching, adopt more learner-centered teaching methods such as scenario simulation.

Key words: Competency improvement, Hospice nurse, Training system, Qualitative research

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