Csóka Mária
Semmelweis Egyetem, Egészségügyi Foiskolai Kar, Apolástudományi és Egészségpedagógiai Intézet.
Orv Hetil. 2006 Jun 25;147(25):1189-94.
Nowadays it is already known that medical sciences on their own cannot achieve spectacular improvement in the state of health of the population even with high-tech appliances. Health care professionals, who can aid individuals, families, and communities in optimizing their physical, mental and social functions, are also needed in the fields of basic provision and clinical-hospital provision and, to achieve this, they possess wider medical, nursing and social scientific expertise. The training of registered nurses was first launched in Hungary at the Postgraduate Medical Institute's Faculty of Health Care (nowadays Semmelweis University Faculty of Health Care) in 1989 as a correspondence, then in 1990 as a full-time program. This was the first step towards the realization of a better, high-standard, individualized nursing system. The aim is training health care professionals who are able to individually assess the needs of people under their care, define the problems, plan, execute and evaluate the nursing-caring process, and take part in nursing research. Besides the positive results of the follow-up examinations of graduate students, the fact cannot be neglected that since the introduction of the training, in the last 15 years it has not become clear to everyone, why the training of registered nurses is necessary, and what these "new-type" professionals can be used for. It is clear to everyone that for real teamwork the mutual appreciation of each other's work, maximum accord, the acceptance and honor of each other are indispensable. Still, all these cannot be expected from school qualification only, these can only be achieved with the continuous proof of aptitude and expertise. For the realistic judgement of registered nurses it is also needed that their nearest colleague, the physician should know in depths and accept the syllabus of the training. That is why the author of the article feels that the history of the first sixteen years of the accredited training is important to be shown, and her message is grouped around four most important elements: curriculum, teachers participating in the training, practice bases and students.
如今已经知道，即使有高科技设备，医学本身也无法在改善民众健康状况方面取得显著进展。在基础医疗服务和临床医院护理领域，还需要能够帮助个人、家庭和社区优化其身体、心理和社会功能的医护专业人员，而要做到这一点，他们需要具备更广泛的医学、护理和社会科学专业知识。匈牙利于1989年在研究生医学院卫生保健系（如今的塞梅维斯大学卫生保健系）首次开展注册护士培训，最初是函授课程，1990年改为全日制课程。这是迈向建立更好的、高标准的个性化护理体系的第一步。目标是培养能够独立评估其所护理人员的需求、确定问题、规划、实施和评估护理过程，并参与护理研究的医护专业人员。除了研究生后续考试的积极结果外，不能忽视的一个事实是，自培训引入以来的过去15年里，并非所有人都清楚为什么需要培训注册护士，以及这些“新型”专业人员能派上什么用场。每个人都清楚，要实现真正的团队合作，相互欣赏彼此的工作、最大程度的和谐、相互接纳和尊重是必不可少的。然而，所有这些不能仅仅指望学校资质，只有通过不断证明能力和专业知识才能实现。为了对注册护士做出现实的评判，还需要他们最亲近的同事，即医生深入了解并接受培训大纲。因此，本文作者认为展示经认可培训最初十六年的历史很重要，她的讲述围绕四个最重要的要素展开：课程、参与培训的教师、实习基地和学生。
