Middlemore Hospital, Counties Manukau District Health Board, Private Bag 93311, Otahuhu, Auckland, New Zealand.
Nurse Educ Pract. 2006 Dec;6(6):404-10. doi: 10.1016/j.nepr.2006.07.014. Epub 2006 Nov 13.
This paper describes how a new framework for clinical nursing education was introduced at Counties Manukau District Health Board (CMDHB), New Zealand. The project was initiated in response to the significant legislative and post registration nursing education changes within New Zealand. The journey of change has been a significant undertaking, and has required clear management, strong leadership, perseverance and understanding of the organisation's culture. The approach taken to managing the change had four stages, and reflects various change management models. The first stage, the identification process, identified the impetus for change. Creating the vision is the second stage and identified what the change would look like within the organisation. To ensure success and to guide the process of change a realistic and sustainable vision was developed. Implementing the vision was the third stage, and discusses the communication and pilot phase of implementing the nursing education framework. Stage four, embedding the vision, explores the process and experiences of changing an education culture and embedding the vision into an organisation. The paper concludes by discussing the importance of implementing robust, consistent, strategic and collaborative processes - that reflect and evaluate best educational nursing practice.
本文介绍了新西兰克赖斯特彻奇区卫生局（CMDHB）如何引入新的临床护理教育框架。该项目是针对新西兰立法和注册后护理教育的重大变化而发起的。变革之旅是一项重大任务，需要明确的管理、强有力的领导、毅力和对组织文化的理解。所采取的变革管理方法分为四个阶段，反映了各种变革管理模式。第一阶段，即识别过程，确定了变革的动力。第二阶段是创建愿景，确定组织内部的变革情况。为了确保成功并指导变革过程，制定了一个现实和可持续的愿景。实施愿景是第三阶段，讨论了实施护理教育框架的沟通和试点阶段。第四阶段，即嵌入愿景，探讨了改变教育文化和将愿景嵌入组织的过程和经验。本文最后讨论了实施稳健、一致、战略性和协作性流程的重要性——这些流程反映和评估了最佳教育护理实践。
