Carlson Judy
VA Nursing Academy Nurse Scientist, VA Pacific Islands Health Care System, Spark M. Matsunaga Medical Center, Honolulu, HI 96819.
J Prof Nurs. 2016 Jul-Aug;32(4):314-23. doi: 10.1016/j.profnurs.2016.01.006. Epub 2016 Jan 12.
It is critical that faculty competencies, teaching strategies, and the essential knowledge relating to the care of our veterans be delineated and taught to health care professionals in order for our Veterans to receive optimal care. The purpose of this qualitative study was to ascertain from nursing faculty members who have worked extensively with veterans, the necessary faculty competencies, essential knowledge, and teaching strategies needed to prepare baccalaureate level nurses to provide individualized, quality, and holistic care to veterans. Six Veteran Affairs Nursing Academy faculty members participated in two 2-hour focus group sessions. There were a total of 12 multidimensional major concepts identified: 5 faculty competencies, 4 essential knowledge areas, and 3 teaching strategies specifically related to veteran care. The information generated can be used for faculty, staff, and or nurse development. Having a comprehensive understanding of veteran health care needs enable effective patient-centered care delivery to veterans, which is the gold standard in health care our veterans deserve.
至关重要的是，要明确教师能力、教学策略以及与照顾退伍军人相关的基本知识，并将其传授给医疗保健专业人员，以便我们的退伍军人能够获得最佳护理。这项定性研究的目的是从与退伍军人有广泛合作的护理教师那里确定，培养学士学位水平的护士为退伍军人提供个性化、高质量和整体护理所需的必要教师能力、基本知识和教学策略。六位退伍军人事务护理学院的教师参加了两场为时两小时的焦点小组会议。总共确定了12个多维度的主要概念：5项教师能力、4个基本知识领域以及3项专门与退伍军人护理相关的教学策略。所产生的信息可用于教师、工作人员和/或护士的发展。全面了解退伍军人的医疗保健需求有助于为退伍军人提供以患者为中心的有效护理，这是我们退伍军人应得的医疗保健的黄金标准。
