Li Yuqing, Gui Jiaofeng, Wang Ying, Zhang Xiaoyun, Liu Haiyang, Guo Lei-Lei, Li Jinlong, Lei Yunxiao, Li Xiaoping, Sun Lu, Yang Liu, Yuan Ting, Wang Congzhi, Zhang Dongmei, Wei Huanhuan, Li Jing, Liu Mingming, Hua Ying, Zhang Lin
Department of Graduate School, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, P.R. China.
Student health center, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, P.R. China.
BMC Nurs. 2023 Oct 17;22(1):385. doi: 10.1186/s12912-023-01550-z.
To improve the quality of community nursing teaching practice and cultivate undergraduate nursing students who meet the quality accreditation standards of our nursing profession, and to explore the establishment of an undergraduate nurse practice model.
Using the methods of literature review, survey, expert consultation, and discussion, we established the steps and contents of community practice teaching for undergraduate nursing students, and implemented them for the students of Grades 2014, 2015, and 2016, and evaluated the "community-hospital-community" practice model through various forms, such as student self-evaluation, faculty evaluation, exit examination, and evaluation by certified experts.
A three-stage community nursing practice model of "community-hospital-community" was established for undergraduate nursing students. After three stages of practice, nursing undergraduates successfully passed the practical assessments and achieved excellent grades in each stage that met the requirements of the training program. In the first stage (community probation), community probation emphasizes a fundamental understanding of the community, using free clinics, health education, and home visits as entry points to effectively cultivate students' job competence and proficiency in nursing operations and nurse-patient communication skills. In the second stage (internship in the hospital), through nursing internships in various systems, students are trained to integrate theoretical knowledge with practical skills and consolidate their understanding of fundamental knowledge, theory, and techniques. They are capable of preventing, diagnosing, intervening, and providing health education for common, frequent, urgent and critical complications in various clinical systems. They can formulate nursing plans and implement whole-person care. In the third stage (returning to the community for internship), students can master basic skills such as nursing operations and patient communication skills, and then they can enter the community internship.
The community nursing practice model of "community- hospital- community" for undergraduate nursing students can systematically train undergraduate nursing students' ability to work in the community.
提高社区护理教学实践质量，培养符合我国护理专业质量认证标准的本科护生，探索建立本科护士实践模式。
采用文献回顾、调查、专家咨询及讨论等方法，制定本科护生社区实践教学步骤与内容，并在2014级、2015级及2016级学生中实施，通过学生自评、教师评价、结业考核及认证专家评价等多种形式对“社区-医院-社区”实践模式进行评价。
为本科护生建立了“社区-医院-社区”三阶段社区护理实践模式。经过三个阶段的实践，护理本科生顺利通过实践考核，各阶段均取得优异成绩，达到培养方案要求。第一阶段（社区见习），社区见习注重对社区的基本了解，以义诊、健康教育及家访为切入点，有效培养学生的岗位胜任能力及护理操作熟练程度和护患沟通技巧。第二阶段（医院实习），通过各系统的护理实习，培养学生将理论知识与实践技能相结合，巩固对基础知识、理论及技术的理解，能够对各临床系统常见、多发、急危重症并发症进行预防、诊断、干预及开展健康教育，能制定护理计划并实施整体护理。第三阶段（回社区实习），学生掌握护理操作及患者沟通等基本技能后进入社区实习。
本科护生“社区-医院-社区”社区护理实践模式能系统培养本科护生在社区工作的能力。
