本文選題：護(hù)患關(guān)系 + 中等職業(yè)學(xué)校�。� 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：隨著社會(huì)經(jīng)濟(jì)的不斷發(fā)展,人們對(duì)健康的關(guān)注和投入越來(lái)越高。然而,近年來(lái)因?yàn)榕R床護(hù)士職業(yè)道德缺失而引發(fā)護(hù)患糾紛的事件時(shí)有發(fā)生,使得護(hù)患關(guān)系現(xiàn)已成為全社會(huì)共同關(guān)注的話題。不少學(xué)者研究提出,要緩和護(hù)患關(guān)系應(yīng)提高臨床護(hù)士職業(yè)道德修養(yǎng),然而護(hù)士職業(yè)道德修養(yǎng)的提高不是一蹴而就的,而是需要在不斷的學(xué)習(xí)中逐漸養(yǎng)成。筆者認(rèn)為要提高護(hù)士的職業(yè)道德修養(yǎng),應(yīng)從其源頭出發(fā),加強(qiáng)對(duì)護(hù)理專業(yè)學(xué)生的在校職業(yè)道德教育。因此本文從護(hù)患關(guān)系視角探究學(xué)校對(duì)護(hù)理專業(yè)學(xué)生進(jìn)行職業(yè)道德教育的問(wèn)題。同時(shí)隨著醫(yī)院分級(jí)診療制度的實(shí)施,在政府政策引導(dǎo)下鼓勵(lì)并逐步規(guī)范常見(jiàn)病、多發(fā)病患者首先到基層醫(yī)療衛(wèi)生機(jī)構(gòu)就診。而基層醫(yī)療衛(wèi)生機(jī)構(gòu)的人才輸入大多為中等職業(yè)學(xué)校的護(hù)理專業(yè)學(xué)生,故本文以中等職業(yè)學(xué)校護(hù)理專業(yè)學(xué)生作為研究對(duì)象,通過(guò)自制調(diào)查問(wèn)卷分別從護(hù)患關(guān)系認(rèn)知、職業(yè)認(rèn)同、職業(yè)道德認(rèn)知、職業(yè)道德教育途徑、職業(yè)道德教育內(nèi)容、職業(yè)道德教育方法以及職業(yè)道德教育效果這七個(gè)維度了解中等職業(yè)學(xué)校對(duì)護(hù)理專業(yè)學(xué)生進(jìn)行職業(yè)道德教育的現(xiàn)狀,然后對(duì)問(wèn)卷結(jié)果進(jìn)行分析,發(fā)現(xiàn)中等職業(yè)學(xué)校對(duì)護(hù)理專業(yè)學(xué)生進(jìn)行職業(yè)道德教育存在學(xué)生對(duì)護(hù)患關(guān)系認(rèn)知不足、職業(yè)認(rèn)同不高、職業(yè)道德認(rèn)知模糊、學(xué)校對(duì)職業(yè)道德教育重視不夠、教師傳授職業(yè)道德教育內(nèi)容不全面、教師實(shí)施教學(xué)方法不能滿足學(xué)生需要以及教學(xué)效果不理想的問(wèn)題。針對(duì)這一系列問(wèn)題,筆者從學(xué)生、學(xué)校以及教師三個(gè)方面分析了原因。并提出要加強(qiáng)中等職業(yè)學(xué)校護(hù)理專業(yè)學(xué)生的職業(yè)道德教育,使他們樹(shù)立“以患為本”的護(hù)理觀,在進(jìn)入臨床工作時(shí)能踐行“以病人為中心”的服務(wù)理念,從而緩和護(hù)患關(guān)系,營(yíng)造和諧的就醫(yī)環(huán)境,學(xué)校和老師可以分別從以下幾個(gè)方面入手。學(xué)校方面:一是加強(qiáng)師資隊(duì)伍建設(shè);二是拓展職業(yè)道德教育途徑;三是健全職業(yè)道德教育評(píng)價(jià)體系。教師方面:一是不斷強(qiáng)化教學(xué)能力;二是合理選擇教學(xué)內(nèi)容;三是靈活運(yùn)用教學(xué)方法;四是充分發(fā)揮示范作用。
[Abstract]:With the development of social economy, people pay more and more attention to health. However, in recent years, due to the lack of professional ethics of clinical nurses, there are frequent incidents of nurse-patient disputes, which makes the relationship between nurse and patient has become a common concern of the whole society. Many scholars put forward that clinical nurses' professional ethics should be improved in order to ease the relationship between nurses and patients. However, the improvement of nurses' professional ethics should not be accomplished overnight, but should be gradually cultivated in the course of continuous study. The author thinks that in order to improve the professional ethics of nurses, we should strengthen the professional ethics education of nursing students in school from its source. Therefore, this paper explores the problem of professional ethics education for nursing students from the perspective of nursing-patient relationship. At the same time, with the implementation of the hierarchical diagnosis and treatment system in hospitals, under the guidance of government policies, common diseases are encouraged and standardized gradually. However, most of the talents in primary medical and health institutions are nursing students from secondary vocational schools. Therefore, this paper takes secondary vocational school nursing students as the research object, and adopts self-made questionnaire to recognize the relationship between nurses and patients and identify themselves with their profession. The present situation of professional ethics education for nursing students in secondary vocational schools is understood in seven dimensions, namely, the cognition of professional ethics, the ways of professional ethics education, the content of professional ethics education, the methods of professional ethics education and the effect of professional ethics education. Then, the results of the questionnaire are analyzed, and it is found that the vocational ethics education of nursing students in secondary vocational schools has not enough cognition of nurse-patient relationship, low professional identity and vague professional ethics cognition. Schools pay less attention to professional ethics education, teachers impart professional ethics education content is not comprehensive, teachers implement teaching methods can not meet the needs of students and teaching results are not ideal. Aiming at this series of problems, the author analyzes the reasons from three aspects: students, schools and teachers. It is suggested that the professional ethics education of nursing students in secondary vocational schools should be strengthened so that they can set up the nursing concept of "patient as the basis" and practice the service concept of "patient as the center" when entering the clinical work, so as to ease the relationship between nurse and patient. To create a harmonious medical environment, schools and teachers can start from the following aspects. School: first, strengthen the construction of teachers; second, expand the way of professional ethics education; third, perfect the evaluation system of professional ethics education. Teachers should strengthen their teaching ability constantly, choose teaching content reasonably, use teaching methods flexibly, and give full play to the role of demonstration.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G711;R47-4

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