【摘要】：醫(yī)德是職業(yè)道德在醫(yī)學(xué)領(lǐng)域中的具體體現(xiàn),是醫(yī)務(wù)人員在醫(yī)療實踐活動中所應(yīng)遵循的行為規(guī)范總和。醫(yī)療衛(wèi)生行業(yè)作為一種特殊的職業(yè),它涉及的是生命、疾病和健康等人類最切身的利益。隨著我國社會主義市場經(jīng)濟(jì)的發(fā)展和社會的不斷進(jìn)步,護(hù)理模式和護(hù)理服務(wù)模式的轉(zhuǎn)變已成為現(xiàn)實,在護(hù)理學(xué)專業(yè)領(lǐng)域中,“以病人為中心”的整體護(hù)理觀念已逐步建立,多元化的護(hù)理要求護(hù)士具備良好的職業(yè)道德素養(yǎng)。然而,在經(jīng)濟(jì)迅速發(fā)展的今天,人們的價值取向日益多元化,醫(yī)療護(hù)理服務(wù)正面臨道德滑坡的威脅。 “醫(yī)學(xué)教育,德育為先”,醫(yī)德教育是以社會公德及職業(yè)道德為指導(dǎo),以醫(yī)德的基本理論和醫(yī)德醫(yī)風(fēng)教育為主要內(nèi)容進(jìn)行的有組織、有目的、有計劃的道德教育活動。中職護(hù)生是未來的護(hù)理工作者,擔(dān)負(fù)著救死扶傷的重任,他們的思想道德素質(zhì)和業(yè)務(wù)素質(zhì)如何,將直接影響著我國醫(yī)療衛(wèi)生部門的水平和質(zhì)量,關(guān)系到未來我國衛(wèi)生事業(yè)的狀況及發(fā)展。中職衛(wèi)生學(xué)校實施醫(yī)德教育要順應(yīng)和遵循醫(yī)德養(yǎng)成發(fā)展規(guī)律,通過了解當(dāng)前中職護(hù)生醫(yī)德教育認(rèn)知及醫(yī)德教育實施現(xiàn)狀及存在的問題,在醫(yī)德教育實施過程中積極作為,加強(qiáng)引導(dǎo),不斷強(qiáng)化中職護(hù)生的醫(yī)德責(zé)任感和使命感,促進(jìn)他們形成正確的、高尚的醫(yī)德觀和醫(yī)德價值觀。 為了深入研究當(dāng)前中職護(hù)理學(xué)校護(hù)生醫(yī)德教育認(rèn)知及醫(yī)德教育實施現(xiàn)狀及存在的問題,筆者設(shè)計了相關(guān)調(diào)查問卷。以大連鐵路衛(wèi)生學(xué)校護(hù)生為調(diào)查對象,對300名中職護(hù)生醫(yī)德教育認(rèn)知及醫(yī)德教育實施現(xiàn)狀進(jìn)行調(diào)查,發(fā)現(xiàn)當(dāng)前中職護(hù)生在醫(yī)德教育認(rèn)知方面存在以下問題：(一)中職護(hù)生對醫(yī)德教育目的性及必要性認(rèn)知不足；(一)中職護(hù)生對醫(yī)德教育認(rèn)知有偏差；(三)中職護(hù)生對新型醫(yī)德觀的服務(wù)理念認(rèn)識不足。中職護(hù)生在醫(yī)德教育實施方面出現(xiàn)以下問題：(一)醫(yī)德教育實施主體力量薄弱；(二)醫(yī)德教育實施內(nèi)容滯后；(三)醫(yī)德教育實施方式簡單；(四)醫(yī)德教育實施途徑不健全。 針對當(dāng)前中職護(hù)生醫(yī)德教育認(rèn)知及醫(yī)德教育實施現(xiàn)狀及存在的問題,提出加強(qiáng)和改進(jìn)中職護(hù)生醫(yī)德教育認(rèn)知及醫(yī)德教育實施的對策和建議：(一)提高中職護(hù)生醫(yī)德教育認(rèn)知能力；(二)培養(yǎng)中職護(hù)生樹立護(hù)理專業(yè)價值觀；(三)引導(dǎo)中職護(hù)生樹立現(xiàn)代護(hù)理服務(wù)理念；(四)優(yōu)化醫(yī)德教育實施主體建設(shè)；(五)注重醫(yī)德教育內(nèi)容的時效性；(六)積極構(gòu)建新形勢下醫(yī)德教育實施方法；(七)拓展中職護(hù)生的醫(yī)德教育途徑。
[Abstract]:Medical ethics is the concrete embodiment of professional ethics in medical field and the sum of the behavior norms that medical personnel should follow in their medical practice. As a special profession, the health care industry involves the most vital interests of human beings, such as life, disease and health. With the development of socialist market economy and the continuous progress of our society, the transformation of nursing mode and nursing service mode has become a reality. In the field of nursing, the holistic nursing concept of "patient-centered" has been gradually established. Diversified nursing requires nurses to have good professional ethics. However, with the rapid development of economy, people's value orientation is becoming more and more diversified, and medical and nursing services are facing the threat of moral decline. "Medical education, moral education is the first", medical moral education is based on social morality and professional ethics as the guidance, with the basic theory of medical ethics and medical ethics education as the main content of the organized, purposeful, planned moral education activities. The secondary vocational nursing students are the future nursing workers, who shoulder the heavy responsibility of saving lives and helping the wounded. Their ideological and moral quality and professional quality will directly affect the level and quality of the medical and health departments in our country. Related to the future of health care in China and the development of the situation. The implementation of medical ethics education in secondary vocational schools should conform to and follow the law of development of medical ethics, and actively act in the process of implementation of medical ethics education by understanding the current cognition of medical ethics education and the status quo and existing problems of the implementation of medical ethics education for secondary vocational school students. Strengthen guidance, strengthen the sense of responsibility and mission of medical ethics of secondary vocational nursing students, and promote them to form correct and noble medical ethics and values. In order to study the current situation and problems of medical ethics education of nursing students in secondary vocational schools, the author designed a questionnaire. Taking the nursing students of Dalian Railway Health School as the object of investigation, the authors investigated the cognition of medical ethics education and the actualization status of medical ethics education among 300 secondary vocational nursing students. It is found that the current secondary vocational nursing students have the following problems in the cognition of medical ethics education: (1) the secondary vocational nursing students do not know enough about the purpose and necessity of medical ethics education; (1) the secondary vocational nursing students have deviations in the cognition of medical ethics education. (3) the service concept of the new medical ethics is not well understood by the secondary vocational nursing students. There are the following problems in the implementation of medical ethics education: (1) the main force of medical ethics education is weak; (2) the content of medical moral education is lagging behind; (3) the mode of implementation of medical ethics education is simple; (4) the implementation way of medical ethics education is not perfect. In view of the current situation and existing problems of medical ethics education cognition and the implementation of medical ethics education of vocational school nursing students, The countermeasures and suggestions for strengthening and improving the cognition of medical ethics education and the implementation of medical ethics education of secondary vocational nursing students are put forward: (1) to improve the cognitive ability of medical ethics education of secondary vocational nursing students; (2) to train the students of secondary vocational school nursing students to set up the professional values of nursing; (3) guiding vocational nursing students to set up modern nursing service concept; (4) optimizing the construction of the main body of medical ethics education; (5) paying attention to the timeliness of medical ethics education content; (6) actively constructing the implementation method of medical ethics education under the new situation; (7) to expand the channels of medical ethics education for secondary vocational nursing students.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G711;R47-4

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 張楊樂;;試論高校醫(yī)學(xué)生醫(yī)德教育中教師的作用[J];湖北經(jīng)濟(jì)學(xué)院學(xué)報(人文社會科學(xué)版);2011年07期

2 王金國;王曼莉;趙要松;劉石磊;;護(hù)生職業(yè)道德培養(yǎng)模式的探討[J];河南職工醫(yī)學(xué)院學(xué)報;2012年03期

3 王衛(wèi)平;溫錦旺;王國祥;吳任慰;;醫(yī)學(xué)生的醫(yī)德認(rèn)知與醫(yī)德教育的途徑[J];遼寧醫(yī)學(xué)院學(xué)報(社會科學(xué)版);2008年02期

4 張楊樂;;關(guān)于醫(yī)學(xué)生醫(yī)德教育現(xiàn)狀及路徑的若干思考[J];學(xué)理論;2011年11期

5 劉鈺;;以科學(xué)發(fā)展觀為指導(dǎo)推進(jìn)高職院校思想政治理論教育的改革[J];文教資料;2008年16期

6 劉震雄;孫盈盈;黃裕新;聞勤生;王旭霞;;論醫(yī)學(xué)教育中的人文素質(zhì)教育[J];西北醫(yī)學(xué)教育;2005年05期

7 梁金嬋,尹衛(wèi)東,尹奮勤;對成人教育醫(yī)學(xué)倫理學(xué)教學(xué)改革的研究[J];中國醫(yī)學(xué)倫理學(xué);2004年04期

8 王星明;安園園;;對醫(yī)學(xué)生應(yīng)注重醫(yī)德情感的培養(yǎng)[J];中國醫(yī)學(xué)倫理學(xué);2007年06期

9 李鳳英;;融醫(yī)德教育于校園文化建設(shè)之中[J];中國醫(yī)學(xué)倫理學(xué);2008年04期

10 李彩英;;淺談醫(yī)學(xué)倫理教育的實踐與途徑[J];中國醫(yī)學(xué)倫理學(xué);2009年02期

相關(guān)碩士學(xué)位論文 前1條

1 孫鵬;校園文化對醫(yī)學(xué)生人文素質(zhì)培養(yǎng)的功能分析及對策研究[D];第三軍醫(yī)大學(xué);2006年

，

本文編號：2202249