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曹琴 《泰州职业技术学院学报》2008,8(3)
目的为了提高门诊妇科手术室的护理服务质量。方法对2005年1月至2006年12月在门诊妇科手术室接受手术的222名60岁以上的老年患者的护理服务进行回顾性总结。结果222例老年病人通过热情到位的护理服务,解除了对手术的恐惧,主动配合手术,降低了手术的难度,使病人顺利度过了手术关。结论做好妇科门诊老年病人手术前后的护理干预,注意每个细节,做到讲话到位,解释到位,协助到位,观察到位,操作到位,能有效解除患者紧张心理,提高患者的手术耐受性,减轻患者疼痛,减少手术并发症的发生,促进患者早日康复。 相似文献
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万向君 《河北北方学院学报(医学版)》2002,19(6):41-42
随着我国现代化建设的飞速发展和人民生活水平的提高 ,人的平均寿命也正在不断地延长。根据联合国和北京大学人口研究所的资料 ,6 5岁以上的老人所占的比例由 10 %增加到 2 0 %所需的时间 ,我国比美国约快 30多年。由于我国以很快的速度向老年社会过渡 ,而我们的经济基础比美国落后很多 ,治疗和护理老年病人就成为我国面临的突出问题。老年病患者在住院期间 ,医护人员如何细心呵护 ,使其愉快地度过住院治疗 ,提高他们的生活质量 ,是老年病治疗学研究的重要课题 ,也是时代向医护人员的挑战。我在老年病科的护理工作中深深体会到 ,护理老年病… 相似文献
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邵利群 《铜陵职业技术学院学报》2007,6(2):56-58
社区老年病防治是社区卫生、慢性病防治工作的重点和重要课题。通过讨论老年病的特征,社区卫生实际工作中老年病典型病例的分析,对社区老年病防治提出了对策。 相似文献
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青少年患成年人常见疾病近年有增多趋势,很多种在过去被认为是中老年多发的疾病,越来越多地发生在青少年身上。根据调查统计,小儿从出生到14周岁的死亡原因中,恶性肿瘤占第三位。以高血压病、糖尿病和脑中风为例,在近20年时间里,这些老年病的初发年龄下降了6.3岁,不满40岁初发老年病者增加了26.3%。八龄童患上颈椎病颈椎病是中老年疾病,但近来在青少年中有发病率逐渐增高的迹象。上海市静安区中心医院统计,10岁到20岁有典型颈椎症状的病人,占该院门诊颈椎病人的15%。年龄最小的颈椎病患者仅8岁。青少年颈椎病人的症状都十分典型。除了一些先… 相似文献
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该研究基于农村基层艾滋病流行区感染者临终关怀现场实证评估,比较全面地分析了艾滋病人临终关怀基层教育模式。该模式可推广给其他严重的晚期或濒死的病人及其家属进行应用,以提高临终病人自身及其家庭生活质量,减轻家庭心理负担和社会压力,推进临终关怀相关政策的制定。 相似文献
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人的任何活动都伴有心理现象 ,个体由于性格、气质、职业、修养等的不同 ,心理活动的方式也不同 ,门诊是大量病人就诊的场所 ,是病人接触医疗的第一线 ,由于各人所患疾病以及忍受病痛的反映不同 ,所以就诊病人的心理要求 ,既有其共性 ,又有不同之处 ,因此 ,门诊护士应充分理解和同情病人 ,了解病人的不同心理 ,根据病人的各种心理变化 ,主动、及时地给予正确的引导和指教 ,使病人对防治疾病有一个比较全面的认识 ,取得病人的合作 ,更好地配合医疗 ,提高疗效 ,这就是门诊服务台工作的所在。 诊前几乎所有病人的共同心理是迫切希望自己能尽… 相似文献
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刘力欣 《赤峰学院学报(自然科学版)》2010,26(1):71-72
随着社会的进步和经济的发展及疾病谱的转变,老年病在病人中所占的比例越来越大,老年人的健康问题也越来越受到社会的广泛关注．在关注老年人身体健康的同时,不容忽视老年人的心理健康．由于身体的衰老,活动决断能力的下降,对生活兴趣、精神疾病刺激的耐受力明显下降,多数老年病人或多或少存在着不同程度的心理问题．所以了解老年病人的心理特点,采取相应的护理措施至关重要．我们对52例55岁以上的老年病人从心理卫生的角度,分析了其心理特点,提出了心理护理的对策． 相似文献
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心理护理是护理学中极重要的组成部分,特别是现代医学模式将人的健康、疾病现象视为一种生物、心理、社会因素综合作用的结果,从而使人们将心理因素对疾病的作用影响提高到了一新的认识高度。老年人与青年人的心理状态明显不同,其心理特征往往表现为失落感、孤独感,他们希望被尊重,需要受到照顾,需要安全感与早日康复。近年来,我们特别对老年手术病人进行术前探访,麻醉前配合协调,术后帮助病人恢复等措施,提高护理质量,改善服务态度,收到很好效果。现将老年手术病人的心理护理情况报告如下: 相似文献
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For decades traditional methods of testing have been criticized for saying relatively little reliably about students’ ability as well as causing anxiety, which can negatively affect students’ recall of learned information. The reform movement with its innovative approaches focusing on learner-centered education perceives assessment as an interactive feedback mechanism, which must provide for active, collaborative reflection by both teacher and students. This means that students must be active participants in designing assessment tasks and be given responsibility for using assessment data to monitor and improve their own learning (Valencia, 1990, p. 339). Focusing on alternative methods of assessment proposed by the opponents of traditional ones, the present study aimed at investigating the impact of cooperative test construction on Iranian EFL (English as a Foreign Language) students’ achievement as well as their attitudes towards such tests. The participants in this study were second- grade high school students (equivalent to Grade 11 in US senior high school) who were assigned to experimental and control groups based on their scores on a standardized retired version of Nelson test. Both groups received the same schedule of instruction for sixteen weeks. The students in the experimental group experienced cooperative test construction while the students in the control group did not have any role in the construction of their tests. The findings revealed statistically significant difference between grammatical knowledge of the students who cooperatively made their own test items and that of those who were tested traditionally. Furthermore, the students’ reactions to cooperative test construction were overwhelmingly positive. 相似文献
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Herbert Stroup 《College Teaching》2013,61(2):57-59
Using small groups in student cooperative learning enterprises has become a major trend in American higher education (Cheng and Warren 2000). However, several practical issues involving the assessment of an individual's performance in groups have sometimes created resistance to the method from both students and parents (Kagan 1995). This article evaluates the case for using cooperative group assignments and the problems associated with evaluating the performances of individuals working in groups. Practical suggestions for minimizing some of the potential problems associated with group grading are offered and some philosophic perspectives on this form of grading are advanced. 相似文献
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高职院校课堂合作学习存在的问题及策略研究 总被引：1，自引：0，他引：1
高职院校课堂合作学习存在的问题有：合作学习过于形式化;小组的组建存在不合理性;教师在合作学习过程中角色定位不当;学生缺乏合作学习的态度、技能和技巧。通过分析课堂合作学习存在的问题。提出解决问题的策略,主要有合作学习的支持策略;合作学习的准备策略;合作学习的实施策略;合作学习的评价策略。 相似文献
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Assessment of Cooperative Learning: A Goal-Criterion Approach 总被引：2，自引：0，他引：2
The problem of assessment of non-traditional teaching techniques has long challenged educational administrators and faculty. The approach to assessment that we followed in this instance employed a model that we developed to assess group learning, variously known as cooperative learning, collaborative learning, or team learning. We applied the model to group-based case study courses that included innovative enhancements such as group exams and group-based role-play. The model required balanced representation among multiple learning criteria arranged in six goal-criterion sets, all drawn from the literature on group learning. We designed a test instrument based on the model and administered the instrument to 85 students near the end of three business strategy courses. Imbalances among criteria in the six goal-criterion sets helped identify and correct weaknesses in course design and in methods of instruction. 相似文献
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Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a ‘learning enterprise’ can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in a business context. This ‘learning enterprise’ constitutes an entrepreneurial context in which students in secondary or higher education are working together to conceptualize and eventually commercialize a product. In this research, the impact of different ways of supporting a learning enterprise will be compared. These ways are based on existing guiding principles for the design of powerful learning environments and on a further elaboration of these principles in what is conceptualized as an ‘equilibrium model’. In this model, the balances that are needed between motivating students, activating them towards self‐regulated learning, coaching, structuring and steering the learning processes have been elaborated. Based on this model a differentiation between a ‘student‐controlled’, a ‘teacher‐controlled and a ‘coached approach’, as an equilibrated way between the various approaches to coaching a learning enterprise, has been worked out. We hypothesize that the coached approach will give the best learning results in relation to cooperative skills. A combination of self, peer and teacher assessment of these skills, and an adequate feedback‐strategy based on these assessments, should be an important part of approaches used. These approaches were put into practice in a design experiment, and the impact was compared by means of a pre‐test/post‐test design. Results confirmed the postulated hypotheses that there will need to be a balance between, on the one hand giving students enough freedom for self‐discovery and self‐regulation, and on the other hand steering the students in such a way that certain problems can be avoided and that every student can get optimal learning chances. An adequate assessment‐strategy is needed to search for this balance. Further, a systematic action research of the design experiences resulted in more information on how best to coach a learning enterprise. This information has been summarized in the form of general guidelines. 相似文献
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Paris S. Strom 《Educational Research and Evaluation》2013,19(4):233-251
Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five items state the criteria students refer to in reporting observations about whether individual members of their cooperative learning group attend to teamwork, seek and share information, communicate with teammates, think critically and creatively, and get along with teammates. Ways to prepare students for authentic assessment and to process anonymous feedback from peers are discussed. A field test of 303 high school students and teachers determined validity and reliability. Students were able to recognize team skills as well as deficits of peers, and gender differences in competencies were acknowledged. A portfolio record of team skills enables teachers across subjects to apply united interventions. 相似文献
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合作学习的评估方法评述 总被引：5，自引：0，他引：5
郑淑贞 《浙江教育学院学报》2004,(1):90-95
合作学习的评估方法是当前亟待深入研究的重要问题.纵观国外合作学习的评估方法,运用较多地大致有四种:设置小组奖励分的个别化测试、小组成果共享法、合作测试法和日常行为观察法.探索这些评估方法对我国更好地开展合作学习评估具有重要启示. 相似文献
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英语听力的课外合作学习是提高大学生英语综合应用能力的一个重要方面,本文以合作学习理论为基础,探讨了听力的课外合作学习管理的实施原则、策略及具体评估方案。本研究旨在为建设多种听力教学模式和多种学习渠道,加强对学生课外学习的管理等方面提供新的思考。 相似文献