浅析整合型医疗卫生服务系统

整合型医疗卫生服务系统是由医疗卫生服务机构通过自建、并购或签订合约等方式实现水平和垂直式整合后,所形成的为患者提供整合型卫生服务的系统.它遵循"以患者需求为中心"的理念,对于促进卫生资源的合理配置和利用,提高我国卫生服务的公平、效率和可及性具有十分重要的现实意义.     

从住院患者的主观感受谈人性化护理服务需求

通过半结构式访谈,从住院患者的主观感受分析其对人性化护理服务的需求.住院患者对医院提供的人性化护理服务满意度较高,在简化医院流程、得到理解和尊重、保护隐私、提供健康知识、提高人性化护理服务素质等方面表现出较大的需求.本文根据患者的需求结合临床实际提出了针对性的意见和建议.     

医院药师应提供全方位药学服务

药品是一种特殊商品,直接关系到广大人民群众生命健康。近年来,随着我国医疗体制改革的深入进行,人们健康意识和法律意识得到了普遍提高。为了更好地体现以“病人为中心”的服务理念,提高患者用药的安全性和有效性,提高患者的生活质量,需要我们医院药师不断实践与探索,为临床提供全方位的药学服务。     

癌症患者临终关怀的社会工作探索——以肺癌晚期患者为例

采用个案研究方法,就广东省佛山市南海医院一例肺癌晚期患者开展社会工作服务的经历,总结探讨如何为癌症患者提供社会工作临终关怀服务。研究发现,社工在心理支持、社会关系协调、健康资讯提供、家属辅导与支持、经济援助方面的介入,有助于满足癌症患者"身、心、社、灵"方面的需求,提高患者及其家属的生活质量。建议对患者和家属开展"死亡教育",多渠道筹集资金,政府加大对临终关怀的财政投入并完善相关政策法规,加强教育培训,促进跨专业团队的组建与合作,通过这些措施提升临终关怀的服务质量。     

整合型医疗卫生服务体系研究与实践——医疗卫生服务共同体(X+X)试运营两年

以区域医疗信息交互平台为技术支撑,建立区域医疗卫生服务的协作体系及专家团队,对区域医疗卫生服务的综合功能进行可行性研究.整合型医疗卫生服务体系的建立,提高了服务效率、控制了医疗开支、改善了医疗安全和医疗质量、促进了不同医疗机构医务人员的协调合作.同时有利于缓解"看病难、看病贵"的问题、有利于三级甲等医院专注于疑难病症的治疗和研究,有助于一、二级医院提高患者信任度及全科医生业务水平.     

护理执行用药医嘱的伦理学思考

护理人员在医疗机构推行临床合理用药的过程中承担着十分重要的任务.加强护理人员的道德教育,提高护理人员的素质,提高药物使用业务知识水平,提高与药物临床使用相关的护理技能,真正体现医疗机构推行的"以人为本"的护理理念,为患者的健康、康复负责.     

浅析整合型医疗卫生服务系统

整合型医疗卫生服务系统是由医疗卫生服务机构通过自建、并购或签订合约等方式实现水平和垂直式整合后,所形成的为患者提供整合型卫生服务的系统。它遵循"以患者需求为中心"的理念,对于促进卫生资源的合理配置和利用,提高我国卫生服务的公平、效率和可及性具有十分重要的现实意义。     

竹溪县降低孕产妇死亡率和消除新生儿破伤风项目分析

为实施"降低孕产妇死亡率和消除新生儿破伤风项目",通过培训乡村产儿科技术服务人员,以改善乡镇卫生院产儿科服务条件,提高育龄妇女住院分娩安全意识,降低孕产妇死亡率和消除新生儿破伤风.开展了人员培训、健康教育、设备配置、贫困救助、监督指导等活动.孕产妇死亡率、新生儿破伤风等重点指标达到终期目标.提出贫困地区妇幼卫生事业建设与发展必需有可行性项目支持.     

重视人文关怀,促进检验科管理及服务水平的提高

在当前检验医学日趋呈现"人文缺失"的背景下,提出加强检验人员人文素质教育的必要性及紧迫性,并重点阐明以患者需求为导向,提高检验科人性化服务的具体措施.     

对"以病人为中心"的新思考

随着生物医学模式的转变,传统的医院服务理念已不再适应当前医院服务的需要,医院服务的理念已由传统的"以疾病为中心"的服务模式转变为"以病人为中心"的服务模式.但在"以病人为中心"的实行过程中,患者对医疗服务满意度却越来越低,从四个角度提出对"以病人为中心"的新思考.     

目前医疗执业环境对临床实习带教的影响和对策

现有的医师执业制度和不完善的医疗保障体制使医疗环境复杂化,为临床实习带教带来新的问题和挑战。探索新的教学意识和带教模式是提高临床实习质量的关键。文章分析了目前医疗执业环境对临床实习带教的影响,提出加强带教意识,在建构主义教学理论指导下,应由“教”转为“学”,采用“互动式”教学模式提高临床实习水平。     

"山家"辨

宋朝初年天台宗内发生了一场被称为"山家山外之争"的论辩,在这场论争之后,"山家"一称逐渐成为天台宗正统的代名词,而"山外"则成为针对非正统天台僧的贬称。本文主要从义学之辩、义学与忏法之争、教行统一三个方面,揭示出天台宗正统的确立不仅仅是义学之争的结果,还与天台宗人认可的宗门标准——"教行统一"这一宗旨紧密相关。     

浅析医学生考研与实习的矛盾及对策

近几年,由于种种原因,应届医学毕业生报考研究生的人数比例日趋增大,形成了一般的考研热,医学院校临床实习与考研之间的矛盾日益突出,严重扰乱了临床教学医院的教学秩序,严重影响了学生临床实习的质量。有些学生对临床实习只是采取应付的态度,致使临床实习质量严重滑坡,给教学医院的医疗和管理工作带来很大影响。为此提出考研与实习的矛盾对策。     

Teaching critical psychology of ‘race’ issues: problems in promoting anti‐racist practice

The aim of this paper is to illustrate the difficulties faced by teachers of issues related to ‘race’ and racism in psychology when trying to develop anti‐racist practice in their teaching. I argue that the promotion of anti‐racist practice can be impeded by the institutionalised cultures of some psychology departments and that such cultures have developed out of an over‐reliance on positivist ideas. Positivism obscures the fact that knowledge is constructed from positions of power and privilege, which in turn obscures the social and ideological construction of ‘race’. This is clearly a problem when trying to develop anti‐racist practice in teaching. It also leads to fixed ideas about what should be included in teaching content and what can be considered as good pedagogical practice, where notions of ‘balance’ and ‘neutrality’ are advocated, effectively overriding arguments for understanding the dynamics of knowledge production. It also obscures the power and privilege associated with workings of ‘whiteness’. I illustrate this by presenting examples from my own experiences of teaching ‘race’ issues on undergraduate degree courses. I conclude with suggestions for developing anti‐racist teaching by proposing a collective reflexive approach to changing institutional cultures that are currently at odds with anti‐racist practice. I also invite further discussion and suggestions on how best to achieve such collective conscientisation. Copyright © 2007 John Wiley & Sons, Ltd.     

Teaching and Doing Philosophy of Education: The Question of Style

This paper explores the practice of teaching philosophy, and particularly philosophy of education, in a higher education context. Starting from a critical discussion of some of the literature on teaching and learning in higher education, I introduce the notions of philosophical style and temperament and suggest that exploring these notions, the problems they raise, and their implications for issues to do with our own identity as philosophers and as teachers, can enrich our understanding of the practice of teaching philosophy in higher education and our ability to reflect on and possibly improve our own teaching practice.     

“三番式”临床技能教学模式的建立及其在临床医学教学中的应用与思考

传统的临床技能教学存在诸多弊端,从而影响了医学生临床技能的培养及合格医学人才的培养。我们在多年的临床教学实践基础上,构建了临床技能学实践教学平台,创建了“三番式”临床技能教学模式,并将其应用于临床实践教学中,对所取得的显著教学效果进行深入剖析。     

医学院校自然辩证法教学中的例证探析

目前在《自然辩证法》的教学中还存在一些问题,如教材老化、师资力量不足,学生人文素质背景较薄弱等,为了切实使理论和实践相结合,使学生认识到该课程的重要性而学有所用,以医学院校为例,论述了如何将有关医学实例结合到《自然辩证法》的教学过程中去,以切实有效地提高这门课的教学效果。     

Accuracy, Sincerity and Capabilities in the Practice of Teaching

This paper examines the relative strengths of two conceptions of teaching. The thinner conception, which underpins a report of the Ministerial Committee on Teacher Education in South Africa, takes the definitive purpose of teaching as the organization of systematic learning. The thicker conception draws on work by Martha Nussbaum and Bernard Williams and comes from my ongoing thinking about the conditions for trustworthy practice. I propose that educative teaching is a practice whose definitive purpose is to enable people’s flourishing by developing their capabilities as these are connected to what Williams calls ‘the virtues of truth’—‘Accuracy’ and ‘Sincerity’. I consider the case for claiming (i) that the purpose of educative teaching is to enable learners to develop the virtues of truth and (ii) that trustworthy practice depends on teachers having these virtues themselves. En route I challenge MacIntyre’s grounds for refusing to admit teaching as a practice.     

Teaching assistant training in counseling psychology

We surveyed training directors and counseling psychology graduate teaching assistants at Council of Counseling Psychology Training Programs to acquire information concerning Teaching Assistant (TA) training, supervision and teaching experiences, and the extent to which TAs believe their training and supervision helped them to feel competent in their teaching duties. TAs were most satisfied with those training methods related directly to the practice of teaching (e.g., role playing and receiving feedback on practice teaching). Implications for training counseling psychologists as educators are discussed.     

Thoughts on Thinking: Engaging Novice Music Students in Metacognition

Achieving expertise in any area requires extensive practice and engagement with the subject one desires to master. As not all practice yields good progress, methods must be found that lead learners to practice effectively. Many experts employ highly tailored practice involving metacognitive processes, but novices rarely engage in frequent and explicit metacognitive strategies during practice. As a result, novice progress may be impeded through repetition of systematic errors and ineffective techniques. Our study provides evidence of the effectiveness of teaching metacognition to novice music students through weekly lessons. Thirty‐five adolescent students of six instructors were randomly assigned to metacognitive focus or existing practice teaching conditions. Students receiving metacognitive teaching achieved higher performance ratings when compared with students receiving control instruction, even though practice time did not vary between groups. These results suggest that having students explicitly verbalize and reflect on their learning process produces more efficient practice and greater end performance. Copyright © 2011 John Wiley & Sons, Ltd.