护理专业“能力拓展人才培养模式”的研究与实践

通过分析传统护理教育培养模式存在的缺陷及根本原因,探索促进护理专业的教学改革的方法和途径,创新护理专业“能力拓展人才”模式.建立了一个平台、两个系列、三个循环、四个“融”为一体、五个教学模块的能力拓展人才的培养体系,从而使97％的学生认为增强了学生的学习积极性,95％的学生认为促进了理论知识的理解,86％的学生认为理论联系实际的能力明显增强,75％的学生与老师建立了良好的师生关系,100％的学生认为提高了动手能力和自主学习能力,提高就业率及毕业生双证持有率.经过7年的实践应用和经验总结证明,该模式能有效实现护理专业“能力拓展人才”的培养目标,提高毕业生的综合素质.     

关于内科临床技能培训教学课程设置的探讨

通过对参加内科临床技能培训的大连医科大学2007级、2009级五年制及七年制临床医学专业学生进行问卷调查及客观结构化临床考试（OSCE）,探讨内科临床技能培训课程的学时及课程内容等设置.100%的学生认为有开设临床技能培训课的必要,50%以上的学生认为在大学4年级开设本课程较合适,50%以上的学生认为12学时的设置较合理,80%以上的学生认为应每4人共用一名模拟人.OSCE证实毕业前12学时培训组成绩优于实习前8学时组.     

Science in Mental Health Training and Practice,With Special Reference to School Psychology

The first words in the inaugural version of the American Psychological Association Ethical Standards of Psychologists (1953) declared, “Psychology is a science” (p. v). Professional ethics for all of the mental health disciplines support science (and objectivity) for knowledge and practice. Using school psychology as an example, consideration is given to the presence of science and research in the scientist-practitioner, professional practitioner, and psychoeducational training and practice models. Although none of the three models truly ignores a commitment to science, the potential Achilles heel comes from the individual practitioner who fails to rely on science in planning, implementing, and evaluating interventions. Similarly, idiosyncratic preferences within training programs could lead to a diminution of science in the curriculum.     

Integrating Contextual Issues in Ethical Decision Making

Many issues in ethics arise in relation to the contexts in which psychologists work. However, most ethical decision-making models reproduce the way in which psychologists tend to approach ethics by focusing on ethical dilemmas and proposing a step-by-step response to deal with them. Although these models might be useful, their emphasis on reactive approaches and their lack of contextualization constitute significant limitations on their applicability. In this article, an approach to ethical decision making that highlights the importance of the context in developing proactive strategies to solve ethical issues is proposed. This approach is further explained through its application to medical and rural settings. The implications of these suggestions to the training in ethics are finally discussed.     

Professional Ethical Issues and the Development of Professional Ethical Standards in Counseling and Clinical Psychology in China

This article aims to summarize the current ethical issues in the field of clinical and counseling psychology and the process of developing professional ethical standards in China. First, through a review of the history of counseling and psychotherapy in China, general background information is provided. Important ethical issues are then discussed based on the results from several empirical studies. Finally, the process of developing the new edition of the Chinese Psychological Society Code of Ethics for Clinical and Counseling Psychology, the main contents as well as the considerations taken into account in the development of this code are presented.     

Responsible Conduct of Research Training and Trust Between Research Postgraduate Students and Supervisors

The federal regulations of human research were written to permit the use of discretion so that research can fit the circumstances under which it is conducted. For example, the researcher and institutional review board (IRB) could waive or alter some informed consent elements if they deem this the morally and scientifically best way to conduct the research. To do so, however, researchers and IRBs would first have to use mature moral and scientific judgment. They might also have to rely on empirical research to discover the most effective way to act on their moral sense (e.g., to discover how best to approach potential research participants and explain the nature and purpose of the research participation for which they are being recruited, to ensure comprehension and competent decision making). On discovering the most ethical way to proceed, they would then need to look to the federal regulations of human research to discover how to document their decision and justify it within that somewhat flexible regulatory structure. Unfortunately, many IRBs and researchers fail to take these sensible steps to solve ethical problems and proceed immediately to a default requirement of the regulations that places science at odds with the regulations and, ostensibly, with ethics. The following articles in this special issue are about the process of learning to engage in ethical problem solving and using the flexibility permitted by the federal regulations. These articles extricate researchers from the mindset that has gotten them into trouble, and, ideally, provoke them to use mature common sense and moral judgment.     

Medical Students' Views on the White Coat: A South African Perspective on Ethical Issues

There is a debate regarding the use of the white coat, a traditional symbol of the medical profession, by students. In a study evaluating final-year South African medical students' perceptions, the white coat was associated with traditional symbolic values (e.g., trust) and had practical uses (e.g., identification). The coat was generally perceived to evoke positive emotions in patients, but some recognized that it may cause anxiety or mistrust. Donning a white coat generally implied a responsibility to the profession. For a few, without the coat, patients would not cooperate, resulting in some perceiving no need to be distinguished from qualified practitioners. There was thus some evidence of entitled (vs. earned) respect. In the light of the underresourced health care setting in which these students learn clinical medicine, we recommend that students be able to recognize the potential for unprofessional or unethical behavior. Students should also be able to identify role models.     

Catholic Priests' Knowledge of Pastoral Codes of Conduct in the United States

This exploratory study investigated Catholic priests' knowledge and perceptions of pastoral codes of conduct and their perceptions about the processes for reporting misconduct. Overall, respondents understood that they had to breach confidentiality when parishioners divulged a threat to harm self or others or when there was an allegation of misconduct involving a colleague. Fewer respondents understood that information received in spiritual counseling or spiritual direction must be maintained confidentially. Respondents were aware that their codes of pastoral conduct offered guidance about engaging in dual relationships (i.e., friendships with parishioners), but most respondents included parishioners in their circles of friends.     

Modern Advances in Genetic Testing: Ethical Challenges and Training Implications for Current and Future Psychologists

The ethical implications for psychological practice of genetic testing are largely unexplored. Predictive testing can have a significant impact on health and well-being, and increasing numbers of individuals with knowledge of their risk for various disorders are likely to present for psychotherapy. In addition, more people will struggle with the decision of whether to obtain information regarding their genetic material. Psychologists will need to have the appropriate knowledge and clinical skills to effectively counsel this population. This article highlights the relevant ethical issues surrounding psychological treatment of individuals pursuing or considering undergoing genetic testing. These issues are extended to psychologists working in research, education, and policy domains. Recommendations for graduate training programs to facilitate current and future practitioner competence are also discussed.     

Traditional Healing as Indigenous Knowledge: Its Relevance to HIV/AIDS in Southern Africa and the Implications for Counselors

This article integrates the results of several culture-based studies conducted over the past decade. Specifically, links are made between the continued relevance of the African traditional healer's corpus of knowledge, the efficacy of the healer's cultural authority, and the need for HIV/AIDS-related strategies and interventions that are culturally sensitive, especially counseling. Results of an initial investigation of traditional healing in Lesotho, Swaziland, and Zimbabwe are integrated with more recent research in Botswana and Namibia. Findings from these studies are meshed with preliminary results of an ongoing investigation of the contextual influences and cultural factors associated with the spread of HIV/AIDS in the southern African region. Outcomes of the combined investigations have supported further examination of traditional healing as an indigenous knowledge system, of its relevance to HIV/AIDS, and of its significance to professional counselors in Africa. Related recommendations are offered for consideration by those working within HIV/AIDS systems of intervention.