以质量求发展，以服务铸品牌

护理学报 ›› 2019, Vol. 26 ›› Issue (16): 13-16.doi: 10.16460/j.issn1008-9969.2019.16.013

• 护理教育 • 上一篇    下一篇

中美护理人际沟通教材的比较研究

李雪1, 任桂华2, 张瑞1, 宁佩1, 李媛1, 王卉1, 孟庆慧1   

  1. 1.潍坊医学院 护理学院,山东 潍坊 261053;
    2.济南市第三人民医院 产科,山东 济南 250100
  • 收稿日期:2019-02-02 发布日期:2020-07-09
  • 通讯作者: 孟庆慧（1966-）,女,山东潍坊人,博士,教授。
  • 作者简介:李雪（1994-）,女,山东济宁人,本科学历,硕士研究生在读。
  • 基金资助:
    山东省本科高校教学改革研究项目（2015M204）

Comparative Study on Textbook of Nursing Interpersonal Communication in China and USA

LI Xue1, REN Gui-hua2, ZHANG Rui1, NING Pei1, LI Yuan1, WANG Hui1, MENG Qing-hui1   

  1. 1. School of Nursing, Weifang Medical College, Weifang 261053, China;
    2. Dept. of Obstetrics,the Third People's Hospital of Jinan, Jinan 250100, China
  • Received:2019-02-02 Published:2020-07-09

PDF (PC)

334

赞

摘要： 目的 通过对中国与美国同类护理人际沟通教材比较分析,为我国护理人际沟通教材建设提供参考依据。方法 采用教育比较研究中的同类比较法比较分析中美护理人际沟通教材的异同点。结果 中美版教材结构立足点不同,各有特色;中美版教材内容方面,描述相同内容的侧重点不同,且教材内容范畴存在较大差异,美版教材实用性强,注重护生积极的自我沟通、树立沟通自信,中版教材概念性强,注重沟通礼仪培养;教材理念有一定差别,中版教材整体设计偏理论性,而美版教材注重护生价值观及态度的培养,人文理念突出。结论 中美教材结构、内容、理念各有特色,存在一定的差异,应在参考美版独特的教学结构、新颖的教学内容、突出的教学理念基础上,根据当前我国新时代护理环境,整合教材结构、突出教材理念、丰富教材内容。

关键词: 护理人际沟通, 教材, 比较研究

Abstract: Objective Through the comparative analysis of the textbooks of nursing interpersonal communication in China and America, to provide reference for the construction of nursing interpersonal communication textbooks in China. Methods Educational comparative method was applied to analyze the similarities and differences of nursing interpersonal communication teaching materials in China and America. Results Chinese and American textbooks were developed with various standpoints and each demonstrated its own characteristics. With different focus regarding to the same knowledge point, and there was a big difference in the content of the textbook. American textbook was practical and more attention was placed on how to help students to conduct positive self-communication and develop communication confidence. While in the Chinese counterpart, more conceptions and focus on communication etiquette training were found. The overall design of the Chinese textbooks was theoretical, while the American textbooks focused more on the cultivation of values and attitudes of nursing students. Conclusion Different characteristics are found in the structure, content and concept of Chinese and American textbooks of nursing interpersonal communication. When the Chinese textbook is developed, the unique teaching structure, novel teaching content and outstanding teaching concept of the American textbook could be taken consideration and more emphasis should be placed on integrated textbook structure, textbook concept and enriched content of the textbook.

Key words: nursing interpersonal communication, textbook, comparative study

中图分类号: 

  • G423.2
[1] 全国护理事业发展规划(2016-2020年)[J].中国护理管理,2017,17(1):1-5. DOI:10.3969/j.issn.1672-1756.2017.01.001.
[2] 李辉. 我国高校教材建设的历史回顾[J].江苏高教,2019,(1):93-96. DOI:10.13236/j.cnki.jshe.2019.01.016.
[3] 佟术艳. 美国高等护理教育标准[J].护理研究,2000,14(4):183-184. DOI:10.3969/j.issn.1009-6493.2000.04.037.
[4] 史瑞芬. 护理人际学[M].5版.北京:科学出版社,2016:1-230.
[5] Riley B.Communication in Nursing[M].8th Ed.Holand:Elsevier, 2016:1-392.
[6] 王艳荣,黄东民.试论比较研究法在教学中的应用[J].学周刊, 2011(5):111-112. DOI:10.16657/j.cnki.issn1673-9132.2011.13.013.
[7] García de Leonardo C, Ruiz-Moral R, Caballero F, et al. A Latin American, Portuguese and Spanish Consensus on a Core Communication Curriculum for Undergraduate Medical Education[J]. BMC Med Educ, 2016, 16:99. DOI:10.1186/s12909-016-0610-8.
[8] Bachmann C, Abramovitch H, Barbu CG,et al.A European Consensus on Learning Objectives for a Core Communication Curriculum in Health Care Professions[J]. Patient Educ Couns, 2013, 93(1):18-26. DOI:10.1016/j.pec.2012.10.016.
[9] 张蓉蓉,徐燕,卫美华,等.中美2所院校“妇产科护理学”课程比较及启示[J].护理学报,2018,25(11):9-12. DOI:10.16460/j.issn1008-9969.2018.11.009.
[10] 田冬霞,陈化,林杰才.中外两本医患沟通教材比较及启示[J].中华医学教育探索杂志,2013,12(3):308-311. DOI:10.3760/cma.j.issn.2095-1485.2013.03.029.
[11] 吴学华,林琳,唐文蝶,等.护理礼仪与人际沟通课程改革现状与思考[J].中华护理教育,2016,13(2):146-148. DOI:10.3761/j.issn.1672-9234.2016.02.018.
[12] 赵爱平,单伟颖. 护理礼仪与人际沟通[M].北京:北京大学医学出版社,2017:1-214.
[13] Von Fragstein M, Silverman J, Cushing A,et al.UK Consensus Statement on the Content of Communication Curricula in Undergraduate Medical Education[J]. Med Educ, 2008, 42(11):1100-1107. DOI:10.1111/j.1365-2923.2008.03137.x.
[14] Noble L M, Scott-Smith W, O'Neill B, et al. Consensus Statement on an Updated Core Communication Curriculum for UK Undergraduate Medical Education[J]. Patient Educ Couns, 2018, 101(9):1712-1719. DOI:10.1016/j.pec.2018.04.013.
[15] 苏茜,王惠珍,王桥,等.积极心理学视域下护生临床沟通态度与能力的关系[J].重庆医学, 2017,46(17):2437-2439. DOI:10.3969/j.issn.1671-8348.2017.17.045.
[16] 张蓉蓉,徐燕,卫美华,等.中美护理本科《母婴护理学》教材比较研究[J].护理学报,2018, 25(21):9-11. DOI:10.16460/j.issn1008-9969.2018.21.009.
[1] 蒋鑫鑫, 单岩, 贺凤娟, 苏静, 高雅靖, 李雪, 王红. 美国、英国及澳大利亚青少年慢性病患者医疗保健过渡项目比较[J]. 护理学报, 2021, 28(19): 67-71.
[2] 宗胜蓝, 陈佳慧. 中美老年护理学教材的比较研究[J]. 护理学报, 2020, 27(13): 15-17.
[3] 张蓉蓉, 徐燕, 卫美华, 万晓琼. 中美护理本科《母婴护理学》教材比较研究[J]. 护理学报, 2018, 25(21): 9-11.
[4] 张先庚,刘月,王红艳,梁小利,曹冰. 应用德尔菲法构建《老年护理学》本科教材内容框架[J]. 护理学报, 2017, 24(1): 22-26.
Viewed
Full text


Abstract

Cited
  Shared   
No Suggested Reading articles found!