爱尔兰和挪威公共卫生护理教育的比较分析。

Public Health Nursing (Boston, Mass.) Pub Date : 2022-01-01 Epub Date: 2021-12-23 DOI:10.1111/phn.13039
Helen Mulcahy, Patricia Leahy-Warren, Hilde Laholt, Lloyd Frank Philpott, Lise-Marie Bergvoll, Anne Clancy
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引用次数: 2

摘要

背景:公共卫生、初级卫生保健和护理是公共卫生护理的基本原则。因此,基础课程需要反映这些核心原则。目的:通过合作过程比较爱尔兰和挪威公共卫生护士(PHN)的教育培训设计:本研究采用描述性比较设计样本:一组专家教育工作者(作者)比较了国家公共卫生护理教育策略、指南和用于培训PHN学生的课程。从分析中产生了四个核心类别:一般特征,phn实践的理论和经验知识基础,将理论应用于临床实践,以及实践的专业/道德层面。结果显示,两国教育模式的相似之处多于差异。结论:劳动力需求推动公共卫生护理项目和教育课程的实施。然而,教育工作者必须根据课程的适用性和实用性来评估他们的课程,而不仅仅是目的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Public health nursing education in Ireland and Norway: A comparative analysis.

Background: Public health, primary health care, and nursing are founding principles of public health nursing. Thus, the underpinning curriculum needs to reflect these core principles. Public health nursing educators sought to delve deeper into curricula and training of public health nurse (PHNs) in Ireland and Norway OBJECTIVE: To compare PHNs' educational training in Ireland and Norway through a collaborative process DESIGN: This study used a descriptive comparative design SAMPLE: A panel of expert educators (the authors) compared national Public health nursing education strategies, guidelines, and curricula used to train PHN students RESULTS: Four core categories emerged from the analysis: general characteristics, theoretical and empirical knowledge base for PHNs practice, applying theory to clinical practice, and professional/ethical dimensions for practice. Results revealed more similarities than differences in both countries' educational models. The central difference related to the specialist role in Norway versus the generalist role in Ireland CONCLUSIONS: Workforce requirements drive the delivery of Public Health Nursing programs and educational curricula. However, it is imperative that educators evaluate their curricula in terms of fitness and practice, not just purpose.

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