本科护理教育需要更加重视营养

2022
01/15

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NursingResearch护理研究前
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营养教育是一个重要的研究课题,还有很多工作要做。

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To the Editor:

Grasping a better understanding of the education that undergraduate nursing students receive is a first step toward acknowledging the big picture of the need to increase nutrition-based training. Nurses belong to one of the most trusted groups of professionals and have immediate access to patients in a variety of settings on a regular basis (Gaines, 2021). Because nutrition is known to improve health status, prevent disease, or prevent complications from existing disease, promoting proper nutrition in all people should be of utmost importance (Ruthsatz & Candeias, 2020).

In a recent article, “A National Survey of Faculty Perceptions of Nutrition in Nursing Education,” published in the October 2020 issue of the Journal of Nursing Education, Chao et al. (2020) reviewed what educators believe students in their undergraduate nursing programs are receiving. However, how is this learning assessed? What methods are in place to ensure that learning has occurred and what is retained? Did students have to earn a particular level of achievement to be successful and pass the course?

As a nursing educator, it is important to understand the difference between content delivery and content understanding (González-Chordá & Maciá-Soler, 2015). Evaluation of comprehension will identify if students are understanding and retaining the information that has been provided. Without this assessment and evaluation piece, there are no guarantees of learning.

Although the National Research Council suggests that undergraduate nursing students receive a minimum of 25 hours of nutrition instruction, it was given in 1985 (Kris-Etherton, et al., 2014), which is outdated. Furthermore, what does 25 hours of education in nutrition look like?

Education in nutrition is an important topic for study, and there is more work to be done. Although Chao et al. (2020) reviewed the perspectives of the faculty in baccalaureate nursing programs, associate degree and diploma programs should also be reviewed, as they often have less ability to include more hours in nontechnical courses. Furthermore, the perspective of the student and the bedside nurse should also be considered. Let us all work together in shifting nursing education to focus on wellness and prevention to reduce the need for treatment.

Editor's Note: At the time of publication, the authors could not be reached for a response.

Kendrah Cunningham, MSN, RN,

VA-BC

kcunningham30@liberty.edu

Liberty University

全文翻译(仅供参考)

致编辑:

       更好地了解本科护理专业学生接受的教育是承认需要增加基于营养的培训的大局的第一步。护士属于最受信任的专业群体之一,可以定期在各种环境中立即接触患者(盖恩斯,2021 年)。因为众所周知,营养可以改善健康状况、预防疾病或预防现有疾病引起的并发症,所以在所有人中促进适当的营养应该是最重要的(Ruthsatz & Candeias,2020 年)。

       在最近发表于 2020 年 10 月的《护理教育杂志》上的一篇文章“全国护理教育中教师营养观念调查”中,Chao 等人。(2020 年)回顾了教育工作者认为本科护理课程的学生所接受的内容。但是,如何评估这种学习?有哪些方法可以确保学习已经发生并保留了什么?学生是否必须获得特定水平的成就才能成功并通过课程?

       作为一名护理教育工作者,了解内容交付和内容理解之间的区别非常重要(González-Chordá & Maciá-Soler,2015 年)。理解评估将确定学生是否理解并保留已提供的信息。没有这个评估和评估部分,就无法保证学习。

       尽管国家研究委员会建议本科护理专业学生至少接受 25 小时的营养指导,但它是在 1985 年给出的(Kris-Etherton 等人,2014 年),这已经过时了。此外,25 小时的营养教育是什么样的?

       营养教育是一个重要的研究课题,还有很多工作要做。虽然Chao 等人。(2020 年)审查了本科护理课程中教师的观点,也应审查副学士学位和文凭课程,因为他们通常没有能力在非技术课程中包含更多时间。此外,还应考虑学生和床边护士的观点。让我们共同努力,将护理教育转变为关注健康和预防,以减少治疗需求。

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关键词:
营养,护理,nursing,nutrition,学生

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