本篇论文目录导航：
【题目】卫校“3+2”护理专业人才培养探究
【第一章】中职卫校护理专业教育模式探析绪论
【第二章】职业教育人才培养模式基本概念和理论
【第三章】职校护理人才需求现状与培养模式
【第四章】职业学校护理专业人才培养模式改革
【参考文献】中职护理专业人才培育方式研究参考文献
摘要
职业教育是教育领域中重要的组成部分，大力推动职业教育快速健康持续发展，是我国教育事业改革与发展的重大战略任务。而中等职业教育与高等职业教育协调发展是建设现代职业教育体系，加快发展现代职业教育，实现职业教育持续发展的必然要求。近年来，随着产业结构转型升级和终身教育的发展，我国中等职业教育培养的人才难以适应新的要求，迫切要求加强中等职业教育与高等职业教育的沟通和衔接，而目前中高职在专业设置、课程安排、实习实训、考试考核评价体系等方面存在沟通与衔接连不畅等问题。为了有效促进中等职业教育与高等职业教育协调发展，探索衔接的途径，笔者基于工作的便利，以河北省两所中等职业卫生学校“3+2” 护理专业毕业生，专职、兼职教师以及医疗卫生部门护理人才为调研对象，通过文献研究、个别访谈、比较分析、数理统计等方法，对两所卫生学校开展的“3+2”护理专业五年制培养项目进行调研分析，发现存在以下问题：其一，卫生学校“3+2”护理专业师资力量不能实现高职人才培养目标的要求；其二，卫生学校培养高职学生实践教学体系不科学；其三，卫生学校五年的护理专业课程体系不完善；其四，培养模式难以跳出中职的框架；其五，学生和社会认可度也不高。
针对以上问题进行研究，笔者认为卫生学校自我开展“3+2”护理专业的人才培养是暂时之举，当前国家正在建立现代职业教育体系，护理专业高层次人才的培养应按照“中高职一体化”的思路来进行，中职学校与高职学校应从社会需求角度出发，共同设计五年的人才培养方案，重新定位中职和高职人才培养目标，确保培养的高素质高技能型护理专业人才更好地满足社会对高技能人才的需求。
基于以上分析笔者提出几点建议：第一，建立中职和高职联合开展“3+2”护理专业人才培养的制度；第二，中高职分段培养护理专业人才；第三，加强院校合作，提高人才培养质量；第四，构建中高职贯通式质量评价体系；第五，建立教学资源共享机制。总之，中等职业学校培养层次总体偏低，中等职业教育的发展只有与高等职业教育的发展相衔接、相协调，并不断优化结构，才能走向共同发展之路。本论文通过实证分析，得出的重要结论是尽快取消卫生学校自我举办“3+2”
护理专业培养模式，同时，也系统地设计了中职与高职联合开展“3+2”护理专业人才培养的课程体系，对当前我国各地开展的中高职“3+2”人才培养模式也具有一定的指导意义。
关键词：卫生学校；“3+2”护理专业；人才培养模式
ABSTRACT
Vocational education is an important part in the field of education. Vigorouslypromoting fast and health development of the occupation education is the majorstrategic task in the reform and development of education in China. The coordinateddevelopment of the secondary occupation education and higher occupation educationis the requirement to accelerate the development of the modern occupation education,to construct the modern system of occupation education, to realize the sustaineddevelopment of occupation education. In recent years, with the development oflifelong education, upgrading and transformation of industrial structure, the talentscultivated by the secondary occupation education in our country cannot adapt to thenew requirements. It is urgent to strengthen the communication and link betweensecondary occupation education and higher occupation education and in currenthigher vocational, there are many problems in major setting and course arrangement,practice and examination evaluation system. In order to effectively promotethe coordinated development of the secondary vocational education and highervocational education, to explore the way of cohesion, the author choose thegraduate students in Hebei Province, two secondary vocational health school“3+2” nursing specialty, full-time, part-time teacher and medical and healthdepartments of nursing personnel as the research object. through literature research,individual interview, comparative analysis and mathematical statistics methods,, theauthor made an investigation and analysis on “3+2” nursing professional trainingproject of two health school and found that there exist the following problems:
first, health school “3+2” nursing faculty can't achieve the goal of higher vocationaltalents training requirements; Second, the health school practice teaching system isnot scientific; Third, health school five years nursing curriculum system is not perfect;Fourth, training mode is difficult to jump out of the school framework; Fifth, studentsand social recognition is not high .
Aiming at the above problems, the author thinks that the health schoolself- development of “3+2” nursing professional personnel training is temporary .Thecountry is set up modern vocational education system. The training of high-levelpersonnel nursing should be carried out according to “vocational integration” idea,and secondary vocational schools and vocational schools should design trainingprogram according to the perspective of social demand. In the same time, repositionsecondary and higher vocational talents training targets to ensure that the nursingprofessionals to meet the social demand for highly skilled personnel. Based on theabove analysis, the author puts forward some suggestions : first, set up the secondaryand higher vocational nursing “3 + 2” talent cultivation system; Second, thesegmentation in vocational training nursing talents; Third, strengthen the cooperationof the colleges and universities and improve the quality of personnel training; Fourth,build quality evaluation system; fifth, the establishment of teaching resources sharingmechanism. In short, the secondary vocational schools training level is low. Thedevelopment of secondary occupation education and the development ofhigher occupation education should be linked and coordinated, in order to movetoward the road of common development. The article through empiricalanalysis, draw an important conclusion is to remove health school self-hosted “3+2”
nursing professional training mode as soon as possible.at the same time, At the sametime, the article systematically designed secondary and higher vocational nursingcurriculum system of talent training and also has a certain guiding significance onCultivating Vocational “3+2” talent in our country.
Key words: health school; “3 + 2” nursing; Personnel training mode
目录
摘要
ABSTRACT
第一章 绪论
1.1 选题背景
1.2 研究意义
1.2.1 理论意义
1.2.2 现实意义
1.3 研究对象
1.4 研究方法
1.4.1 文献资料法
1.4.2 问卷调查法
1.4.3 个别访谈法
1.4.4 比较分析法
1.5 研究的创新点
1.5.1 研究对象定位在职业教育领域
1.5.2 重新定位中职和高职人才培养目标
1.5.3 系统设计五年的人才培养方案
第二章 职业教育人才培养模式基本概念和理论
2.1 核心概念界定
2.1.1 职业教育
2.1.2 中等职业教育
2.1.3 高等职业教育
2.1.4 人才培养模式
2.1.5 中高职衔接模式
2.2 国内外职业教育人才培养研究
2.2.1 国内职业教育人才培养研究
2.2.2 国外职业教育人才培养研究
2.3 职业学校护理专业人才培养模式的理论依据
2.3.1 建构主义学习理论
2.3.2 杜威的实用主义教育理论
2.3.3 教育与生产劳动相结合理论
2.3.4 合作教育理论
第三章 职业学校护理专业人才需求现状与培养模式
3.1 护理专业人才需求现状
3.1.1 护理专业人才社会需求量大
3.1.2 社会对护理专业人才的学历和能力要求逐步提高
3.2 卫生学校开展“3+2”护理专业培养模式现状
3.2.1 卫生学校师资不能满足高职培养需求
3.2.2 卫生学校“3+2”护理专业课程体系不完善
3.2.3 卫生学校“3+2”护理专业实践教学体系不科学
3.2.4 卫生学校教学管理存在滞后性
3.2.5 卫生学校校园文化建设有待提高
第四章 职业学校护理专业人才培养模式改革
4.1 建立中职和高职联合开展“3+2”护理专业人才培养的制度
4.1.1 地方政府允许中职和高职联合开展试点培养工作
4.1.2 成立中高职一体化的组织管理机构
4.2 中高职分段培养护理专业人才
4.2.1 系统设计中高职“3+2”人才培养方案
4.2.2 深化课程改革，引导人才培养模式发展
4.2.3 确定“中、高、企”多方共定教学计划制度
4.2.4 完善教学运行管理的衔接机制
4.3 加强校企合作，提高人才培养质量
4.3.1 与医疗卫生部门合办，开展订单式培训
4.3.2 建立“院中校”,试行二元二段、二元三段相结合培养
4.4 建立教学资源共享机制
4.4.1 师资的交流与培训提高
4.4.2 共享校内实训基地
4.5 构建中高职一体化评价体系
4.5.1 教师教学质量监控
4.5.2 学生学习效果评价
4.6 完善中高职一体化实习工作
4.7 重视现代医学模式的转变，深刻认识医学与人文的密切关系
参考文献
致谢
