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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Caring for the Veteran, military and family member nursing competencies: Strategies for integrating content into nursing school curricula
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Caring for the Veteran, military and family member nursing competencies: Strategies for integrating content into nursing school curricula

机译：照顾退伍军人，军事和家庭成员护理能力：将内容整合到护理学校课程中的策略

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摘要

In the United States, one in every 15 persons is a Veteran (U.S. Department of Veterans Affairs, 2016; U.S. News & World Report, 2017). An estimated 27% of these Veterans receive healthcare through the Veteran's Health Administration (VHA), leaving 73% to seek care in civilian hospitals (Bagalman, 2014). Realistically, most nurses in the United States will care for military members, Veterans or family members in a variety of healthcare systems and settings. Nurse educators are positioned to lead efforts in providing nursing students with the knowledge necessary to provide competent care and serve as advocates for our nation's heroes. Recent military deployments and news about the VHA have increased awareness of this population. This article describes competency development resulting from an academic-practice partnership experience between two baccalaureate programs and a national military medical center. Project SERVE, Students' Education Related to the Veteran Experience, utilizes a didactic-experiential model consisting of activities designed to teach students core concepts, including understanding military culture, poly-trauma, traumatic brain injury (TBI), post-traumatic stress disorder (PTSD), and issues facing families and care-givers. This article includes competencies, delineating the Knowledge, Sldlls, Attitudes, and resources for the provision of care to the Veteran population. The authors offer strategies to integrate care of Veterans, and military/family members content into nursing programs and replicate similar experiences. Opportunities for future development, challenges, faculty resources for curricular inclusion, and student reflections of the experience are presented. (C) 2017 Elsevier Inc. All rights reserved.
机译：在美国，每15人中有一个是一名退伍军人（美国退伍军人事务部，2016年;美国新闻和世界报告，2017年）。据估计，这些退伍军人的27％通过退伍军人的健康管理局（VHA）收到医疗保健，留下73％的民用医院寻求护理（Bagalman，2014）。现实上，美国大多数护士都将在各种医疗保健系统和环境中关心军事成员，退伍军人或家庭成员。护士教育工作者定位致力于为护理学生提供提供称职的知识，并为我们国家的英雄提供倡导者。最近的军事部署和关于VHA的新闻提高了对这群人口的认识。本文介绍了两个学士学位伙伴关系经验和国家军事医疗中心之间的学术实践伙伴关系经验所产生的能力发展。项目服务，学生的教育与资深经验相关，利用了一个由旨在教育学生核心概念的活动的教学实验模型，包括了解军事文化，多创伤，创伤性脑损伤（TBI），创伤后应激障碍（ PTSD），以及面临家庭和护理人员的问题。本文包括能力，描绘知识，SLDLLS，态度和资源，以便为退伍军人提供护理。作者提供将护理退伍军人的策略以及军事/家庭成员内容集成为护理计划并复制类似的经验。提出了未来发展，挑战，课外纳入的教师资源和学生对经验的思考的机会。 （c）2017年Elsevier Inc.保留所有权利。

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