Akusherlik va ginekologiya, bolalar ginekologiyasi

8.3.6 Hamshiralarning turlari

• 8.3.6.1 Aholi salomatligi
• 8.3.6.2 Doya
• 8.3.6.3 Hamshira yordamchisi

Tarix

Asosiy maqolalar: Hamshiralik tarixi va Hamshiralar tarixi xronologiyasi

An’anaviy

Hemşirelik tarixchilari, antik davrda kasallarga yoki jarohat olganlarga ko’rsatiladigan parvarish hamshiralik parvarishi bo’lganligini aniqlash qiyin. [3] Miloddan avvalgi V asrda, masalan Gippokrat to’plami joylarda erta hamshiralar bo’lishi mumkin bo’lgan erkak “xizmatchilar” tomonidan bemorlarga malakali yordam va kuzatuvlar tasvirlangan. [4] Miloddan avvalgi 600 yillarda Hindistonda qayd etilgan Sushruta Samhita, 3-kitob, 5-bob hamshiraning “terini qo’shishdan oldin aytib o’tilganidek, tananing turli qismlari yoki a’zolari kabi rolini anatomiyani yaxshi bilmagan kishi to’g’ri ta’riflab berolmaydi. Shuning uchun sotib olishni istagan har qanday kishi anatomiya bo’yicha puxta bilim o’lik jasadni tayyorlab, ehtiyotkorlik bilan, uni parchalash orqali kuzatishi va uning turli qismlarini tekshirishi kerak. “

Kabi zamonaviy hamshiralik ishi tashkil etilishidan oldin diniy buyruqlar a’zolari rohibalar va rohiblar ko’pincha hamshiralarga o’xshash yordam ko’rsatiladi. [5] Misollar mavjud Nasroniy, [6] Islomiy [7] va Buddist [8] boshqalar qatorida an’analar. Fibi, aytib o’tilgan Rimliklarga 16 ko’plab manbalarda “birinchi tashrif buyurgan hamshira” deb ta’riflangan. [9] [10] Bu an’analar rivojlanishida ta’sir ko’rsatdi axloq zamonaviy hamshiralik ishlari. Zamonaviy hamshiralikning diniy ildizlari bugungi kunda ko’plab mamlakatlarda dalil bo’lib qolmoqda. Bir misol Birlashgan Qirollik o’tmishda katta hamshiraga murojaat qilish uchun “singil” tarixiy unvonidan foydalanish. [11]

Davomida Islohot XVI asr, Protestant islohotchilar monastirlarni va konventsiyalarni yopdilar, shunda Evropaning shimolida bir necha yuzta munitsipal xospislar ishlashga imkon berishdi. Hamshira bo’lib ishlagan ruhoniylarga pensiya tayinlangan yoki ularga uylanishlarini va uyda qolishlarini aytishgan. [12] Rim-katolik cherkovidan kelib chiqqan an’anaviy g’amxo’rlar o’z lavozimlaridan chetlashtirilgandan beri hamshiralar parvarishi tajribasizlarga topshirildi. Hamshiralik kasbi taxminan 200 yil davomida katta muvaffaqiyatsizlikka uchradi. [13]

19-asr

Qrimdagi rus rahmatli opa-singillar, 1854-1855

Davomida Qrim urushi The Katta knyazinya Elena Pavlovna harbiy kasalxonalarda xizmat qilgan yil uchun ayollarni Xochni yuksaltirish ordeni (Krestodvizhenskaya obshchina) ga qo’shilishga chaqirdi. Ordenning direktori Aleksandra Petrovna Staxovich boshchiligidagi yigirma sakkizta “opa-singillar” ning birinchi qismi 1854 yil noyabr oyining boshlarida Qrimga jo’nab ketdi. [14]

Florens Nightingale zamonaviy hamshiralik ishining rivojlanishida nufuzli shaxs edi. Nightingale ishlagan paytda hech qanday forma yaratilmagan edi Qrim urushi. Nightingale ko’pincha birinchi hamshira nazariyotchisi deb hisoblangan, atrof-muhitni beshta atrof-muhit omillari bilan bog’laydi: (1) toza yoki toza havo, (2) toza suv, (3) samarali drenaj, (4) poklik va (5) yorug’lik, ayniqsa to’g’ridan-to’g’ri quyosh nuri . Ushbu beshta omilning etishmasligi sog’liq yoki kasallikka olib keldi. [15] Hamshiralikning ham, ta’limning ham o’rni birinchi bo’lib bulbul tomonidan belgilandi.

Florens Nightingale dan keyin professional hamshiralikka asos solgan Qrim urushi. [16] U Hamshiralik ishi bo’yicha eslatmalar (1859) mashhur bo’ldi. Tashkil etgan kasb-hunar ta’limining Nightingale modeli birinchi hamshiralik maktabi 1870 yildan keyin Evropada va Shimoliy Amerikada keng tarqalgan kasalxona va tibbiyot maktabiga ulangan. [17] Bulbul ham grafik taqdimotning kashshofi bo’lgan statistik ma’lumotlar. [18]

Nightingale kabi yamaykalik “doktressalar” ning muvaffaqiyatlariga asoslangan tavsiyalar Mary Seacole, bulbulni yoqtiradigan, Qrim urushida xizmat qilgan. Seacole gigiena bilan shug’ullangan va 19-asrda Qrim, Markaziy Amerika va Yamaykada yaralangan askarlarni va kasalliklarga chalinganlarni davolashda o’simliklardan foydalangan. Uning salaflari davolovchi sifatida katta muvaffaqiyatlarga erishdilar Yamayka mustamlakasi XVIII asrda, ular tarkibiga Seakolning onasi, xonim Grant, Sara Adams, Kubalik Kornuollis va Greys Donne, Yamaykaning eng boy ekuvchisi uchun mistress va doktress, Simon Teylor. [19]

Kasbni rivojlantirishda boshqa muhim hamshiralar quyidagilarni o’z ichiga oladi:

• Agnes Hunt dan Shropshir birinchi ortopedik hamshira edi va ortopedik shifoxonaning paydo bo’lishida muhim rol o’ynagan. Robert Jones va Shropshirdagi Oswestri shahridagi Agnes Xant kasalxonasi.
• Agnes Jons da hamshiralarni tayyorlash rejimini o’rnatgan Brownlow Hill kasalxonasi, Liverpul, 1865 yilda.
• Linda Richards, sifatni kim o’rnatdi hamshiralar maktablari Amerika Qo’shma Shtatlari va Yaponiyada bo’lib, rasmiy ravishda AQShda birinchi professional o’qitilgan hamshira bo’lib, uni 1873 yilda tugatgan Ayollar va bolalar uchun yangi Angliya kasalxonasi Bostonda.
• Klarissa Xarlov “Klara” Barton kashshof amerikalik o’qituvchi, patent xodimi, hamshira va gumanitar va Amerika Qizil Xoch asoschisi.
• Avliyo Marianne Cope Amerika Qo’shma Shtatlaridagi birinchi umumiy kasalxonalarni ochgan va faoliyat yuritgan, poklik standartlarini joriy etgan, Amerikaning zamonaviy shifoxona tizimining rivojlanishiga ta’sir ko’rsatgan Sent-Frensis singlisi. [20]

Kabi katolik buyruqlari Kambag’al opa-singillar, Mehribon opa-singillar, Aziz Maryamning opa-singillari, Sent-Frensis sog’liqni saqlash xizmati, Inc. va Xayriya opa-singillari ushbu davrda kasalxonalar qurdi va hamshiralik xizmatlarini ko’rsatdi. [ iqtibos kerak ] O’z navbatida, zamonaviy dikonessalar harakati 1836 yilda Germaniyada boshlangan. [21] Yarim asr ichida Evropada 5000 dan ortiq dekonessalar mavjud edi. [22]

Zamonaviy harbiy xizmatda hamshiralardan rasmiy foydalanish XIX asrning ikkinchi yarmida boshlandi. Hamshiralar faol vazifani ko’rdilar Birinchi Boer urushi, Misr kampaniyasi (1882), [23] va Sudan kampaniyasi (1883). [24]

20-asr

Qo’shimcha ma’lumotlar: Hamshiralikdagi ayollar
Dan Avstraliyalik hamshiralar uchun yollash afishasi Birinchi jahon urushi

Kasalxonalarda o’qitish 1900-yillarning boshlarida amaliy tajribaga e’tibor qaratib birinchi o’ringa chiqdi. Bulbul uslubidagi maktab yo’q bo’lib keta boshladi. Kasalxonalar va shifokorlar hamshiralikdagi ayollarni bepul yoki arzon ish kuchining manbai deb bilishgan. Hamshiralarni ekspluatatsiya qilish ish beruvchilar, shifokorlar va ta’lim provayderlari tomonidan odatiy hol emas edi. [25]

Ko’plab hamshiralar faol vazifani ko’rishdi Birinchi jahon urushi, ammo davrida kasb o’zgargan Ikkinchi jahon urushi. Armiya hamshiralik xizmatining ingliz hamshiralari har bir chet el kampaniyasining bir qismi edi. [26] AQShda xizmat qilish uchun ko’proq hamshiralar ko’ngillilar Armiya va Dengiz kuchlari boshqa kasblardan ko’ra. [27] [28] Natsistlar o’zlarining 40 ming kuchli jigarrang hamshiralariga ega edilar. [29] Yigirma nemis Qizil Xoch hamshirasi ushbu mukofot bilan taqdirlandi Temir xoch olov ostida qahramonlik uchun. [30]

Zamonaviy davrda bakalavriat va aspirantura rivojlandi hamshiralik darajalari. Hamshiralik tadqiqotlarining rivojlanishi va uyushma va tashkilotga bo’lgan intilish turli xil shakllanishlarga olib keldi professional tashkilotlar va akademik jurnallar. Hamshiralik ishining alohida o’quv intizomi sifatida tobora e’tirof etilishi, uni aniqlash zarurligini anglash bilan birga keldi nazariy asos amaliyot uchun. [31]

19-asr va 20-asr boshlarida shifokorlik erkaklar kasbiga o’xshab, hamshiralik ayollarning kasbi deb hisoblangan. 20-asrning oxirlarida ish joylarida tenglikni kutish o’sib borishi bilan hamshiralik rasman qabul qilindi jinsga xolis kasb-hunar, garchi amalda erkak hamshiralarning ulushi ayollarnikidan ancha past bo’lib qolmoqda shifokorlar 21-asrning boshlarida. [32] [33]

Ta’rif

Hamshiralik amaliyoti har xil mutaxassisliklari va mamlakatlari bo’yicha turlicha bo’lishiga qaramay, ushbu hamshiralar tashkilotlari quyidagi ta’riflarni taklif qilishadi:

Hamshiralik ishi har qanday yoshdagi, oila a’zolari, guruhlar va jamoatlarga, kasal yoki yaxshi va har qanday sharoitda bo’lgan shaxslarning avtonom va birgalikdagi yordamini qamrab oladi. Hamshiralik ishi sog’lig’ini mustahkamlash, kasalliklarning oldini olish, kasal, nogiron va vafot etayotgan odamlarni parvarish qilishni o’z ichiga oladi. Targ’ibot, xavfsiz muhitni targ’ib qilish, tadqiqotlar, sog’liqni saqlash siyosatini shakllantirishda ishtirok etish va bemorlar va sog’liqni saqlash tizimlarini boshqarish, shuningdek ta’lim hamshiralik vazifalari.

Odamlarga sog’lig’ini yaxshilash, saqlash yoki tiklash, sog’liq muammolarini engish va o’limigacha har qanday kasallik yoki nogironlik bo’lishidan qat’i nazar, hayotning eng yaxshi sifatiga erishish uchun yordam ko’rsatishda klinik qarorlardan foydalanish.

Hamshiralik – bu sog’liq va qobiliyatlarni himoya qilish, targ’ib qilish va optimallashtirish; kasallik va shikastlanishlarning oldini olish; odamlarning reaktsiyalarini aniqlash va davolash orqali azob-uqubatlarni engillashtirish; jismoniy shaxslar, oilalar, jamoalar va aholi uchun sog’liqni saqlash sohasida targ’ibot.

Hamshiraning o’ziga xos vazifasi – kasal yoki yaxshi bo’lgan shaxsga, agar u zarur kuch, iroda yoki bilimga ega bo’lsa, yordam bermasdan amalga oshiradigan sog’lig’iga yoki uni tiklashga (yoki tinch o’limga) yordam beradigan ishlarni bajarishda yordam berishdir.

Kasb sifatida

Indoneziyadagi hamshira bemorni tekshirmoqda
Kuygan bemorni davolaydigan hamshira, Ziguinchor PAIGC kasalxona, 1973 yil

Hamshiralik amaliyoti vakolati kasbiy huquq va majburiyatlarni, shuningdek jamoat oldida hisob berish mexanizmlarini belgilaydigan ijtimoiy shartnomaga asoslanadi. Deyarli barcha mamlakatlarda hamshiralik amaliyoti qonun bilan belgilanadi va boshqariladi va kasbga kirish milliy yoki davlat darajasida tartibga solinadi. Dunyo bo’ylab hamshiralar hamjamiyatining maqsadi uning mutaxassislari o’zlarining ishonch yorlig’i va kodlarini saqlab, barchaga sifatli g’amxo’rlik ko’rsatishini ta’minlashdir. axloq qoidalari, standartlar va vakolatlar va o’qishni davom ettirish. [34] Professional hamshira bo’lish uchun bir qator ta’lim yo’llari mavjud, ular dunyo bo’ylab juda xilma-xil; barchasi keng qamrovli o’rganishni o’z ichiga oladi hamshiralik nazariyasi va amaliyot, shuningdek klinik ko’nikmalarga o’rgatish. Opa-singillar har qanday yoshdagi va madaniy kelib chiqishi sog’lom va kasal bo’lgan shaxslarga g’amxo’rlik qilishadi yaxlit shaxsning jismoniy, hissiy, psixologik, intellektual, ijtimoiy va ma’naviy ehtiyojlariga asoslangan uslub. Kasb fizika fanlari, ijtimoiy fanlar, hamshiralar nazariyasi va texnologiyalarni ushbu shaxslarga g’amxo’rlik qilishda birlashtiradi. Hamshiralik kasbida ishlash uchun barcha hamshiralar o’zlariga qarab bir yoki bir nechta ma’lumotlarga ega amaliyot doirasi va ta’lim. Qo’shma Shtatlarda a Litsenziyalangan amaliy hamshira (LPN) mustaqil ravishda yoki a bilan ishlaydi Ro’yxatdan o’tgan hamshira (RN). LPN va RN o’rtasidagi eng muhim farq amaliyotga kirish talablarida uchraydi, bu ularning amaliyot doirasi uchun huquqni belgilaydi. RNlar ko’plab sog’liqni saqlash sharoitlarida bemorlarga va oilalarga g’amxo’rlik qilishda ilmiy, psixologik va texnologik bilimlarni beradi. RNlar qo’shimcha daromad olishlari mumkin ishonch yorliqlari yoki daraja. Qo’shma Shtatlarda bir nechta ta’lim yo’llari nomzodni RN sifatida litsenziyalash imtihoniga qatnashish huquqiga ega bo’ladi. The Hamshiralik ishi bo’yicha dotsentlik darajasi (ADN) jamoat kollejlari, o’spirin kollejlari, texnik kollejlar va bakalavr darajasini beradigan kollej va universitetlar tomonidan ikki yillik bakalavriat akademik darajasini tamomlagan hamshiraga, odatda, ikki yil davom etadigan o’quv kursini tugatgandan so’ng beriladi. U hamshiralik ishi bo’yicha assotsiatsiya (AN), hamshiralik ishidagi amaliy fan assotsiatsiyasi (AAS) yoki hamshiralik ishi bo’yicha fan assotsiatsiyasi (ASN) deb nomlanadi. [38] The Hamshiralik ishi bo’yicha bakalavr (BSN) amerikalik to’rt yillik ilmiy darajaga ega bo’lgan hamshiraga ilm-fan va hamshiralik tamoyillari bo’yicha oliy ma’lumot beruvchi universitet yoki shu kabi akkreditatsiyadan o’tgan maktab tomonidan beriladi. Qo’shma Shtatlarda LPN yoki RN ta’limi dasturlarini tugatgandan so’ng, bitiruvchilar hamshira bo’lish uchun litsenziyalash imtihoniga kirish huquqiga ega bo’lib, ularning o’tishi hamshiralik litsenziyasi uchun talab qilinadi. The Litsenziyalash bo’yicha milliy ekspertiza (NCLEX) testi – bu hamshiralar litsenziyalash uchun topshiradigan standartlashtirilgan imtihon (shu jumladan bir nechta tanlov, tegishli bo’lganlarning barchasini tanlang, bo’sh va “hot spot” savollarini to’ldiring). NCLEXni qabul qilish ikki yuz dollarga tushadi. Bu hamshiralarning mijozga to’g’ri g’amxo’rlik qilish qobiliyatini tekshiradi. O’quv kitoblari va amaliy testlarni sotib olish mumkin. [39] Ba’zi hamshiralar kasalxonada ishlashning an’anaviy rolini bajaradilar. Boshqa variantlarga quyidagilar kiradi: pediatriya, neonatal, onalik, OBGYN, geriatriya, ambulatoriya, hamshira anestezistlari va informatika (sog’liq ). Hamshiralarning daraja va olingan ma’lumot turiga qarab o’rganishlari mumkin bo’lgan ko’plab boshqa imkoniyatlar mavjud. Shuningdek, RNlar turli xil rollarni bajarishi mumkin ilg’or amaliyot hamshiralari. Opa-singillar shifokorlarning yordamchilari emas. Bu muayyan holatlarda mumkin, ammo hamshiralar ko’pincha o’z bemorlariga mustaqil ravishda g’amxo’rlik qilishadi yoki boshqa hamshiralarga yordam berishadi. [40] RNlar bemorlarni davolashadi, kasallik tarixini yozadilar, hissiy yordam ko’rsatadilar va keyingi tibbiy yordamni ko’rsatadilar. Shuningdek, hamshiralar shifokorlarga diagnostika tekshiruvlarini o’tkazishda yordam berishadi. Hamshiralar deyarli har doim o’zlari yoki boshqa hamshiralar bilan ishlashadi. Hamshiralar yordam kerak bo’lganda shoshilinch tibbiy yordam bo’limida yoki travmatologiyada shifokorlarga yordam berishadi. [41]

Jinsiy muammolar

Asosiy maqola: Hamshiralik ishidagi erkaklar
1943 yilda Runwell kasalxonasida, Vikford, Essexda hamshira

Imkoniyatlarning tengligi to’g’risidagi qonunchilikka qaramay, hamshiralik ayollarda ustunlik kasb etib kelmoqda. [42] Masalan, hamshiralarning erkak va ayol nisbati Kanada va AQShda taxminan 1:19 ni tashkil qiladi. [43] [44] Ushbu nisbat butun dunyoda namoyish etiladi. E’tiborli istisnolarga quyidagilar kiradi Frankofoniya Afrika tarkibiga Benin, Burkina Faso, Kamerun, Chad, Kongo, Kot-d’Ivuar, Kongo Demokratik Respublikasi Jibuti, Gvineya, Gabon, Mali, Mavritaniya, Niger, Ruanda, Senegal va Togo. [45] Evropada, kabi mamlakatlarda Ispaniya, Portugaliya, Chex Respublikasi va Italiya, hamshiralarning 20% ​​dan ortig’i erkaklar. [45] Buyuk Britaniyada hamshiralar va doyalar kengashida (KMK) ro’yxatdan o’tgan hamshiralar va doyalarning 11 foizi erkaklardir. [46] 1980 yildan 2000 yilgacha Qo’shma Shtatlarda ro’yxatdan o’tgan erkak hamshiralar soni ikki baravar ko’paydi. [47] Qo’shma Shtatlarda ayol hamshiralar tez-tez uchraydi, erkak hamshiralar o’rtacha ish haqi ko’proq olishadi. [48]

Nazariya va jarayon

Asosiy maqolalar: Hamshiralik nazariyasi va Hamshiralik jarayoni

Hamshiralik amaliyoti – bu hamshiralik yordamining haqiqiy ta’minlanishi. Xizmat ko’rsatishda hamshiralar buni amalga oshiradilar hamshiralarni parvarish qilish rejasi yordamida hamshiralik jarayoni. Bu aniq bir narsaga asoslangan hamshiralik nazariyasi parvarishlash sharoitida va aholiga xizmat ko’rsatishda hisobga olingan holda tanlanadi. Hemşirelik yordamini ko’rsatishda hamshira hamshiralar nazariyasidan va undan olingan eng yaxshi amaliyotdan foydalanadi hamshiralik tadqiqotlari. [49] Umuman olganda, hamshiralik jarayoni qo’llaniladigan usul baholash va tashxis qo’yish ehtiyojlar, natijalar va tadbirlarni rejalashtirish, tadbirlarni amalga oshirish va ko’rsatilayotgan yordam natijalarini baholash. Boshqa fanlar singari, kasb-hunar ba’zan turli xil falsafiy e’tiqodlardan kelib chiqadigan turli xil nazariyalarni ishlab chiqdi paradigmalar yoki dunyoqarash hamshiralarga o’z faoliyatini aniq maqsadlarni amalga oshirishga yo’naltirishlariga yordam berish.

Faoliyat doirasi

Kundalik yashashga yordam berish faoliyati

Asosiy maqola: Kundalik yashashga yordam berish faoliyati

Kundalik hayotda yordam berish (ADL) – bu hamshiralik ishlarida zarur bo’lgan ko’nikmalar, shuningdek boshqa kasblar hamshiralarning yordamchilari. Bunga bemorning harakatchanligiga yordam berish, masalan, toqat qilmaydigan bemorni yotoqda harakatlantirish kiradi. Gigiena uchun bu ko’pincha yotoq hammomlarini o’z ichiga oladi va siydik va ichakni yo’q qilishga yordam beradi.

Dori-darmon

Dori-darmonlarni boshqarish va boshqarish ko’plab kasalxonalardagi hamshiralik vazifalarining bir qismidir, ammo tayinlash vakolati yurisdiktsiyalar orasida farq qiladi. Ko’pgina joylarda ro’yxatdan o’tgan hamshiralar mutaxassis tomonidan tayinlangan dori-darmonlarni boshqaradilar va boshqaradilar, masalan, a hamshira amaliyotchisi yoki shifokor. Hamshiralar bemorlarni parvarishlash davomida, shu jumladan, dori-darmonlarni qabul qilishdan oldin va keyin ham baholash uchun mas’ul bo’lganligi sababli, dori-darmonlarni tuzatish ko’pincha retseptsiya beruvchi va opa-singilning birgalikdagi sa’y-harakati bilan amalga oshiriladi. Preparatni qabul qiluvchidan qat’i nazar, hamshiralar ular kiritadigan dorilar uchun qonuniy javobgar. Retseptda xato bo’lsa, qonuniy oqibatlar bo’lishi mumkin va hamshira xatoni qayd etgani va xabar bergani kutilishi mumkin. Qo’shma Shtatlarda hamshiralar bemorga mumkin bo’lgan zararli deb hisoblagan har qanday dori-darmonlarni rad etish huquqiga ega. [50] Birlashgan Qirollikda hamshiralar bor, ular o’zlarining amaliyot doiralaridan har qanday dori-darmonlarni buyurishlariga imkon beradigan qo’shimcha mutaxassislar tayyorlashdan o’tdilar. [51]

Bemorlarga ta’lim berish

Shuningdek qarang: Bemorlarga ta’lim berish

Bemorning oilasi ko’pincha ta’lim bilan shug’ullanadi. Bemorlarga samarali ta’lim kamroq asoratlarni keltirib chiqaradi va kasalxonaga murojaat qiladi. [52]

Mutaxassisliklar va amaliyot sozlamalari

Asosiy maqola: Hamshiralik mutaxassisliklari ro’yxati

• jamoalar / jamoat
• umr bo’yi oila / shaxs
• kattalar-gerontologiya
• pediatriya
• yangi tug’ilgan chaqaloq
• ayollar salomatligi / jinsga bog’liq
• ruhiy salomatlik
• informatika (sog’liq )
• o’tkir kasalxonalar
• ambulatoriya sharoitlari (vrachlik punktlari, shoshilinch tibbiy yordam muassasalari, lagerlar va boshqalar)
• maktab / kollej kasalxonalari

Hamshiralar keng sharoitlarda, shu jumladan shifoxonalarda, xususiy sharoitda mashq qilishadi uylar, maktablar va farmatsevtika kompaniyalari. Hamshiralar ishlaydi kasb salomatligi sozlamalar [53] (sanoat sog’liqni saqlash sozlamalari deb ham ataladi), mustaqil klinikalar va vrachlik idoralari, hamshiralar rahbarligidagi klinikalar, uzoq muddatli parvarish inshootlar va lagerlar. Ular ham ishlaydi kruiz kemalari va harbiy xizmat. Hamshiralar sog’liqni saqlash va sug’urta sohalarida maslahatchi va maslahatchi vazifasini bajaradilar. Ko’plab hamshiralar ham ishlaydi sog’liqni saqlashni targ’ib qilish va bemorlarni himoya qilish kabi kompaniyalardagi maydonlar Sog’liqni saqlash bo’yicha advokat, Turli xil klinik va ma’muriy masalalarda yordam beradigan Inc. [54] Ba’zilar advokatlar va boshqalar advokatlar bilan ishlashadi huquqiy hamshira maslahatchilari, etarli darajada yordam ko’rsatilishini ta’minlash uchun bemorlarning yozuvlarini ko’rib chiqish va sudda guvohlik berish. Opa-singillar vaqtincha ishlashlari mumkin, bu esa turli xil sharoitlarda smenalarni shartnoma tuzmasdan amalga oshirishni o’z ichiga oladi, ba’zan esa shunday nomlanadi sutkalik hamshiralik ishlari, hamshiralik agentligi yoki sayohat hamshirasi. Opa-singillar laboratoriyalarda, universitetlarda va ilmiy-tadqiqot muassasalari. Opa-singillar ham informatika dunyosiga kirib, kompyuterlashtirilgan grafik dasturlar va boshqa dasturlarni yaratish bo’yicha maslahatchilar sifatida qatnashmoqdalar. Hamshira mualliflari muhim ma’lumotnomalarni taqdim etish uchun maqolalar va kitoblarni nashr etadilar.

Kasbiy xavflar

Hamshiralar orasida mavjud bo’lgan kasbiy xavflarni tavsiflovchi video

Xalqaro miqyosda hamshiralarning etishmasligi jiddiy. [55] Ushbu etishmovchilikning sabablaridan biri hamshiralar shug’ullanadigan ish muhiti bilan bog’liq. Yaqinda hamshiralar faoliyatiga xos bo’lgan empirik inson omillari va ergonomik adabiyotlarni ko’rib chiqishda hamshiralar umuman yomon ekologik sharoitlarda ishlagani aniqlandi. Ba’zi mamlakatlar va shtatlar hamshiralar bilan bemorlarning maqbul nisbatlariga oid qonunlarni qabul qildilar.

Sog’liqni saqlashning tezkor va oldindan aytib bo’lmaydigan tabiati hamshiralarni jarohatlar va kasalliklar, shu jumladan yuqori darajalarda xavf ostiga qo’yadi kasbiy stress. Hemşirelik, ayniqsa, stressli kasb, va hamshiralar doimiy ravishda stressni ish bilan bog’liq asosiy muammo deb bilishadi va boshqa kasblarga nisbatan eng yuqori darajadagi kasbiy stressga ega. Ushbu stress atrof-muhit, psixo-ijtimoiy stresslar va hamshiralik talablari, shu jumladan o’zlashtirilishi kerak bo’lgan yangi texnologiya, hamshiralik, jismoniy mehnat, smenali ish va yuqori ish yuki. Ushbu stress hamshiralarni qisqa muddatli va uzoq muddatli sog’liq muammolari, shu jumladan xavf ostiga qo’yadi uyqu buzilishi, depressiya, o’lim, psixiatrik kasalliklar, stress bilan bog’liq kasalliklar va umuman kasallik. Hamshiralar rivojlanish xavfi ostida rahm-shafqat charchoq va axloqiy qayg’u, bu ruhiy salomatlikni yomonlashtirishi mumkin. Ular shuningdek juda yuqori ko’rsatkichlarga ega kasbiy tükenme (40%) va hissiy charchoq (43,2%). Kuyish va charchash kasallik, tibbiy xatolar va eng yaxshi darajadagi yordamni ko’rsatish xavfini oshiradi. [56]

Hamshiralar, shuningdek, ish joylarida zo’ravonlik va suiiste’mol qilish xavfi ostida. [57] Zo’ravonlik odatda xodim bo’lmaganlar tomonidan amalga oshiriladi (masalan, bemorlar yoki oila), zo’ravonlik odatda kasalxonaning boshqa xodimlari tomonidan sodir etiladi. Amerikalik hamshiralarning 57 foizi 2011 yilda ularga ish joyida tahdid qilishgani haqida xabar berishgan; 17% jismoniy tajovuzga uchragan. [56]

Oldini olish

Hamshiralik ishining kasbiy xavfini kamaytiradigan bir qator tadbirlar mavjud. Ular individual yoki tashkilotga yo’naltirilgan bo’lishi mumkin. Shaxsiy yo’naltirilgan choralar kiradi stressni boshqarish jismoniy shaxslarga moslashtirilishi mumkin bo’lgan dasturlar. Stressni boshqarish dasturlari tashvish, uyqusizlik va boshqa stress belgilarini kamaytirishi mumkin. Tashkiliy choralar stress xususiyatlarini aniqlash va ularga echimlarni ishlab chiqish orqali ish muhitining stressli tomonlarini kamaytirishga qaratilgan. Tashkiliy va individual tadbirlardan birgalikda foydalanish hamshiralarning stressini kamaytirishda eng samarali hisoblanadi. [56] Ba’zi yapon kasalxonalarida, quvvatli ekzoskeletlar ishlatiladi. [58] Lomber tayanchlar (ya’ni orqa kamarlar ) ham sud qilindi. [59]

Butun dunyo bo’ylab

Amerika

Qo’shma Shtatlar

Arizonadagi ikkita hamshira, 1943 yil

AQShda amaliyot doirasi hamshira litsenziyalangan davlat yoki hudud tomonidan belgilanadi. Har bir shtat hamshiralik parvarishini tartibga soluvchi o’z qonunlari, qoidalari va qoidalariga ega. Odatda bunday qoidalar va qoidalarni tuzish davlatga topshiriladi hamshiralar kengashi, ushbu qoidalar, hamshiralar va hamshiralar uchun litsenziyalarni har kungi ma’muriyatini amalga oshiradi va hamshiralar masalalari bo’yicha qarorlar qabul qiladi. Ba’zi shtatlarda “hamshira” yoki “hamshira” atamalari faqat a amaliyoti bilan birgalikda ishlatilishi mumkin ro’yxatdan o’tgan hamshira (RN) yoki litsenziyalangan amaliy yoki kasb-hunar hamshirasi (LPN / LVN).

Kasalxona sharoitida ro’yxatdan o’tgan hamshiralar ko’pincha LPN-larga topshiriqlar berishadi litsenziyasiz yordamchi xodimlar.

RNlar faqat yotoqxona hamshirasi sifatida ish bilan cheklanmaydi. Ular shifokorlar, advokatlar, sug’urta kompaniyalari, davlat idoralari, jamoat / sog’liqni saqlash idoralari, xususiy sanoat, maktab tumanlari, ambulator jarrohlik markazlari va boshqalar tomonidan ishlaydi. Ba’zi ro’yxatdan o’tgan hamshiralar mustaqil maslahatchilar o’zlari uchun ishlash boshqalar esa yirik ishlab chiqaruvchilar yoki kimyo kompaniyalarida ishlaydi. Tadqiqot hamshiralari biologiya, psixologiya, inson taraqqiyoti va sog’liqni saqlash tizimlari kabi ko’plab sohalarda tadqiqotlar yoki baholarni (natija va jarayon) o’tkazishda yordam beradi.

Ko’pgina ish beruvchilar moslashuvchan ish jadvallarini, bolalarni parvarish qilishni, ta’lim imtiyozlarini va bonuslarni taklif qilishadi. Ro’yxatdan o’tgan hamshiralarning qariyb 21 foizi kasaba uyushma a’zolari yoki kasaba uyushma shartnomasi bilan ta’minlangan. [60]

Hemşirelik, millatning eng katta sog’liqni saqlash kasbidir. 2017 yilda respublika bo’yicha 4,015,250 dan ortiq hamshiralar ro’yxatdan o’tgan va 922,196 litsenziyalangan amaliy hamshiralar bo’lgan. [61] Barcha litsenziyalangan RNlarning 2,6 millioni yoki 84,8 foizi hamshiralik ishlarida ishlaydi. Opa-singillar kasalxonalar xodimlarining eng katta yagona tarkibiy qismlarini o’z ichiga oladi, kasalxonada bemorlarga tibbiy yordam ko’rsatishning asosiy ta’minotchilari va millatning uzoq muddatli yordamining aksariyat qismini etkazib berishadi. Texnik darajadagi amaliyot bilan taqqoslaganda, professional hamshiralikka olib boradigan asosiy yo’l bu hamshiralik (BSN) bo’yicha to’rt yillik fan bakalavridir. Ro’yxatdan o’tgan hamshiralar BSN dasturi orqali tayyorlanadi; hamshiralik ishi bo’yicha uch yillik dotsentlik darajasi; yoki uch yillik kasalxonada o’qitish dasturi, shifoxona diplomini olish. Barchasi bir xil davlat litsenziyalash imtihonini topshiradi. (Diplom dasturlari soni doimiy ravishda kamaydi – barcha asosiy RN ta’lim dasturlarining 10 foizidan kamrog’iga qadar – hamshiralik ta’limi kasalxonada o’qitishdan kollej va universitet tizimiga o’tib ketganligi sababli).

Ta’lim va litsenziyalash talablari

Hamshiralik ishi bo’yicha diplom

Asosiy maqola: Hamshiralik ishi bo’yicha diplom

Hemşirelik ta’limining eng qadimgi usuli kasalxonaga asoslangan diplom dasturi bo’lib, u taxminan uch yil davom etadi. Talabalar 30 dan 60 soatgacha kredit soatlarini olishadi anatomiya, fiziologiya, mikrobiologiya, oziqlanish, kimyo, va boshqa fanlarni kollej yoki universitetda olib boring, keyin intensiv hamshiralik mashg’ulotlariga o’ting. 1996 yilgacha AQShdagi aksariyat RNlar dastlab diplom dasturlari bo’yicha hamshiralik ishlarida ta’lim olishgan. [62] Sog’liqni saqlash xizmati resurslari ma’muriyatining 2000 yilda o’tkazilgan “Hamshiralar o’rtasida o’tkazilgan so’rovnomasi” ma’lumotlariga ko’ra Qo’shma Shtatlarda hamshiralik dasturlarini tugatgan hamshiralarning atigi olti foizi Diplom maktabida o’qigan. [63]

Hamshiralik ishi bo’yicha dotsentlik darajasi

Asosiy maqola: Hemşirelik fanlari assotsiatsiyasi

Eng keng tarqalgan boshlang’ich hamshiralik ta’limi ikki yillik Hamshiralik ishi bo’yicha dotsentlik darajasi (Hemşirelikte Amaliy Ilmiy Dotsent, Hamshiralik Ilmiy Dotsent, Hemşirelikte Dotsent), a ikki yillik kollej ADN deb nomlangan daraja. Ba’zi to’rt yillik kollejlar va universitetlar ham ADNni taklif qilishadi. Dotsentlik hamshiralik dasturlari zarur shart va ingliz tilini, matematika va inson anatomiyasi va fiziologiyasini o’z ichiga olishi kerak bo’lgan kurslarga ega va natijada ilmiy darajani olish jarayoni taxminan uch yilgacha davom etadi.

Hamshiralik ishi bo’yicha bakalavr

Asosiy maqola: Hamshiralik ishi bo’yicha bakalavr

Uchinchi usul – a ni olish Hamshiralik ishi bo’yicha bakalavr (BSN), shuningdek, bitiruvchilarni o’qitish uchun hamshiralarni tayyorlaydigan to’rt yillik daraja. Dastlabki ikki yil davomida BSN dasturida talabalar odatda umumiy ta’lim talablarini oladilar va qolgan vaqtlarini hamshiralik kurslarida o’tkazadilar. Ba’zi bir yangi dasturlarda dastlabki ikki yil talab qilinadigan umumiy tadqiqotlar bilan bir qatorda faol LPN litsenziyasi bilan almashtirilishi mumkin. ADN va diplom dasturlari himoyachilari bunday dasturlarda talabalarni o’qitish uchun ish o’rgatish yondashuvi mavjudligini, BSN esa ilmiy daraja bu tadqiqotni ta’kidlaydi va hamshiralik nazariyasi. Ba’zi davlatlar BSN va ADN talabalari uchun bir xil bo’lgan ma’lum miqdordagi klinik tajribani talab qiladi. BSN darajasi ma’muriy, tadqiqot, konsalting va o’qituvchi lavozimlariga ega, odatda ADNga ega bo’lganlar uchun mavjud emas, ammo bemorlarni parvarish qilishning ko’p funktsiyalari uchun zarur emas. Hamshiralik maktablari ikkalasi tomonidan akkreditatsiyadan o’tgan bo’lishi mumkin Hamshiralik ishi bo’yicha ta’lim bo’yicha akkreditatsiya komissiyasi (ACEN) yoki Kollegial hamshiralik ta’limi bo’yicha komissiya (CCNE).

Bitiruv ta’limi

Qo’shimcha ma’lumotlar: Hamshiralik ishi bo’yicha magistr va Hamshiralik amaliyoti doktori

Hamshiralik ishi bo’yicha ilg’or ta’lim magistratura va doktorantura darajalarida amalga oshiriladi. Bu bitiruvchini ixtisoslashishga tayyorlaydi ilg’or amaliyot ro’yxatdan o’tgan hamshira (APRN) yoki etakchilik, menejment yoki ta’lim sohasidagi rivojlangan rollar uchun. The klinik hamshira rahbari (CNL) ma’muriy va xodimlarni boshqarish markazidan bemorlar yoki bemorlar aholisi uchun sifat va xavfsizlik natijalarini yaxshilashga qaratilgan rivojlangan generalist. Hamshiralik ishi bo’yicha doktorlik dasturlari talabani hamshiralik ta’limi, sog’liqni saqlashni boshqarish, klinik tadqiqotlar, davlat siyosati yoki ilg’or klinik amaliyotda ishlashga tayyorlaydi. Ko’pgina dasturlar hamshiralik ishi bo’yicha doktorlik dissertatsiyasini yoki Hamshiralik amaliyoti doktori (DNP).

Hamshiralik ishining ilg’or yo’nalishlari a hamshira amaliyotchisi (NP), sertifikatlangan hamshira akusher (CNM), a sertifikatlangan ro’yxatdan o’tgan hamshira anestezisti (CRNA) yoki a klinik hamshira mutaxassisi (CNS). Hamshiralar va CNSlar bemorlarni har xil sohalarda baholash, diagnostika qilish va davolash bilan shug’ullanadilar oilaviy amaliyot, ayollar sog’lig’ini saqlash, favqulodda hamshiralik, o’tkir / tanqidiy yordam, psixiatriya, geriatriya, yoki pediatriya, qo’shimcha ravishda, CNS odatda bemorlarni parvarish qilishni yaxshilash, tadqiqotlar o’tkazish yoki xodimlar o’qituvchisi sifatida ishlaydi.

Litsenziyani tekshirish

Ushbu uchta ta’lim yo’nalishidan birini bajarish bitiruvchi hamshiraga borish imkoniyatini beradi NCLEX-RN uchun sinov litsenziyalash ro’yxatdan o’tgan hamshira sifatida va har bir davlat tomonidan yangi bitiruvchi uchun minimal malakaning etarli ko’rsatkichi sifatida qabul qilinadi. Biroq, RNlarning boshlang’ich darajadagi tegishli tayyorgarligi to’g’risida tortishuvlar mavjud. Ba’zi bir professional tashkilotlar BSN RNni tayyorlashning yagona usuli bo’lishi kerak va ADN bitiruvchilari BSN bitiruvchilari nazorati ostida ishlash uchun “texnik hamshiralar” litsenziyasiga ega bo’lishlari kerak deb hisoblashadi. Boshqalar diplomni ish joyidagi tajribasini his qilishadi va ADN bitiruvchilari nazariy tayyorgarlikdagi har qanday kamchilikni qoplashadi.

Qo’shma Shtatlardagi tanqislik

Asosiy maqola: Hamshiralarning etishmasligi

RNlar Qo’shma Shtatlardagi sog’liqni saqlash xodimlarining eng katta guruhidir, 2011 yilda taxminan 2,7 million kishi ish bilan ta’minlangan. [64] Bu xabar qilingan [ kim tomonidan? ] yangi bitiruvchilar va chet elda o’qitilgan hamshiralar soni ularni qondirish uchun etarli emas talab ro’yxatdan o’tgan hamshiralar uchun; bu ko’pincha “deb nomlanadi hamshiralar etishmovchiligi va kutilmoqda [ kim tomonidan? ] yaqin kelajakda o’sish. Hamshiralarning etishmasligi ixtiyoriy tanqislik degan fikrni tasdiqlovchi ma’lumotlar mavjud. [65] [ iqtibos kerak ] Boshqacha qilib aytganda, hamshiralar o’zlarining xohishlari bilan hamshiralikni tark etishmoqda. 2006 yilda taxminan 1,8 million hamshira hamshira sifatida ishlamaslikni tanladilar. Mehnat statistikasi byurosi (BLS) 2011 yilda 296,900 sog’liqni saqlash ish o’rinlari yaratilganligini xabar qildi. RNlar sog’liqni saqlash ishchilarining ko’p qismini tashkil qiladi, shuning uchun ushbu lavozimlarga asosan hamshiralar jalb qilinadi. BLS, shuningdek, 2020 yilga kelib, ishchilar sonining ko’payishi va ularni almashtirish tufayli 1,2 million nafar parvarishlash bo’yicha ish o’rinlari ochilishini aytmoqda. [66]

Sabablari

Ushbu bo’lim ehtimol manbaga ega bo’lmagan bo’lishi mumkin bashoratlar, spekulyativ material yoki sodir bo’lmasligi mumkin bo’lgan voqealar qaydlari. Ma’lumot bo’lishi kerak tekshirilishi mumkin va asoslangan ishonchli nashr qilingan manbalar. Iltimos yordam bering uni yaxshilang manbasiz spekulyativ tarkibni olib tashlash orqali. ( 2012 yil iyul ) (Ushbu shablon xabarini qanday va qachon olib tashlashni bilib oling)

Xalqaro hamshiralar kengashi (ICN), dunyodagi eng yirik xalqaro sog’liqni saqlash professional tashkiloti, hamshiralarning etishmasligini dunyoda tobora kuchayib borayotgan inqiroz deb tan oladi. Ushbu tanqislik butun dunyo bo’ylab sog’liqni saqlashga ta’sir qiladi. Ko’p sabablardan biri hamshira bo’lishga intilgan hamshiralarning hayotlarida juda kech bo’lishidir. Bu uzoq davom etadigan ish vaqtiga olib keladi. Tibbiyot hamshiralari va sog’liqni saqlash mutaxassislari federatsiyasi tomonidan 2001 yilda o’tkazilgan milliy so’rov natijalariga ko’ra har beshinchi hamshira qoniqarsiz ish sharoitlari, shu jumladan kam ish haqi, qattiq ishchilar shtati, og’ir stress, jismoniy talablar, majburiy ortiqcha ish vaqti tufayli kasbni tark etishni rejalashtirayotganligi aniqlandi. va tartibsiz soatlar. Hamshiralik ishlarining taxminan 29,8 foizi kasalxonalarda joylashgan. [64] Ammo ma’muriy xarajatlarni qisqartirish, hamshiraning ish hajmini ko’paytirish va ambulatoriya xizmatlarining tez sur’atlarda o’sishi sababli kasalxonalarda hamshiralar ishi o’rtacha o’sishdan sekinroq yashaydi. Uy sharoitida va qariyalar uylarida ish bilan ta’minlash kutilmoqda [ kim tomonidan? ] tez o’sish. Ko’proq odamlar 80-90-yillarda yaxshi yashashiga qaramay, ko’pchilik qariyalar uyida mavjud bo’lgan uzoq muddatli yordamga muhtoj. Shuningdek, tobora ko’payib borayotgan ambulatoriya muassasalari, masalan, HMO (sog’liqni saqlashni qo’llab-quvvatlash tashkilotlari), guruh tibbiy amaliyotlari va ambulator jarrohlik markazlari xodimlariga yordam berish uchun ko’plab hamshiralar kerak bo’ladi. Hamshiralik mutaxassisliklari katta talabga ega bo’ladi. Bundan tashqari, yarim kunlik ish bilan ta’minlash uchun ko’plab imkoniyatlar mavjud. [67] [68]

Levsey, Kempbell va Grin hamshiralarning etishmasligi haqida o’zlarining tashvishlarini bildirishdi, 2006 yilda Fang, Uilsey-Visnievskiy va Bednash, 2005-2006 o’quv yilida 40 mingdan ziyod malakali abituriyent bakalavriat hamshiralik dasturlari tufayli chetlatilganligini ta’kidladilar. magistrlar va doktorantlarning malakali o’qituvchilari etishmasligidan va bu raqam 32000 nafar malakali, ammo rad etilgan talabalardan atigi ikki yil oldingi talabalardan 9000 dan oshgan. Ushbu tanqislikni yumshatish uchun bir qancha strategiyalar taklif qilingan, jumladan; Tajribali hamshiralarning ma’lumotlarini oshirish uchun ko’proq gibrid / aralashtirilgan hamshiralik kurslarini o’z ichiga olgan va klinik (shifoxonadagi) o’quv tajribalari o’rniga simulyatsiyadan foydalangan holda federal va xususiy yordam. [68] [69]

Bundan tashqari, dunyo miqyosidagi hamshiralar maktablarida dars berish uchun akademik malakali o’qituvchilar etishmayapti. Ta’lim salohiyatiga bo’lgan jiddiy ehtiyoj qondirilmayapti, bu ertaga hamshiralar uchun eng muhim tayyorgarlik manbai hisoblanadi. Hamma joyda professor-o’qituvchilarning qisqarishi ko’plab omillarga, shu jumladan ishchi kuchidan qoniqishning pasayishiga, ish haqining pastligi va to’liq ish kunidagi ekvivalentning pasayishiga bog’liq. 6 yil davomida hamshiralar fakulteti etishmovchiligi tobora ko’payib borayotganligi to’g’risida yozilgan. Davom etayotgan muammoni qanday hal qilish bo’yicha aniq kelishuv yoki uyushgan reja mavjud emas. [70]

Uzluksiz ta’lim

Sog’liqni saqlash sohasidagi bilimlar tobora o’sib borishi bilan hamshiralar uzluksiz ta’lim olish orqali ilgarilab ketishlari mumkin. Davomiy ta’lim kurslari va dasturlari hamshiralarga bemorlarga eng yaxshi yordamni ko’rsatishga, hamshiralik kariyerasini oshirishga va hamshiralar kengashining talablarini bajarishga imkon beradi. Amerika hamshiralar assotsiatsiyasi va Amerika hamshiralar vakolatlarini tasdiqlash markazi hamshiralarning sifatli uzluksiz ta’lim takliflaridan foydalanish imkoniyatini ta’minlashga bag’ishlangan. Davomiy ta’lim sinflari barcha darajadagi hamshiralar uchun yaxshilangan ta’limni ta’minlash uchun kalibrlangan. Many States also regulate Continuing Nursing Education. Nursing licensing boards requiring Continuing Nursing Education (CNE) as a condition for licensure, either initial or renewal, accept courses provided by organizations that are accredited by other state licensing boards, by the American Nursing Credentialing Center (ANCC), or by organizations that have been designated as an approver of continuing nursing education by ANCC. [71] There are some exceptions to this rule including the state of California, Florida and Kentucky. National Healthcare Institute [72] has created a list to assist nurses in determining their CNE credit hours requirements. While this list is not all inclusive, it offers details on how to contact nursing licensing boards directly. [73] [74]

Kengashni sertifikatlash

Asosiy maqola: Hamshiralik guvohnomalari va sertifikatlari

Professional nursing organizations, through their certification boards, have voluntary certification exams to demonstrate clinical competency in their particular specialty. Completion of the prerequisite work experience allows an RN to register for an examination, and passage gives an RN permission to use a professional designation after their name. For example, passage of the American Association of Critical-care Nurses specialty exam allows a nurse to use the initials ‘CCRN’ after his or her name. Other organizations and societies have similar procedures.

The Amerika hamshiralarini ishonch yoritish markazi, the credentialing arm of the Amerika hamshiralari assotsiatsiyasi, is the largest nursing credentialing organization and administers more than 30 specialty examinations. [75]

Tuzatish hamshirasi

Asosiy maqola: Tuzatish hamshirasi

Uning kattaligi tufayli prison population, the United States needs many correctional nurses to help inmates receive proper health-care, including mental health treatments for prisoners with psychological issues.

Kanada

Asosiy maqola: Kanadada hamshiralik ishi

Tarix

Canadian nursing dates back to 1639 in Kvebek with the Augustine nuns. [76] These nuns were trying to open a mission that cared for the spiritual and physical needs of patients. The establishment of this mission created the first nursing apprenticeship training in North America. [76] In the nineteenth century, some Catholic orders of nursing were trying to spread their message across Canada. Most nurses were female and only had an occasional consultation with a physician. Towards the end of the nineteenth century, hospital care and medical services had been improved and expanded. Much of this was due to Nightingale’s influence. In 1874 the first formal nursing training program was started at the General and Marine Hospital in St. Catharines in Ontario. [76]

Ta’lim

All Canadian nurses and prospective nurses are heavily encouraged by the Kanadalik hamshiralar uyushmasi to continue their education to receive a bakalavr diplomi. This degree may result in better patient outcomes. [ iqtibos kerak ] All Canadian provinces and territories, with the exception of the Yukon va Kvebek, require that all nurses have a bachelor’s degree. [76] The length of time generally required to obtain this degree is four years. However, some Canadian universities offer a condensed program that is two years in length. [76]

Nursing specialty certification is available through the Kanadalik hamshiralar uyushmasi in 22 practice areas, [76] shu jumladan:

• cardiovascular nursing
• community health nursing
• critical care nursing
• pediatric critical care nursing
• emergency nursing
• gastroenterology nursing
• gerontological nursing
• hospice palliative care nursing
• tibbiy-jarrohlik hamshiralik
• neonatal nursing
• nephrology nursing
• neuroscience nursing
• occupational health nursing
• onkologik hamshiralik
• orthopedic nursing
• bolalar hamshirasi
• peri-anesthesia nursing
• perinatal nursing
• peri-operative nursing
• psixiatrik va ruhiy salomatlik bo’yicha hamshiralik
• rehabilitation nursing
• wound, ostomy and continence nursing

Nursing specialty certification generally requires practice experience and passing a test that is based on competencies for that specific medical or surgical domain in which nursing care is provided. The certification in gerontological nursing, which involves providing care to the elderly, is offered to not only RNs and NPs but also LPNs.

lotin Amerikasi

Latin American nursing is based on three levels of training: (a) professional/registered, (b) technical, and (c) auxiliary. [77] The nursing education in Latin America and the Caribbean includes the principles and values of the Universal Health and primary health care. These principles underpin transformative education modalities such as critical and complex thinking development, problem-solving, evidence-based clinical decision-making, and lifelong learning. [78] The Pan American Health Organization/World Health Organization (PAHO/WHO) proposes the Strategy for Universal Access to Health and Universal Health Coverage to improve health outcomes and other basic objectives of health systems based on the right of each person to receive the best standard of health, without exposing people to financial difficulties through nursing intervention. [79]

Evropa

Ispaniya

Birlashgan Qirollik

Asosiy maqola: Birlashgan Qirollikda hamshiralik ishi

To practice lawfully as a registered nurse in the United Kingdom, the practitioner must hold a current and valid registration with the Hemşirelik va akusherlik kengashi. The title “Registered Nurse” can only be granted to those holding such registration. This protected title is laid down in the Nurses, Midwives and Health Visitors Act, 1997. [80] From April 2016, nurses in the United Kingdom are expected to revalidate every three years which involves providing evidence of further development and active practice. [81] [82]

First and second level

First-level nurses make up the bulk of the registered nurses in the UK. They were previously known by titles such as Registered General Nurse (RGN), Registered Sick Children’s Nurse (RSCN), Registered Mental Nurse (RMN), and Registered Nurse (for the) Mentally Handicapped (RNMH). The titles used now are similar, including Registered Nurse Adult (RNA), Registered Nurse Child (RNC), Registered Nurse Mental Health (RNMH), and Registered Nurse (of) Learning Disabilities (RNLD). Second-level nurse training is no longer provided; however, they are still legally able to practice in the United Kingdom as a registered nurse. Many have now either retired or undertaken conversion courses to become first-level nurses. They are entitled to refer to themselves as registered nurses as their registration is on the Nursing & Midwifery Council register of nurses, although most refer to themselves as Enrolled Nurses (ENs) or State Enrolled Nurses (SENs).

Ilg’or amaliyot

• Nurse practitioners – Most of these nurses obtain a minimum of a master’s degree and a desired post grad certificate. They often perform roles similar to those of physicians and physician assistants. They can prescribe medications as independent or supplementary prescribers, although they are still legally regulated, unlike physician’s assistants. Most Nurse Practitioners (NPs) have referral and admission rights to hospital specialties. They commonly work in birlamchi tibbiy yordam (e.g. General Practitioner (GP) surgeries), Accident and Emergency (A&E) departments, or pediatrics although they are increasingly being seen in other areas of practice. In the UK, the title “nurse practitioner” is legally protected.
• Specialist community public health nurses – traditionally tuman hamshiralari va health visitors, this group oversees research and publication activities.
• Lecturer-practitioners (also called practice education facilitators) – these nurses work both in the National Health Service (NHS), and in universities. They typically work 2–3 days per week in each setting. In university, they train pre-registration student nurses (see below), and often teach on specialist courses post-registration nurses.
• Ma’ruzachilar – these nurses are not employed by the NHS. Instead they work full-time in universities, both teaching and performing research.

Menejerlar

Many nurses who have worked in clinical settings for a long time choose to leave clinical nursing and join the ranks of the NHS management. This used to be seen as a natural career progression for those who had reached ward management positions, however with the advent of specialist nursing roles (see above), this has become a less attractive option.

Nonetheless, many nurses fill positions in the senior management structure of NHS organizations, some even as board members. Others choose to stay a little closer to their clinical roots by becoming clinical nurse managers or modern matrons.

Hamshira ta’limi

Oldindan ro’yxatdan o’tish

To become a registered nurse, one must complete a program recognised by the Hemşirelik va akusherlik kengashi (NMC). Currently, this involves completing a daraja, available from a range of universities offering these courses, in the chosen branch specialty (see below), leading to both an academic award and professional registration as a 1st level registered nurse. Such a course is a 50/50 split of learning in university (i.e. through lectures, assignments and examinations) and in practice (i.e. supervised patient care within a hospital or community setting).

These courses are three (occasionally four) years’ long. The first year is known as the common foundation program (CFP), and teaches the basic knowledge and skills required of all nurses. Skills included in the CFP may include communication, taking observations, administering medication and providing personal care to patients. The remainder of the program consists of training specific to the student’s chosen branch of nursing. Bular:

• Child nursing.
• Mental health nursing.
• Learning disabilities nursing.

As of 2013, the Nursing and Midwifery Council will require all new nurses qualifying in the UK to hold a degree qualification. [83] However, those nurses who hold a diploma, or even a certificate in nursing are still able to legally practice in the UK, although they are able to undertake university modules to obtain enough credits to top up to a degree.

Doya training is similar in length and structure, but is sufficiently different that it is not considered a branch of nursing. There are shortened (18-month) programs to allow nurses already qualified in the adult branch to hold dual registration as a nurse and a midwife. Shortened courses lasting 2 years also exist for graduates of other disciplines to train as nurses. This is achieved by more intense study and a shortening of the common foundation program. [84]

2016 yildan boshlab [yangilash] student nurses in England and Wales can apply for a nafaqa from the government to support them during their nurse training, and may also be eligible for a student loan, although there has been speculation that this will not be available in the future. [85] Student nurses in Scotland still receive a standard bursary which is not means tested, and their tuition fees continue to be paid – however, they are not eligible for student loans.

Before Project 2000, nurse education was the responsibility of hospitals and was not based in universities; hence many nurses who qualified prior to these reforms do not hold an academic award.

Post-registration

After the point of initial registration, there is an expectation that all qualified nurses will continue to update their skills and knowledge. The Nursing and Midwifery Council insists on a minimum of 35 hours of education every three years, as part of its post registration education and practice (PREP) requirements. [86]

There are also opportunities for many nurses to gain additional clinical skills after qualification. Cannulation, venipunktur, intravenous drug therapy va male catheterization are the most common, although there are many others (such as advanced life support ), which some nurses undertake.

Many nurses who qualified with a diploma choose to upgrade their qualification to a degree by studying part-time. Many nurses prefer this option to gaining a degree initially, as there is often an opportunity to study in a specialist field as a part of this upgrading. Financially, in England, it was also much more lucrative, as diploma students get the full bursary during their initial training, and employers often pay for the degree course as well as the nurse’s salary. [87]

To become specialist nurses (such as nurse consultants, nurse practitioners etc.) or nurse educators, some nurses undertake further training above bachelor’s degree level. Master’s degrees exist in various healthcare related topics, and some nurses choose to study for PhDs or other higher academic awards. District nurses va health visitors are also considered specialist nurses, and to become such they must undertake specialist training. This is a one-year full-time degree.

All newly qualifying tuman hamshiralari va health visitors are trained to prescribe from the Nurse Prescribers’ Formulary, a list of medications and dressings typically useful to those carrying out these roles. Many of these (and other) nurses will also undertake training in independent and supplementary prescribing, which allows them (as of 1 May 2006) to prescribe almost any drug in the Britaniya milliy formulasi. This has been the cause of a great deal of debate in both medical and nursing circles. [88]

Yevropa Ittifoqi

In the European Union, the profession of nurse is regulated. A profession is said to be regulated when access and exercise is subject to the possession of a specific professional qualification. The regulated professions database contains a list of regulated professions for nurse [89] in the European Union (EU) member states, European Economic Area (EEA) countries, and Switzerland. Ushbu ro’yxat 2005/36 / EC direktivasida keltirilgan.

Osiyo

Hindiston

The Nursing education is governed in Hindiston by the central body Hindistonlik hamshiralar kengashi and its norms are implemented through respective State Nursing council such as Kerala hamshiralar va doyalar kengashi.

Eron

Isroil

Nurses in Israel have a wide variety of responsibilities, including hospital care, patient education, wound care, prenatal and other monitoring, midwifery, and well-baby clinics.

Nursing in Israeli culture begins with Shifra and Puah, the two Jewish midwives who helped the Jewish women in ancient Egypt give birth.

Modern-day nursing was established with through the nurses sent to Israel by the Haddassah organization, as well as a nursing school founded by Henrietta Szold in 1918. During those times, the United Kingdom regulated midwifery in Israel, but the nurses were not mentioned in the regulation decree.

Today, nurses and midwives are regulated through the Israeli Ministry of Health.

Yaponiya

Asosiy maqola: Yaponiyada hamshiralik ishi

Tarix

Nursing was not an established part of Japan’s healthcare system until 1899 with the Midwives Ordinance. [90] From there the Registered Nurse Ordinance came into play in 1915. This established a legal substantiation to registered nurses all over Japan. A new law geared towards nurses was created during Ikkinchi jahon urushi: the Public Health Nurse, Midwife and Nurse Law, 1948 yilda tashkil etilgan. [76] It established educational requirements, standards and licensure. Yaponiyada hamshiralik ishini takomillashtirish bo’yicha doimiy harakatlar olib borilmoqda. In 1992 the Nursing Human Resource Law was passed. [76] This law created the development of new university programs for nurses. Those programs were designed to raise the education level of the nurses so that they could be better suited for taking care of the public.

Hamshiralarning turlari

Japan only recognizes four types of nursing and they are Tibbiyot hamshirasi, Doya, Registered Nursing and Assistant Nursing.

Aholi salomatligi

This type of nursing is designed to help the public and is also driven by the public’s needs. Tibbiyot hamshiralarining maqsadi kasalliklarning tarqalishini nazorat qilish, atrof-muhitga zarar etkazadigan narsalarni ehtiyotkorlik bilan kuzatib borish, jamoaga o’zlariga qanday g’amxo’rlik qilish va ularga qanday munosabatda bo’lish kerakligini o’rgatish va jamoat ofatlariga tayyorgarlik ko’rishdir.

Doya

Nurses that are involved with midwifery are independent of any organization. A doya takes care of a pregnant woman during labour and postpartum. They assist with things like breastfeeding and caring for the child.

Nursing Assistant

Hamshiralarning yordamchisi bo’lgan shaxslar ro’yxatdan o’tgan hamshiraning buyruqlarini bajaradilar. Ular litsenziyalangan hamshiraga bemorning ahvoli to’g’risida xabar berishadi. Assistant nurses are always supervised by a licensed registered nurse.

Ta’lim

In 1952 Japan established the first nursing university in the country. [76] An dotsentlik darajasi was the only level of certification for years. Soon people began to want nursing degrees at a higher level of education. Tez orada Bachelor’s Degree in Nursing (BSN) was established. Currently, Japan offers doktorlik -level degrees of nursing in a good number of its universities.

There are three ways that an individual could become a registered nurse in Japan. After obtaining a high school degree the person could go to a nursing university for four years and earn a bachelor’s degree, go to a junior nursing college for three years or go to a nursing school for three years. [76] Regardless of where the individual attends school they must take the national exam. Those who attended a nursing university have a bit of an advantage over those who went to a nursing school. They can take the national exam to be a registered nurse, public health nurse or midwife. In the cases of becoming a midwife or a public health nurse, the student must take a one-year course in their desired field after attending a nursing university and passing the national exam to become a registered nurse. The nursing universities are the best route for someone who wants to become a nurse in Japan. [76] They offer a wider range of general education classes and they also allow for a more rigid teaching style of nursing. These nursing universities train their students to be able to make critical and educated decisions when they are out in the field. Physicians are the ones who are teaching the potential nurses because there are not enough available nurses to teach students. This increases the dominance that physicians have over nurses.

Students that attend a nursing college or just a nursing school receive the same degree as one who graduated from a nursing university would, but they do not have the same educational background. The classes offered at nursing colleges and nursing schools are focused on more practical aspects of nursing. These institutions do not offer many general education classes, so students who attend these schools will solely be focusing on their nursing educations while they are in school. Students who attend a nursing college or school do have the opportunity to become a doya or a public health nurse. They have to go through a training institute for their desired field after graduating from the nursing school or college. [76] Japanese nurses never have to renew their licenses. Once they have passed their exam, they have their license for life. [76]

Bugun

Like the United States, Japan is in need of more nurses. The driving force behind this need is the fact that country is aging and needs more medical care for its people. However, the number of available nurses does not seem to be increasing. Nurses face poor working conditions and low social status, and there is a cultural idea that married women quit their jobs for family responsibilities. [91] On average, Japanese nurses make around 280,000 yen a month, and it is one of the higher paying jobs. However, physicians make twice as much as nurses. [92] Similar to other cultures, the Japanese people view nurses as subservient to physicians. Ga ko’ra Amerika hamshiralari assotsiatsiyasi article on Japan, “nursing work has been described using negative terminology such as ‘hard, dirty, dangerous, low salary, few holidays, minimal chance of marriage and family, and poor image.’”

There are organizations that unite Japanese nurses like the Japanese Nursing Association (JNA); the JNA is a professional organization and not a union. Members of the JNA lobby politicians and produces publications about nursing. According to the American Nurses Association’s article on Japan, the JNA “works toward the improvement in nursing practice through many activities including the development of a policy research group to influence policy development, a code of ethics for nurses, and standards of nursing practice.” The JNA also provides certification for specialists in mental health, oncology and community health. [76] There are other organizations, including some that categorize nurses by specialty, like emergency nursing or disaster nursing. One of the older unions that relates to nursing is the Japanese Federation of Medical Workers Union, which was created in 1957. [76] It is a union that includes physicians as well as nurses. This organization was involved with the Hamshiralik ishi bo’yicha kadrlar to’g’risidagi qonun. [76]

Tayvan

Asosiy maqola: Tayvanda hamshiralik ishi

Yilda Tayvan, Sog’liqni saqlash va ijtimoiy ta’minot vazirligi is in charge of the regulation of nursing. [93] The Taiwan Union of Nurses Association (TUNA) is the union unit in Taiwan, fighting for nurses on payment and working time issues. [94]

Avstraliya

Asosiy maqola: Avstraliyada hamshiralik ishi

Catholic religious institutes were influential in the development of Australian nursing, founding many of Australia’s hospitals – the Irish Xayriya opa-singillari were first to arrive in 1838 and established Sidneydagi Sent-Vinsent kasalxonasi in 1857 as a free hospital for the poor. They and other orders like the Mehribon opa-singillar, and in aged care the Sisters of the Little Company of Mary and Kambag’al opa-singillar founded hospitals, hospices, research institutes and aged care facilities around Australia. [95] [96]

A census in the 1800s found several hundred nurses working in Western Australia during the colonial period of history, this included Aboriginal female servants who cared for the infirm. [97]

The state nursing licensing bodies amalgamated in Australia in 2011 under the federal body AHPRA (Australian Health Practitioner Registration Authority). [98] Several divisions of nursing license is available and recognized around the country.

• Enrolled nurses may initiate some oral medication orders with a specific competency now included in national curricula but variable in application by agency.
• Registered nurses hold a university degree (enrolled nurses can progress to registered nurse status and do get credit for previous study).
• Nurse practitioners have started emerging from postgraduate programs and work in both private practice and public hospitals and clinics.
• Mental health nurses must complete further training as advanced mental health practitioners in order to administer client referrals under the Ruhiy salomatlik to’g’risidagi qonun.

Australia enjoys the luxury of a national curriculum for vocational nurses, trained at Technical and Further Education (TAFE) colleges or private Registered Training Organization (RTO). Enrolled and registered nurses are identified by the department of immigration as an occupational area of need, although registered nurses are always in shorter supply, and this increases in proportion with specialization.

In 1986 there were a number of rolling industrial actions around the country, culminating when five thousand Victorian nurses went on strike for eighteen days. The hospitals were able to function by hiring casual staff from each other’s striking members, but the increased cost forced a decision in the nurses’ favor.

Shuningdek qarang

• Advanced practice registered nurse
• Deaconess
• Favqulodda hamshiralik ishlari
• Kasalxonalar tarixi
• Tibbiyot tarixi
• Hamshiralik tarixi
• Buyuk Britaniyada hamshiralik ishlari tarixi
• Qo’shma Shtatlarda hamshiralik ishlari tarixi
• History of Philippine nurses in the United States
• Hamshiralik maqolalari ko’rsatkichi
• Litsenziyalangan amaliy hamshira
• Hamshiralar ro’yxati
• Hamshiralik mutaxassisliklari ro’yxati
• Hamshiralik ishidagi erkaklar
• Bulbul garovi
• Hamshira formasi
• Hamshira va mijoz munosabatlari
• Opa-singilni rejalashtirish muammosi
• Hamshiralarni parvarish qilish rejasi
• Hamshiralik axloqi
• Avstraliyada hamshiralik ishi
• Germaniyada hamshiralik ishi
• Gonkongda hamshiralik ishi
• Hindistonda hamshiralik ishi
• Islomda hamshiralik ishi
• Yaponiyada hamshiralik ishi
• Keniyada hamshiralik ishi
• Pokistonda hamshiralik ishi
• Tayvanda hamshiralik ishi
• Filippindagi hamshiralik ishlari
• Qo’shma Shtatlarda hamshiralik ishi
• Hamshiralar maktabi
• Hamshiralarning stereotiplari
• Hamshiralik nazariyasi
• Ro’yxatdan o’tgan hamshira
• Transkultural hamshiralik
• Nam hamshira

Adabiyotlar

1. ^ Coulehan J. L., Block M. R. (2005): The Medical Interview: Mastering skills for clinical practice, 5th Ed. F. A. Davis. ISBN 0-8036-1246-X.
2. OCLC232304023.
3. ^ Dunphy L. M., Winland-Brown J. E. (2011): Primary care: The art and science of advanced practice nursing. F.A.Devis.
4. ISBN 9780803626478.
5. ^ O’Lynn, CE (2007). “History of men in nursing: a review”. In O’Lynn, CE; Tranbarger, RE (eds.). Hamshiralik ishidagi erkaklar: tarix, qiyinchiliklar va imkoniyatlar. Nyu-York: Springer Pub. 6-8 betlar. ISBN9780826103499 .
6. ^ Levine, EB; Levine, ME (1965). “Hippocrates, father of nursing, too?”. Amerika hamshiralik jurnali. 65 (12): 86–8. doi:10.1097/00000446-196512000-00022. PMID5319739. S2CID38921319.
7. ^ Bloy, M. “Florens Nightingale (1820–1910)”. Viktoriya to’ri . Olingan 24-noyabr 2014 .
8. ^ Ferngren, GB (2009). Medicine & health care in early Christianity. Baltimor: Jons Xopkins universiteti matbuoti. p. 121 2. ISBN9780801895227 .
9. ^ Sachedina, Abdulaziz (2009). Islamic biomedical ethics: principles and application . Oksford: Oksford universiteti matbuoti. pp.93 –94. ISBN9780195378504 .
10. ^ de Bary, WT, ed. (2011). The Buddhist tradition in India, China & Japan (Tasdiqlanmagan. Tahr.). New York: Vintage eBooks. 35-36 betlar. ISBN9780307778796 .
11. ^ Egenes, KJ (2009). “History of nursing”. In Halstead, J; Roux, G (eds.). Hamshiralik ishi masalalari va tendentsiyalari: bugungi va ertangi kun uchun muhim bilimlar. Sudberi, MA: Jons va Bartlett. p.2. ISBN9780763752255 .
12. ^ Striepe, JM (1992). “Reclaiming the church’s healing role”. Journal of Christian Nursing. 10 (1): 4–7. doi:10.1097/00005217-199310010-00002. PMID8418284.
13. ^ Wand, T (January 2004). “The ‘Sister’ title: past the use by date?”. Kollegian. 11 (1): 35–39. doi:10.1016/S1322-7696(08)60442-4.
14. ^ Leonard, AE (2008). “Female religious orders”. In Hsia, RP (ed.). Islohotlar dunyosining hamrohi (1-qog’ozli tahrir). Oksford: Blackwell Publishers. p. 244. ISBN978-1405149624 .
15. ^ Lundy, KS (2014). “A history of health care and nursing”. In Masters, K (ed.). Professional hamshiralik amaliyotida rolni rivojlantirish (3-nashr). Burlington, MA: Jones & Bartlett Learning. 11-12 betlar. ISBN9781449681982 .
16. ^Qrimdagi rus rahmatli opa-singillar, 1854-1855
17. ^ Professional Nursing Practice: Concepts and perspective, Koernig & Hayes, sixth edition, 2011, p.100,
18. ISBN 978-0-13-508090-0
19. ^ Winkel, W (2009). “Florens Naytale”. Epidemiologiya. 20 (2): 311. doi:10.1097/EDE.0b013e3181935ad6. PMID19234417.
20. ^ Quinn, Shawna M. (2010). Agnes Warner and the Nursing Sisters of the Great War (PDF) . Goose Lane editions and the New Brunswick Military Heritage Project. ISBN978-0-86492-633-3 . Arxivlandi asl nusxasi (PDF) 2015 yil 24 sentyabrda . Olingan 29 noyabr 2014 .
21. ^ Bostridge, Mark (26 October 2017). “Florence Nightingale: the Lady with the Lamp”. BBC.
22. ^ Moira Fergyuson, To’qqiz qora ayol (London: Routledge, 1998), p. 68.
23. ^Mother Marianne becomes an American saint. CNN. Qabul qilingan 2013-07-28.
24. ^ Naumann, CD (2008). In the footsteps of Phoebe: a Complete History of the Deaconess Movement in the Lutheran Church—Missouri Synod. Sent-Luis, MO: Concordia Pub. Uy. p. 4. ISBN9780758608314 .
25. ^ Blackmore, H, ed. (2007). The Beginning of Women’s Ministry: the Revival of the Deaconess in the Nineteenth-century Church of England. Woodbridge: Boydell Press. ISBN978-1-84383-308-6 .
26. ^“Bizning tariximiz”. Britaniya armiyasining veb-sayti. Arxivlandi asl nusxasi 2011 yil 28 oktyabrda . Olingan 31 oktyabr 2011 .
27. ^“History of the School of Nursing”. Merilend universiteti hamshiralik maktabi . Olingan 19 yanvar 2016 .
28. ^ Chin, PL; Kramer, MK (2008). Integrated Theory and Knowledge Development in Nursing (7-nashr). Sent-Luis: Mosbi Elsevier. pp.33–34. ISBN9780323052702 .
29. ^“Ikkinchi Jahon urushi hamshirasi”. qaranc.co.uk . Olingan 31 oktyabr 2011 .
30. ^ D’Ann Campbell, Women at War with America: Private Lives in a Patriotic Era (1984) ch 2
31. ^ Philip A. Kalisch and Beatrice J. Kalisch, American Nursing: A History (2003 yil 4-nashr)
32. ^ Bronny Rebekah McFarland-Icky, Nurses in Nazi Germany (Princeton University Press, 1999)
33. ^ Gordon Williamson, Ikkinchi jahon urushi Germaniya ayollariga yordamchi xizmatlar (2003) pp 34–36
34. ^ Alligood, MR (2013). “Introduction to nursing theory”. In Alligood, MR; Tomey, AM (eds.). Nursing Theorists and their Work (7-nashr). Maryland Heights, MO: Mosby/Elsevier. 5-6 betlar. ISBN9780323056410 .
35. ^“Total Number of Professionally Active Nurses, by Gender”. kff . Olingan 19 yanvar 2016 .
36. ^“Distribution of Physicians by Gender”. kff . Olingan 19 yanvar 2016 .
37. ^ abXalqaro hamshiralar kengashi 2007 yil avgustda olingan
38. ^“Defining nursing 2014”. Qirollik hamshiralik kolleji (RCN). 2014 yil 22-dekabr . Olingan 8 oktyabr 2016 .
39. ^ANA Considering Nursing Dekabr 2018 da olindi
40. ^Contemporary Nurse Virginia HendersonArxivlandi 14 September 2009 at the Orqaga qaytish mashinasi Iyul 2009 da olingan
41. ^“Associate Degree in Nursing (ADN/ASN)”. collegeatlas . Olingan 29 oktyabr 2015 .
42. ^“NCLEX Exam | National Council Licensure Examination”. allnursingschools . Olingan 29 oktyabr 2015 .
43. ^“5 Myths about Registered Nurses – Ameritech College of Healthcare”. Ameritech College of Healthcare . Olingan 15 oktyabr 2015 .
44. ^“Registered Nurse (RN) Career and Job Information”. careerprofiles . Olingan 15 oktyabr 2015 .
45. ^ Grant VJ, Robinson E, Muir P (2004). “BM 2004;328:141–142 (17 January)”. BMJ. 328 (7432): 141–2. doi:10.1136/bmj.328.7432.141. PMC314508 . PMID14726342.
46. ^ Patrick Sullivan (12 June 2001). “Canada Medical Association Journal 12 June 2001; 164 (12)”. Cmaj.ca . Olingan 4 sentyabr 2013 .
47. ^2000 National Sample Survey of Registered NursesArxivlandi 2011 yil 22 aprel Orqaga qaytish mashinasi
48. ^ ab OLynn, Chad E.; Tranbarger, Russell E. (2006). Hamshiralik ishidagi erkaklar: tarix, qiyinchiliklar va imkoniyatlar. Springer nashriyot kompaniyasi. p. 225. ISBN978-0-8261-0349-9 .
49. ^“Annual Equality and Diversity Profile, NMC 2015–2016” (PDF) .
50. ^ Weintraub, Arlene (3 June 2002). “Nursing: On the Critical List”. Biznes haftasi.
51. ^“Erkaklar hamshiralik kasblarida” (PDF) . Aholini ro’yxatga olish.gov. American Community Survey. Fevral 2013. Arxivlangan asl nusxasi (PDF) 2017 yil 13-iyulda . Olingan 6 oktyabr 2015 .
52. ^ Weber, Janet (2014). Nurses’ handbook of health assessment. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins Health. ISBN9781451142822 .
53. ^ Taylor, C. R., Lillis, C., LeMone, P., Lynn, P. (2011) Fundamentals of nursing: The art and science of nursing care. Philadelphia: Lippincott Williams & Wilkins, page 735-736.
54. ^“RCN factsheet on nurse prescribing in the UK”. rcn.uk . Olingan 20 iyul 2019 .
55. ^ Taylor, C. R., Lillis, C., LeMone, P., Lynn, P. (2011) Fundamentals of nursing: The art and science of nursing care. Philadelphia: Lippincott Williams & Wilkins, page 468.
56. ^ Draper Elaine; LaDou Joseph; Tennenhouse Dan J (2011). “Occupational Health Nursing and the Quest for Professional Authority”. Yangi echimlar. 21 (1): 57–88. doi:10.2190/ns.21.1.i. PMID21411426. S2CID207317324.
57. ^ Shnayder, Jon. “Healthcare advocacy experts aid workers.” Miami Herald 31 August 2010
58. ^ Buchanan, J. (2002). “Global nursing shortages”. BM. 324 (7340): 751–2. doi:10.1136/bmj.324.7340.751. PMC1122695 . PMID11923146.
59. ^ abv Roberts, Rashaun; Grubb, Paula L.; Grosch, James W. (25 June 2012). “Alleviating Job Stress in Nurses”. NIOSH: Ish joyidagi xavfsizlik va sog’liq. Medscape va NIOSH.
60. ^ Hartley, Dan; Ridenour, Marilyn (12 August 2013). “Free On-line Violence Prevention Training for Nurses”. Mehnatni muhofaza qilish milliy instituti . Olingan 15 yanvar 2015 .
61. ^ Gilhooly, Rob (17 June 2012). “Exoskeletons await in work/care closet”. The Japan Times . Olingan 21 avgust 2013 .
62. ^Interventions to prevent back pain and back injury in nurses: a systematic review
63. ^ United States Department of Labor Bureau of Labor Statistics
64. ^ The U.S. Nursing Workforce in 2018 and BeyondJournal of Nursing Regulation , Volume 8, Issue 4, S3 – S6
65. ^ Amerika hamshiralari assotsiatsiyasi. “Nursing Facts: Today’s Registered Nurse – Numbers and Demographics” Washington, D.C., American Nurses Association, 2006.
66. ^ Health Resources and Service Administration. “Findings from the National Sample Survey Of Registered Nurses” Washington, D.C., U.S. Department of Health and Human Services Health Resources and Service Administration Bureau of Health Professions Division of Nursing, 2000.
67. ^ abBureau of Labor Statistics – Registered NursesArxivlandi 2012 yil 11 avgust kuni Orqaga qaytish mashinasi
68. ^ Haddad LM, Annamaraju P, Toney-Butler TJ (January 2020). “Nursing Shortage”. Stat Pearls. PMID29630227 . Olingan 10 may 2020 . Iqtibos jurnali talab qiladi | jurnal = (Yordam bering)
69. ^ Rosseter, 2012.
70. ^Nursing (Ferguson’s Careers in Focus). New York, N.Y.: Ferguson. 2006. p.188. ISBN978-0-8160-6587-5 .
71. ^ ab Nardi, Deena A., and Charlene C. Gyurko. “The Global Nursing Faculty Shortage: Status and Solutions for Change.” (2013): 1–11. Internet. 2015 yil 28-yanvar.
72. ^ Fang, D.; Wilsey-Wisniewski, S.J.; Bednash, G.D. (2006). “2005–2006 enrollment and graduations in baccalaureate and graduate programs in nursing. Washington, DC: American Association of Colleges of Nursing. Levsey, K.R., Campbell, D., & Green, A. (2007). Yesterday, Today, and Tomorrow; Challenges in Securing Federal Support for Graduate Nurses”. Hemşirelik ta’limi jurnali. 46 (4): 176–183.
73. ^ Nardi, Deena A., and Charlene C. Gyurko. “The Global Nursing Faculty Shortage: Status and Solutions for Change.” (2013): 1–11. Internet. 2015 yil 28-yanvar
74. ^“FAQs: Contact Hours (CNE Credit)”. Arxivlandi asl nusxasi 2015 yil 11 fevralda . Olingan 10 fevral 2015 .
75. ^“Continuing Education for Nurses and Medics”. NHI . Olingan 10 dekabr 2017 .
76. ^“Amerika hamshiralari uyushmasi”. Nursingworld . Olingan 21 avgust 2011 .
77. ^“National Healthcare Institute Continuing Education Requirements by Board of Nursing”. NHInstitute . Olingan 14 fevral 2012 .
78. ^ Amerika hamshiralarini ishonch yoritish markazi. “ANCC Certification” Washington, D.C., American Nurses Association, 2006.
79. ^ abvdefghmenjklmnopMatnni bog’lashArxivlandi 2011 yil 29 dekabr Orqaga qaytish mashinasi.
80. ^ [Siantz, de Leon, M.L., Malvárez, S., (31 May 2008) “Migration of Nurses: A Latin American Perspective” OJIN: The Online Journal of Issues in Nursing; Vol. 13 No. 2 Manuscript 2. Siantz, de Leon, M.L., Malvárez, S., (31 May 2008) “Migration of Nurses: A Latin American Perspective” OJIN: The Online Journal of Issues in Nursing; Vol. 13 No. 2 Manuscript 2.] Tekshiring | url = qiymati (Yordam bering) Yo’qolgan yoki bo’sh sarlavha = (Yordam bering)
81. ^ Cassiani, Silvia Helena De Bortoli; Wilson, Lynda Law; Mikael, Sabrina de Souza Elias; Peña, Laura Morán; Grajales, Rosa Amarilis Zarate; McCreary, Linda L.; Theus, Lisa; Agudelo, Maria del Carmen Gutierrez; Felix, Adriana da Silva; Uriza, Jacqueline Molina de; Gutierrez, Nathaly Rozo (2017), [Cassiani, S., Wilson, L. L., Mikael, S., Peña, L. M., Grajales, R., McCreary, L. L., Theus, L., Agudelo, M., Felix, A., Uriza, J. M., & Gutierrez, N. R. (2017). The situation of nursing education in Latin America and the Caribbean towards universal health. Revista latino-americana de enfermagem, 25, e2913. ://doi/10.1590/1518-8345.2232.2913 “The situation of nursing education in Latin America and the Caribbean towards universal health”] Tekshiring | url = qiymati (Yordam bering) , Revista Latino-Americana de Enfermagem, 25: e2913, doi:10.1590/1518-8345.2232.2913, PMC5466053 , PMID28513769
82. ^ Pan Amerika sog’liqni saqlash tashkiloti. Strategy for universal access to health and universal health coverage. Washington, D.C.: OPS; 2014 yil. http://www.paho/uhexchange/index.php/en/uhexchange-documents/technical-information/26-strategy-for-universal-access-to-health-and-universal-health-coverage/file
83. ^ United Kingdom Government Nurses, Midwives and Health Visitors Act, 1997. London: HMSO, 1997.
84. ^ Jackson, Linda (24 February 2016). “How revalidation will work for nurses and midwives”. The Guardian . Olingan 8 oktyabr 2016 .
85. ^“NMC Revalidation to begin in April 2016”. Hamshiralik ishlari bo’yicha eslatmalar. 2015 yil 16 oktyabr . Olingan 1 iyun 2017 .
86. ^“Changes to pre-registration nursing programmes: FAQs | Nursing and Midwifery Council”. Nmc-uk. 20 Aprel 2010. Arxivlangan asl nusxasi 2011 yil 27 iyulda . Olingan 21 avgust 2011 .
87. ^ Hemşirelik va akusherlik kengashi Pre-registration training. London: NMC, 2003.
88. ^“Student bursary system ‘unsustainable’, claims minister in response to editors”. Hemşirelik Times . Olingan 10 dekabr 2017 .
89. ^“Post Registration Education and Practice (Prep) requirements for midwives | Nursing and Midwifery Council”. Nmc-uk. Arxivlandi asl nusxasi 2010 yil 26-noyabrda . Olingan 21 avgust 2011 .
90. ^ Nursing and Midwifery Education, 2007
91. ^ BNF Publications. “BNF Publications”.
92. ^“Regulated professions database – European Commission”. Evropa komissiyasi . Olingan 10 dekabr 2017 .
93. ^“Nursing in Japan – Overview of Japanese Nursing System”. hamshira.or.jp . Olingan 25 fevral 2018 .
94. ^“Nursing in Japan – Working conditions in Japan”. hamshira.or.jp . Olingan 25 fevral 2018 .
95. ^“Professional Nurse Salaries – International Comparison”. worldsalaries . Olingan 25 fevral 2018 .
96. ^“Sog’liqni saqlash va farovonlik vazirligi”.
97. ^“中華民國護理師護士公會全國聯合會”.
98. ^“Internet-arxivni qaytarish mashinasi”. 6 Iyul 2011. Arxivlangan asl nusxasi 2010 yil 2 aprelda . Olingan 31 iyul 2012 .
99. ^“Little Sisters of the Poor Oceania”. Littlesistersofthepoor.au . Olingan 31 iyul 2012 .
100. ^ “But Westward Look” by author
101. ^ Ralph, Nicholas; Birks, Melanie; Chapman, Ysanne (November 2013). “The accreditation of nursing education in Australia” (PDF) . Kollegian. 22 (1): 3–7. doi:10.1016/j.colegn.2013.10.002. PMID26285403.
102. ^Nurses’ militancy stemmed from two different kinds of experiences. Anu.edu.au (19 November 1983). Qabul qilingan 2013-07-28.

Bibliografiya

• Rosseter, R. (6 August 2012). “Media Relations/ Nursing Shortage”. Amerika hamshiralar kollejlari assotsiatsiyasi.

Qo’shimcha o’qish

• Advanced Practice and Leadership in Radiology Nursing. Springer Publishing. (2020).
• ISBN 978-3-030-32678-4
• Fitzpatrick, Joyce J. (24 August 2011). Fitzpatrick, Joyce J.; Kazer, Meredith (eds.). Encyclopedia of Nursing Research (3-nashr). ISBN978-0826107503 .
• Hardy, Susan; Corones, Anthony (2017). “The Nurse’s Uniform as Ethopoietic Fashion”. Moda nazariyasi. 21 (5): 523–552. doi:10.1080/1362704X.2016.1203090. S2CID192947666.
• Longe, Jacqueline, ed. Gale Encyclopedia of Nursing and Allied Health (6 vol. 2013)

Tarixiy

• Bullough, Vern L. and Bonnie Bullough. The Emergence of Modern Nursing (2nd ed. 1972)
• D’Antonio, Patricia. American Nursing: A History of Knowledge, Authority, and the Meaning of Work (2010), 272pp.
• Dock, Lavinia Lloyd. A Short history of nursing from the earliest times to the present day (1920) to’liq matn onlayn; abbreviated version of her four volume A History of Nursingvol 3 onlayn
• Donahue, M. Patricia. Hamshiralik, eng yaxshi san’at: tasvirlangan tarix (3rd ed. 2010), includes over 400 illustrations; 416pp; parcha va matn qidirish
• Fairman, Julie and Joan E. Lynaugh. Critical Care Nursing: A History (2000) parcha va matn qidirish
• Judd, Deborah. A History of American Nursing: Trends and Eras (2009) 272pp parcha va matn qidirish
• Kalish, Filipp A. va Beatris J. Kalish. Amerikalik hamshiralarning yutuqlari (1995 yil 3-nashr); 2003 yil 4-nashr, Amerika hamshirasi: tarix
• Snodgrass, Meri Ellen. Hamshiralik ishining tarixiy entsiklopediyasi (2004), 354 pp; qadim zamonlardan to hozirgi kungacha

Tashqi havolalar

• UNCG kutubxonasi Betti H. Karter Veteran ayollar tarixiy loyihasi: Hamshira
• “Hamshiralik ishi” . Britannica entsiklopediyasi (11-nashr). 1911 yil.

• Talaba hamshirasi
• Klinik hamshira rahbari
• Litsenziyalangan amaliy hamshira
• Ro’yxatdan o’tgan hamshira
• Bitiruvchi hamshira

Akusherlik va ginekologiya, bolalar ginekologiyasi

Kafedra xodimlari: prof. Rasul-zade Yu.G., dotsentlar: Zufarova Sh.A., Mirzaeva N.B, Yuldasheva D.S., Ruzieva NB, Muxamedxanova Sh.T., Yuldasheva S.Z, Djurabekova S.T., Assistentlar: Jalolov R.K., Zokirxo’jaeva D.A., Aripova F.S., Axmedova D.R., Tillashayxova M.X., Ischenko II, Tadjieva M.A., Yuldashev A .A., Klimashkin A.A., Kurbanov B.B., Navruzova R.S., Sidiqova N.M., Nazarova K.Ya., Komilova M.S., Raxmatullayev X.F., Isroilova N.R.

PhD Doktorant: N. Sidiqova M.

Mustaqil izlanuvchi: Axmedova D.R.

Kafedrada tibbiy-pedagogika fakulteti 4-5-6 kurslari, pediatriya fakulteti 4-6 kurslari, OMX 2-3 kurs talabalari tahsil olishadi. O’qitadigan fanlari: • akusherlik va ginekologiya; • bolalar ginekologiyasi; • Akusherlik va ginekologiyada hamshiralik ishi. Shuningdek, «Akusherlik va ginekologiya» magistrlari. Shuningdek, klinik ordinatorlar akusherlik va ginekologiya va bolalar ginekologiyasi ixtisosligi bo’yicha o’qitiladi.

Kafedrada quyidagi yo’nalishlarda tadqiqotlar olib boriladi: «Jinsiy prolapsani jarrohlik davolash», «Homiladorlikda mikroelementoz», «Erta tug’ilish diagnostikasi», «Og’ir preeklampsiyani bashorat qilish».

Kafedraning ilmiy darajasi 61%.

Magistrlar va klinik rezidentlar hamda talabalar tahsil oladigan klinik bazalar – 6-sonli tug’ruqxona • 4-sonli shahar klinik shifoxonasi. • Qibray tumanidagi tug’ruq majmuasi • Respublika ixtisoslashtirilgan akusherlik va ginekologiya ilmiy-amaliy markazi • Respublika aholining reproduktiv salomatligi markazi • 8-sonli tug’ruq majmuasi

Kafedra xodimlari, magistrantlar, izlanuvchilar va doktorantlar quyidagi tashkilotlar bilan faol hamkorlik qilmoqdalar: Respublika ixtisoslashtirilgan akusherlik va ginekologiya ilmiy-amaliy markazi, Respublika reproduktiv salomatlik markazi, O’zbekiston ginekologlari assotsiatsiyasi, Koreya katolik universiteti – Sent-Vinsent kasalxonasi.

Kafedra xodimlari akusherlik va ginekologiya fanidan uslubiy ko’rsatmalar, qo’llanmalar va darsliklar yaratishda faol ishtirok etadilar. Bundan tashqari kafedra xodimlari, magistrantlar, izlanuvchilar va doktorantlar xalqaro anjumanlar, kongresslar va simpoziumlarda faol ishtirok etishadi.

Va ginekologiya

foydalanilgan holda, dars jarayoni tashkil etilib kelinmoqda.

Shu nuqtayi nazardan har tomonlama yetuk, malakali, amaliy

ko‘nikmalarga ega bo‘lgan umumiy amaliyot davolash ishi feld-

sherlarini tayyorlash uchun mo‘ljallab yozilgan ushbu o‘quv qo‘l-

lanma tarmoq ta’lim standartlari talabidan kelib chiqib, Oliy va

o‘rta maxsus ta’lim vazirligining 2012-yil 15-avgustdagi 332/1-sonli

buyrug‘i bilan tasdiqlangan “Akusherlik va ginekologiya” fani na-

munaviy o‘quv dasturi asosida tayyorlangan. O‘quv qo‘llanmada

akusherlik va ginekologiya fanining anatomiya, fiziologiya va pa-

tologiya asoslari, hamshiralik ishi, pediatriya, ichki kasalliklar,

anesteziologiya va reanimatsiya asoslari fanlari bilan bog‘lab o‘tila-

digan mavzularga alohida o‘rin berilgan.

Jahon sog‘liqni saqlash tashkiloti tavsiyalari asosida ishlab chi-

qilgan protokollardan foydalanib, “Homiladorlikda giðertenziv

buzilishlar”, “Akusherlik qon ketishlari”, “Akusherlikda septik in-

feksiya” kabi mavzularga tegishli o‘zgartirishlar, yangiliklar kiritildi.

Shuningdek, “Tug‘ruq komplekslarining tuzilishi”, “Chaqaloqlar-

ni parvarishlashning zamonaviy usullari”, “Asfiksiyada tug‘ilgan

chaqaloqlar parvarishi” mavzulari Sog‘liqni saqlash vazirligi max-

sus buyruqlari va yo‘riqnomalaridagi ma’lumotlar bilan boyitildi.

O‘quv adabiyoti umumiy amaliyot davolash ishi feldsherlari

bilishi va bajarishi lozim bo‘lgan amaliy ko‘nikmalar va muola-

jalar, ginekologik bemorlarni umumiy davolash, operatsiyaga tay-

yorlash, ularni umumiy parvarishlash masalalari alohida yoritildi.

Shuningdek, avvalgi o‘quv adabiyotlariga kiritilmagan akusherlik va

ginekologiyada amaliy ko‘nikmalar va muolajalar yoritilgan 5-

qismga alohida e’tibor qaratilib, umumiy amaliyot davolash ishi

feldsheri sog‘liqni saqlash tizimi birlamchi bo‘g‘inida (poliklinika,

QVP) bajarishi lozim bo‘lgan muolajalar algoritm tarzida berilgan.

Ushbu o‘quv qo‘llanma tibbiyot kollejlari “Davolash ishi”

yo‘nalishi o‘quvchilari uchun mo‘ljallangan bo‘lib, undan kutila-

digan maqsad o‘quvchilarga “Akusherlik va ginekologiya” fanidan

nazariy bilim berishda va amaliy ko‘nikma hosil qilishda yaqindan

I QISM. O ‘ZBEKISTON RESPUBLIKASIDA

AKUSHERLIK VA GINEKOLOGIYA

XIZMATINING TASHKIL ETILISHI

I BOB. AKUSHERLIK FANI TUSHUNCHASI,

UNING RIVOJLANISH TARIXI. AKUSHERLIKDA

ETIKA VA DEONTOLOGIYA ASOSLARI

Akusherlik so‘zi fransuz tilida “accoucher” – tug‘moq ma’-

nosini anglatuvchi qadimiy tibbiyot fanining bir tarmog‘i bo‘lib,

ayollar organizmida homiladorlik, tug‘ruq va chilla davrida ro‘y

beradigan fiziologiya va patologik jarayonlarni o‘rganuvchi, ularning

oldini olish ishlarini tashkil etuvchi fandir.

Akusherlik aslida ginekologiya (gynaecos – ayol, logos –

ta’limot) fanining bir qismi hisoblanadi. Ginekologiya ayollar jinsiy

a’zolarining fiziologiyasi va patologiyasini o‘rganuvchi fandir.

Ibtidoiy jamoa davrida ayollar hech qanday tibbiy yordamsiz

tug‘ar edilar. Ularga oiladagi yoshi katta ayollar yordam berar edi.

Quldorlik davrida tibbiy yordam ko‘rsatish va tabiblik kasbi bilan

shug‘ullanuvchi kishilar paydo bo‘la boshladi.

Qadimiy Yunonistonning (Gretsiya) mashhur vrachi

Giðpokratni (eramizdan oldingi 460–370-yillar) “Meditsinaning

otasi” nomi bilan atashlari bejiz emas. Chunki uning onasi Fan-

areta taniqli doya bo‘lib, Giðpokrat dastlabki tibbiyotga oid ilmlarni

onasidan o‘rgangan va uni umr bo‘yi rivojlantirib, dunyoga mash-

hur vrach bo‘lib yetishdi.

Giðpokrat tibbiyotga oid bir necha kitoblarni yozib qoldirgan.

Ulardan eng muhimi Giðpokrat to‘plamlari bo‘lib, “Ayollar

tabiati”, “Xotin-qizlar kasalliklari haqida”, “Bepushtlik haqida”

Lekin Giðpokratning akusherlikdagi mushohadalari yuzaki

bo‘lgan. Uning fikricha tug‘ruqning kelib chiqish sababini homila-

oyoqlarini bachadon tubiga tirab, qo‘llari bilan bachadon bo‘ynini

ochib tug‘iladi deb tushuntiradi.

Akusherlik haqida qadimgi misrlik tabiblarning fikrlari birmun-

cha ilmiy asoslangan bo‘lib, ular o‘liklarda odam anatomiyasini

o‘rganish tufayli tegishli xulosaga kelishgan. Ularning fikricha

tug‘ruqning patologik kechishida chanoq va umurtqalar tuzilishi

ahamiyatlidir. Ayniqsa, homilaning ko‘ndalang vaziyati, bachadon

bo‘ynining ochilishidagi qiyinchiliklar chanoq buzilishiga bog‘liq

ekanligini alohida qayd etganlar.

Shuningdek, ular Giðpokratning fikriga qo‘shilib, homila

chanog‘i oldinda yotishida o‘z-o‘zidan tug‘ilish imkoni bo‘lmasligi

va homila operatsiya yo‘li bilan tug‘dirilishi to‘g‘risida ta’lim bergan-

Bu tariqa akusherlik taktikasidagi xato-kamchiliklar ko‘pincha

tug‘ruqda o‘rinsiz operativ aralashuvlarga va akusherlik shikastlari,

ayollar o‘limining ko‘payishiga sabab bo‘lgan.

Ulardan keyingi davrlarda Qadimgi Rim va Yunoniston

vrachlari akusherlikning rivojlanishiga munosib hissa qo‘shib embri-

otomiya, bachadonni qirish, uni zondlash va kesar kesish ope-

ratsiyalarini qo‘llashgan. Ammo kesar kesish operatsiyasi o‘lgan

ayollarda ona qornidagi homilaning hayotini saqlab qolish maqsa-

dida amalga oshirilgan.

O‘rta asrning buyuk allomasi, Sharq mutafak-

kiri, hamyurtimiz tabobat ilmining sultoni Abu

Ali ibn Sino 980-yilda Buxoro shahri yaqinidagi

Afshona qishlog‘ida tavallud topgan.

U 5 yoshida Buxorodagi madrasaga (otasi Ab-

dulloh ibn Hasan shu yillari Buxoro shahriga

ko‘chib kelgan) o‘qishga boradi. Ibn Sino tug‘ma

iste’dod egasi va o‘ta mehnatsevar edi. Shu sababli

barcha fanlarni tez va oson o‘zlashtirib oldi.

“Tib ilmi”, – deb yozadi Ibn Sino o‘z tarji-

mayi holida: qiyin ilmlardan emas, shu sababli

qisqa muddat ichida bu fanda juda ilgarilab ketdim, endi hatto bi-

limdon tabiblar ham kelib huzurimda tib ilmidan dars oladigan

bo‘ldilar. Bemorlarni ham ko‘rib turadigan bo‘ldim va shu yo‘sinda

orttirgan tajribalarim natijasida muolaja eshiklari menga shu qadar

keng ochilib ketdiki, uni ta’riflab berish qiyin”.

Abu Ali ibn Sino tib ilmi sohasida juda katta yutuqlarga erish-

di, uning bu muvaffaqiyatlari tez orada butun Buxoro, Xorazm

davlatlariga keng tarqaldi. U dastlab Buxoro amiri huzurida,

keyinchalik Xorazimshoh huzurida “Ma’mun” akademiyasida,

umrining keyingi yillarida Eronda – Jurjon, Ray shaharlarida

yashab ijod etadi va Hamadon shahrida 1037-yilda 57 yoshida

Ibn Sino 450 dan ortiq asar yozib qoldirgan bo‘lib, ulardan

242 tasi bizgacha yetib kelgan. Shundan 43 tasi tibbiyotga oid asar-

lar. Uning “Tib qonunlari” kitobi shoh asardir. Tib qonunlari 5 ta

kitobni o‘z ichiga oladi. Uchinchi kitobda inson tanasining

boshidan tovonigacha bo‘lgan a’zolarida yuz beradigan “xususiy”

yoki “mahalliy” kasalliklar haqida ma’lumot beradi. Shu jum-

ladan, asarning 89-beti xotin-qizlar kasalliklariga bag‘ishlangan.

Abu Ali ibn Sino ayollar jinsiy a’zolari kasalliklarini mukammal

Oiladagi bepushtlikning sabablari xususida to‘xtalib, farzand

ko‘rmaslik ayollar bilan teng barobar erkaklar reproduktiv a’zo-

lari kasalliklari oqibati ekanligi, ginekologiya amaliyotda ko‘p

uchraydigan hayz ko‘rish sikli buzilishining bir turi bo‘lgan dis-

funksional qon ketishlar haqida batafsil ma’lumotlar keltirgan.

Abu Ali ibn Sino o‘z tajribasida kraneotomiya operatsiyasini

qo‘llagan va uning 3 ta momentini (bosh suyagini teshish, miyani

qirib olib tashlash, boshga qisqich qo‘yib bolani tug‘dirib olish)

to‘liq yozib qoldirgan. Ibn Sino yog‘ochdan yasalgan akusherlik

qisqichlarini homilani tug‘dirish uchun qo‘llagan.

Abu Ali ibn Sinoning keng qamrovli qomusiy olim ekanligi

haqida ma’lumotlarni uning “Tib qonunlari”, “Urjuza”, “Yurak

dorilari”, “Tomir urishi haqida risola”, “Qon olinadigan tomirlar

haqida”, “Safarda bo‘ladiganlarning ta’biri haqida risola”, “Shah-

voniy quvvat haqida risola”, “Sachratqi haqida risola” va “Tarji-

mayi holi” ni o‘qib bilib olish mumkin.

Qadimgi Rossiyada akusherlik yordamini oiladagi yoshi katta

ayollar ko‘rsatishgan. XII asrlarga kelib akusherlik yordami

ko‘rsatuvchi vrachlar yetishib chiqishdi. Aksariyat ular erkaklar,

qisman ayollar ham bo‘lishgan. Ulardan mashhuri Yevpraksiya –

Kapitalistik tuzum davrida akusherlik fani juda katta taraqqiyot

sari yuz tutdi. Bu davrda (XVI asrlarda) A.Vezaliy, Fallopiy,

Yevstaxiy, Botallo kabi olimlarning anatomik tadqiqotlari muhim

ahamiyat kasb etdi. Bu tadqiqotlar esa akusherlik ilmining rivojiga

katta hissa qo‘shdi.

Ambruaz Pare (1517–1590) tomonidan homilani oyog‘iga

burish operatsiyasining qo‘llanilishi akusherlikda eng katta yutuqlar-

dan biri bo‘lib hisoblanadi.

XVII – XVIII asrlarda fransuz akusheri Moriso (1637–1709)

homilador ayollar kasalliklari haqida asar yozdi. Bu asarda tug‘ruq

jarayonida qov birlashmasining cho‘zilishi, chala (7–8 oylik)

tug‘ilgan chaqaloqlarning yashab ketish imkoniyatlari va akusher-

likning boshqa muammolari yoritilgan edi. Homila chanog‘i bilan

oldinda kelgandagi tug‘ruqda tug‘ilishi qiyinlashgan homila boshini

tug‘dirish usuli shular jumlasidandir.

Bundan tashqari angliyalik akusher Chimberlenning kashf et-

gan akusherlik qisqichlari akusherlik fani rivojiga katta turtki bo‘ldi.

Lekin Chimberlen akusherlik qisqichlarini faqat o‘zi hech kimga

oshkor etmasdan uyining yerto‘lasida ishlatgan va uning o‘limidan

200 yil keyin XIX asrda topilgan.

XVIII asrda Deventerning anatomiya sohasida muhim kashfiyot-

lari, ya’ni umumiy tekis toraygan tor chanoqlar va yassi chanoq-

larning tuzilishi va tug‘ruq jarayonining kechishi haqidagi

ma’lumotlari alohida o‘rin tutadi. Xuddi shuningdek fransuz aku-

sheri Jan-Lui-Bodellok (1746–1810) tug‘ruqqa kelgan ayollar

chanog‘ini o‘lchashni taklif etdi, diagonal konyugatani o‘lchash

usulini aniq tafsilotlari bilan yozib qoldirgan.

Angliyalik akusher Smelli (1697–1763) cha-

noqning diagonal konyugatasini o‘lchashga aha-

miyat berdi. Normal tug‘ruq mexanizmini va uning

tor chanoqlarda o‘ziga xos xususiyatlarini yozdi.

Akusherlik qisqichlarini takomillashtirib, qulflana-

digan yangi modelini yaratdi.

XVIII asrning buyuk akusherlaridan alohida nu-

fuzga ega bo‘lgan Nestor Maksimovich Maksimov-

ich-Ambodik hisoblanadi va haqli ravishda uni “Rus

akusherligining otasi” deb atashadi. N.M.Ambodik keng qamrovli

qomusiy olim edi va rus akusherligi tarixida birinchi bo‘lib “Doyachi-

lik san’ati yoki doyachilik ishi haqida ta’limot” nomli olti qismdan

iborat bo‘lgan akusherlik kitobini yozib, rus tilida akusherlar tayyor-

lash maktabini tashkil etib, unda o‘zi dars bergan. Peterburgda tashkil

etilgan bu maktabda, asosan darslarni nazariy jihatdan tinglovchilar

ongiga singdirib, amaliy ko‘nikmalarni akusherlik fantomida amalga

oshirgan. Buning uchun akusherlik fantomini kashf etgan. Yevropa

davlatlarida (Germaniya, Fransiya, Rossiya) tashkil

etilgan tug‘ruqxonalar akusherlik ilmi va amaliyotin-

ing yuksak darajada rivojlanishiga katta hissa qo‘shdi.

Lekin ko‘p o‘tmay bu tug‘ruq muassasalarida

vrachlar tug‘ruqning eng og‘ir, hatto ko‘pincha

o‘lim bilan tugaydigan asoratlari – tug‘ruq isitmasi

deb ataluvchi chilla davri septik kasalligiga duch

keldilar. XIX asrning birinchi yarmida bu falokat

pandemiya shaklida tug‘ruqxonalarni keng qoplab

olgan edi. Bu kasallik oqibatida o‘lim 10% dan to 50% gacha ayollar

umrini hazon qilar edi. Bu borada haqiqiy revolutsion yutuqqa erish-

gan vengriyalik olim I.F.Zemmelveys (1818–1865) bo‘ldi. Avstriya-

ning Vena shahridagi akusherlik klinikasining assistenti sifatida pa-

tologik anatomiya darsidan keyin akusherlik darsiga kelgan talabalar

ta’lim olgan klinikada boshqa tug‘ruq muassasalariga nisbatan chilla

davri septik kasalliklari va onalar o‘limi bir necha barobar ko‘p

uchrashiga katta e’tibor berdi. I.F.Zemmelveysning fikricha talabalar

anatomiya kafedrasida o‘liklar ustida mashg‘ulotlar o‘tishi davomida

o‘zlari bilan “murdalar zaharini” akusherlik klinikasida tarqatadi deb

hisoblaydi va uni hayvonlarda o‘tkazilgan tajribada isbotlaydi.

Shundan keyin I.F.Zemmelveys barcha tug‘ruqxona xodimlari

akusherlik muolajalarini bajarish oldidan qo‘llarini 3% li xlorli

suv bilan yuvishni tavsiya etadi. Uning evaziga chilla davri septik

kasalliklarining bir necha bor, to 1% gacha kamayishiga erishadi va

o‘zining bu buyuk xizmatlari bilan akusherlikda aseptika va antisep-

tikaning asoschisiga aylanadi.

I.F.Zemmelveysning bu g‘oyasi Lui Paster va Listerlarni anti-

septik kashfiyotlaridan ancha oldin ilgari surilgan edi. Lekin o‘z

davrida uning fikrlari inobatga olinmadi va o‘limidan ko‘p vaqt

o‘tgandan keyin tan olindi va u tug‘ilgan Budapesht shahrida unga

haykal qo‘yilib, “Ayollar hayotini saqlovchi insonga” degan yo-

O‘ZBEKISTONDA TUG‘RUQ XIZMATINING

RIVOJLANISHI

Qadimdan hozirgi O‘zbekiston Respublikasi hududida ayollarga

tug‘ruq yordamini doya kampirlar ko‘rsatishgan. U davrlarda

tug‘ruq va chilla davrlarida uchraydigan yuqumli kasalliklarning

oldini olish borasida hech qanday chora-tadbirlar ko‘rilmagan.

Shu sababdan onalar va chaqaloqlar o‘limi ko‘p uchragan.

O‘rta asrlarda Buxoro, Samarqand va Toshkent shaharlarida ta-

niqli olimlar Abu Ali ibn Sino, Najibuddin Samarqandiy va

boshqalar kichik kasalxonalar tarkibida tug‘ruq xizmatini ham

XIX asr 2-yarmidan Toshkent, Farg‘ona shaharlarida, Samar-

qand viloyatining Bulung‘ur, Chelak, Payshanba qo‘rg‘onlarida

kichik lazaretlar tashkil etilgan bo‘lib, unda amaldorlar oila va

qarindoshlariga tibbiy xizmat bilan birga tug‘ruq yordami ham

O‘zbekistonda dastlab ilmiy asoslangan akusherlik yordami

1921-yilda O‘rta Osiyo davlat universiteti meditsina fakultetida

akusherlik va ginekologiya kafedrasining tashkil etilishi bilan

ko‘rsatila boshlagan. Ushbu kafedrada K.T.Xrushev, A.M.Novikov,

F.N.Tavildarov, R.A.Chertok, S.G.Xaskin, A.A.Kogan (1972-yil-

gacha) kabi yirik akusher-ginekolog olimlar o‘z faoliyati davrida

kafedraga rahbarlik qilish bilan birgalikda respublikamizda akusherlik

va ginekologiya xizmatining rivojlanishiga munosib hissa qo‘shganlar.

Bu kafedraga 1972-yildan X.S.Umarova rahbarlik qilgan.

1927-yil 8-martda onalar va bolalarni muhofaza qilish ilmiy

tekshirish instituti (hozirgi pediatriya ilmiy tadqiqot instituti) tash-

kil etildi. Bu institut xodimlari ona va bolalar sog‘lig‘ini saqlash

borasida ilmiy va amaliy ishlar olib borib, ular o‘rtasida kasal-

liklarning sifat ko‘rsatkichlarini yaxshilash va o‘limni kamaytirishda

barakali mehnat qilishgan.

1931-yilda universitetning meditsina fakulteti mustaqil institut

shaklida ajralib chiqib, 1940-yilda ikkinchi akusherlik va

ginekologiya kafedrasi tashkil etildi. Bu kafedrada G.L.Vaynshteyn

(1940–1961), Y.I.Glikina (1961–1967) rahbarlik qilgan. 1967-

yildan professor A.A.Qodirova boshqargan. Shu davrlarda

A.A.Qodirova rahbarligida homilador ayollar kamqonligi kasalligi

xususida ilmiy ishlar olib borilib, kasallik diagnostikasi, davolash

chora-tadbirlari yo‘lga qo‘yilgan. A.A.Kogan rahbarligida akusherlik

qon ketishlari muammolariga katta e’tibor qaratilgan, ilmiy izla-

nishlar natijasi monografiya shaklida chop etilgan.

A.A.Qodirova 1919-yilda Toshkent shahrida tug‘ilgan, 1940-yilda

Toshkent tibbiyot institutini tamomlab, dastlab operatsiya kafed-

rasida ordinator, keyin assistent bo‘lib, 1950-yilgacha ishlagan.

1950-yildan akusherlik va ginekologiya kafedrasiga

ishga o‘tgan. 1956-yilda nomzodlik, 1969-yilda

“Homiladorlar kamqonligi” mavzusida doktorlik

dissertatsiyasini yoqlab, o‘zining ilmiy ishlari va

amaliy faoliyati bilan O‘zbekistonda akusherlik xiz-

matining rivojiga salmoqli hissa qo‘shgan.

A.A.Qodirovaning tashkilotchilik mahorati

Toshkent tibbiyot institutida 2-chi akusherlik va

ginekologiya kafedrasining tashkil etilishida,

1972–1975-yillarda Sog‘liqni saqlash vazirligida

bosh akusher ginekolog, 1975–1982-yillar davomida Respublika

akusher-ginekologlari ilmiy jamiyatining raisi vazifalarida ishlagan

davrlarida namoyon bo‘ldi. 1992-yilda “O‘zbekistonda xizmat ko‘r-

satgan fan arbobi” faxriy unvoni bilan taqdirlangan. Hukumati-

mizning bir necha orden va medallari bilan mukofotlangan. 102 ta

ilmiy maqola, 5 ta o‘quv qo‘llanma, 1 ta darslik va turli o‘quv-us-

lubiy qo‘llanmalar muallifidir.

1934-yilda Samarqand tibbiyot institutida akusherlik va gine-

kologiya kafedrasi tashkil etilib, unga A.V.Polyakov (1942-yil-

gacha), Y.S.Akopyan (1949-yilgacha), G.I.Ioffe-Golubchik (1959-

yilgacha), 1959-yildan 2000-yilgacha akademik I.Z.Zokirovlar rah-

I.Z.Zokirov 1928-yilda Samarqand shahrida tug‘ilgan. 1948-yilda

Samarqand tibbiyot institutini imtiyozli tamomlab, dastlab insti-

tutning quloq, tomoq va burun kasalliklari klini-

kasida ishini boshlagan va ko‘p o‘tmay Y.S.Akop-

kafedrasiga ishga taklif qilindi.

1948–1951-yillarda klinik ordinator, assistent

lavozimlarida ishlab, 1953-yilda “Bezgakning ho-

miladorlikka ta’siri” mavzusida nomzodlik disser-

tatsiyasini yoqladi. 1959-yildan boshlab kafedra

mudiri lavozimiga saylandi. I.Z.Zokirov o‘zining

ilmiy izlanishlarini virusli gepatit kasalligining ho-

miladorlikka va homilaga ta’sirini o‘rganishga qaratdi va uning

tashabbusi bilan respublikada birinchi bo‘lib Samarqand shahridagi

yuqumli kasalliklar shifoxonasida virusli gepatit bilan og‘rigan ho-

milador ayollarga ixtisoslashtirilgan bo‘lim tashkil etilib, bemorlar-

ga tibbiy va akusherlik xizmati ko‘rsatila boshladi. Ilmiy izlanishlar

natijasida 1965-yilda “Botkin kasalligining homiladorlik, tug‘ruq,

homila va chaqaloqqa ta’siri” mavzusida doktorlik dissertatsiyasi yoq-

I.Z.Zokirov O‘zbekistonda mintaqaviy patologiya hisoblangan

ekstragenital kasalliklar bilan bir qatorda, revmatizm va homila-

dorlik, kechki gestozlar va homiladorlik mavzularida qator ilmiy

tadqiqotlar olib bordi, natijada bir necha monografiyalar, o‘quv

qo‘llanmalar yaratildi. Tibbiyot institutlari talabalari uchun Aku-

sherlik (1994), patologik akusherlik (1994), fiziologik akusherlik

(1994) kabi o‘quv qo‘llanmalari shular jumlasidandir.

I.Z.Zokirov sobiq ittifoq akusher-ginekologlar ilmiy jamiyati

raisining o‘rinbosari, O‘zbekiston Respublikasida ushbu jamiyat

raisi sifatida O‘zbekiston akusher-ginekologlar maktabining ilmiy

izlanishlari natijalarini butun dunyoga tanitish borasida samarali

mehnat qilgan olimdir.

U Ruminiya, Vengriya, Yaponiya, Meksika, AQSh, Polsha,

Singapur, Germaniya, Turkiya, Avstriya, Fransiya, Italiya mam-

lakatlarida bo‘lib o‘tgan xalqaro akusher-ginekologlar kongresslarida

o‘zbek olimi sifatida ilmiy ma’ruzalar bilan qatnashgan.

1974-yilda O‘zbekiston Respublikasi Sog‘liqni saqlash vazirligi

Akusherlik va ginekologiya ilmiy tadqiqot institutining tashkilotchisi

bo‘lgan. U “O‘zbekistonda xizmat ko‘rsatgan fan arbobi” faxriy un-

voni sohibi, O‘zbekiston Fanlar akademiyasining haqiqiy a’zosi edi.

1950-yilda Toshkent vrachlar malakasini oshirish institutida

akusherlik-ginekologiya kafedrasi tashkil etildi, unga professor

N.T.Rayevskaya boshchilik qildi. N.T.Rayevskaya brutsellez kasalli-

gining homiladorlikka ta’sirli bo‘yicha namunali ishlarni amalga

1960-yildan boshlab shu institutda II, 1984-yildan III aku-

sherlik ginekologiya kafedrasi tashkil etildi. Kafedrada professor-

o‘qituvchilar, aspirantlar va ilmiy tadqiqotchilar tomonidan aku-

sherlik patologiyalarining dolzarb muammolari o‘rganila boshlandi,

fanning va akusherlik xizmatining rivojlanishiga o‘z hissalarini

1955-yilda Andijon tibbiyot institutida ham akusherlik-gine-

kologiya kafedrasi tashkil etildi. Kafedraga S.A.Odinsova rahbarlik

qilgan, hozirgi kunda G.Muhiddinova mudirlik qilmoqda.

1974-yilda Sog‘liqni saqlash vazirligi akusherlik va ginekologiya

ilmiy tadqiqot institutining tashkil etilishi O‘zbekistonda akusherlik

va ginekologiya xizmatining yanada rivojlanishida alohida ahamiyat

Institutda homiladorlik kamqonligi, akusherlik qon ketishlari,

gestozlar, ko‘p tug‘uvchi ayollar muammolari, bepushtlik, ope-

rativ ginekologiya masalalariga bag‘ishlangan ilmiy tadqiqotlar olib

borilib, bu akusherlik va ginekologik patologiyalarni davolashning

ratsional usullari ishlab chiqildi va amaliyotga tatbiq etildi.

Institutga R.X.Xodjayeva, D.A.Asadovlar mahorat bilan rah-

barlik qildilar. Hozirgi kunda professor D.D.Qurbonov rahbarlik

Akusherlik va ginekologiya fanining taraqqiyotiga o‘zining ilmiy

va tashkilotchilik ishlari bilan hissa qo‘shgan olimlardan professor

M.Sh.Sodiqovadir. Akusherlik va ginekologiya ilmiy tekshirish insti-

tuti inson reproduksiyasi bo‘limining boshlig‘i sifatida, bo‘limda

JSST Markazi bilan hamkorlikda inson reproduksiyasi masalasi

bo‘yicha ilmiy tadqiqotlarni o‘tkazishda faol qatnashib kelmoqda.

Bu ishlar O‘zbekiston Respublikasining hududiy xususiyatlarini,

ayollarning fenotiði, yoshi, genital va ekstragenital patologiyalar-

ning bor-yo‘qligini hisobga olgan holda, ularga gormonal kontrat-

septiv vositalarni qo‘llanilishi bo‘yicha fundamental tekshiruvlarni

amalga oshirish uchun asos bo‘lib xizmat qilmoqda.

Vrachlar malakasini oshirish instituti II akusherlik va gineko-

logiya kafedrasining mudiri, professor D.F.Karimova 1963-yilda

Toshkent davlat tibbiyot institutini bitirgan. “Botkin kasalligi va

homiladorlik” mavzusida 1968-yilda nomzodlik, “Homiladorlik

kechki toksikozlari profilaktikasi” mavzusida 1983-yilda doktorlik

dissertatsiyasini himoya qilgan. D.F.Karimova 300 dan ortiq ilmiy

maqolalar, 8 ta monografiya, 28 ta o‘quv qo‘llanmalarning mualli-

fidir. U Respublika akusher-ginekologlar Assotsiatsiyasining prezi-

denti, UNIFPA va USAID Xalqaro tashkilotlarining O‘zbekis-

tondagi maslahatchisi, Sog‘liqni saqlash vazirligi “Bexatar onalik”

dasturini joriy etish bo‘yicha trener sifatida tug‘ruq xizmati ko‘r-

satishni JSST talablari darajasiga ko‘tarishga, onalar va perinatal

o‘limni kamaytirishga munosib hissa qo‘shib kelmoqda.

Shuningdek, hozirgi kunda Toshkent tibbiyot akademiyasida fa-

oliyat ko‘rsatayotgan akusherlik va ginekologiya kafedralarining

mudirlari, tibbiyot fanlari doktori, professorlar M.X.Kattaxo‘ja-

yeva, M.A.Maxmudov, D.Q.Najmiddinovalarning, Samarqand

tibbiyot instituti akusherlik va ginekologiya kafedrasi dotsenti, tib-

biyot fanlari nomzodi X.Mliqulovlarning mustaqillik yillarida

O‘zbekiston Respublikasining o‘ziga xos taraqqiyot yo‘lida aku-

sherlik va ginekologiya xizmatining JSST standartlariga mos ravishda

rivojlanishiga va malakali tibbiyot xodimlarini, ayniqsa, tug‘ruq

xizmati posbonlari – akusher-ginekolog vrachlar tayyorlashdagi

Akusherlik va ginekologiya hamshiralik ishi kitobi

Saytimizdagi elektron kitoblarni 3 usulda o’qish mumkin: kitobxon mobil ilovasi, kitobxon windows dasturi yoki onlayn sayt orqali

Kitobni qanday sotib olish mumkin?

Ketma-ketlik bo‘yicha tavsiya: saytda qanday ro’yxatdan o’tish, saytdagi shaxsiy hisobni qanday to’ldirish mumkin, kerak bo’lgan kitob uchun qanday to’lovni amalga oshirish

Siz muallifmisiz?

Hurmatli mualliflar: Saytimizda asarlaringiz joylashtirilishini (yoki saytdan o‘chirilishini) istasangiz biz bilan shartnoma tuzish uchun bog‘lanishingizni so‘raymiz.

Savol-javoblar

Agar men O‘zbekistonda bo’lmasam, qanday qilib kitob sotib olishim mumkin?
Nima uchun PDF formatini yuklab ololmayman?
Internetsiz kitobni qanday o‘qish mumkin?
va boshqa savollaringizga bizning javoblarimiz.

Hamshiralik ishi

Ko‘rganlar, jami:
Hammuallif:

R.N. Taxirova O.S. Grunina, I.I. Grunina

Nashr yili:
ISBN raqami:

Kitob mahsulotlarining xarakteristikalari, yetkazib berish shartlari, tashqi ko’rinishi va rangi haqidagi ma’lumotlar faqat ma’lumot uchun mo’ljallangan va joylashtirilgan paytda mavjud bo’lgan eng so’nggi ma’lumotlarga asoslanadi.

Elektron kitob
E’tibor bering “Sotib olingan kitoblar qanday o’qiladi?” bo’limi bilan tanishib chiqing!

Buyurtma berish uchun, avtorizatsiyadan o’ting

Do‘stlarizga tavsiya eting

• Annotatsiya
• Fikr va mulohazalar

Mazkur darslik Davlat ta’lim standartlari asosida oliy malumotli hamshiralar yo‘nalishi uchun yaratilgan bo‘lib «Hamshiralik ishi» fanining yangi o‘quv dasturiga va shu ta’lim yo‘nalishiga mos ravishda tuzilgan. Darslik kerakli bo‘lgan to‘liq malumotlarga egadir, hamda hamshiralik ishi fanining barcha talablariga asoslanib yaratilgan.

Darslik 2 ta bo‘limdan iborat: ya’ni «Hamshiralik ishi nazariyasi» va «Klinik amaliyot». Barcha organ va tizimlar bo‘yicha uchraydigan kasalliklar simptom va sindromlarini o‘rganish hamda ularga hamshi- ralik tashxisini qo‘yish esa kitobda alohida o‘rin egallaydi.

Darlikning hamshiralik tashxisi, hamshiralik kasallik tarixi bobida talabalar bemorlarga hamshiralik tashxisini qo‘yish va kasallik tarixi- ni yozish bo‘yicha to‘liq ma’lumot oladilar. Shuningdek, darslikning 6-bobida bolani to‘g‘ri va sog‘lom rivojlantirish maqsadidagi parvarish yo‘nalishida hamshiralik tavsiyalari berilgan.

Darslik mazmuni talabalarning oson qabul qilishi uchun tushunarli yuqori saviyada, ravon tilda yozilgan.