院校合作模式下＂双师型＂护理兼职教师课堂教学质量的调查分析

Investigation of the classroom-teaching quality of double-qualified part-time nursing teachers under the hospital-school cooperation model

目的 探讨院校合作模式下＂双师型＂护理兼职教师课堂教学质量中存在的不足,为开展有针对性的培训提供依据.方法 在查阅相关文献的基础上编制《教师课堂教学质量测评表》,对我院承担院校护理人才联合培养项目中《基础护理学》课程教学任务的13名护理兼职教师课堂教学质量进行测评.应用Epidata 3.1软件对调查数据进行录入与管理,并用SPSS 23.0统计软件对数据进行分析.结果 调查共计发放测评表390份,回收371份,其中有效份数367份;护理兼职教师总体教学质量较高,且不同职称人员间无差异（P〉0.05）,但在把握知识内在联系（3.71±0.78）分、学生能力培养（3.68±1.07）分及教学形式（3.92±0.80）分三项平均得分与其他项相比明显偏低.结论 院校合作模式下的＂双师型＂护理兼职教师队伍的课堂教学质量总体较高,但在把握知识内在联系、学生能力培养及教学形式方面还有待进一步改进.因此,有必要针对这些不足开展专项培训,全面提高护理兼职教师的综合教学能力.

Objective To investigate the classroom-teaching quality of the double-qualified part-time nursing teachers under the hospital-school cooperation model to provide evidence for targeted training. Methods The teaching-quality evaluation scale was formulated on the basis of reviewing relevant literature. And the classroom-teaching quality of 13 part-time nursing teachers who were in charge of the teaching of ＂Basic Nursing＂ course for the talents-training program in our college was evaluated. Epidata version 3. 1 was used to collect and manage the data and SPSS version 23. 0 was applied to analyze the collected data. Results A total of 390 evaluation form were issued, and 371 pieces was collected back, and 367 were valid copies. The overall teaching-quality of nursing part-time teachers was high, and there was no difference between teachers with different professional titles （P＞ 0. 05） . However, the average scores of grasping the knowledge inner link （3. 71±0. 78）, culturing the abilities of students （3. 68±1. 07） and teaching approa-ches （3. 92±0. 80） were lower than that of other items. Conclusion The overall teaching quality of nursing part-time teachers was high under the hospital-school cooperation model. However, the aspects of grasping the knowledge inner link, culturing the abilities of students and teaching approaches need to be improved. Therefore, special training for these deficiencies is needed to improve the overall capacity of nursing part-time teachers.