临床护理"双师型"教师岗位胜任力评价及相关因素分析

Evaluation on the post competency of "Academic-Practical" of clinical nursing teachers and analysis of related influencing factors

目的调查临床护理"双师型"教师岗位胜任力状况,并分析影响其岗位胜任力的相关因素。方法采用临床护理教师胜任力问卷对西南医科大学附属医院临床护理"双师型"教师及"非双师型"教师共312人进行调查。采用SPSS 20.0软件进行t检验、卡方检验和秩和检验。结果临床护理"双师型"教师岗位胜任力自我评价平均分值为(4.26±0.41)分,高于"非双师型"教师(3.19±0.50),胜任力较好。自我评价维度中,职业素养(17.39±1.54)、专业态度(21.75±2.21)、专业能力(21.14±2.31)、教学能力(50.39±5.93)、人际协调能力(25.57±3.04)、人格特征(17.27±2.04)分值差异有统计学意义(P<0.01)。不同性别(P=0.735)、是否是专科护士(P=0.335)的岗位胜任力自我评价分值差异无统计学意义;有无教师资格证(P=0.001)、是否是科室骨干(P=0.002)、不同学历(P=0.001)、不同年龄(P<0.001)、不同职称(P<0.001)、不同工作年限(P<0.001)的岗位胜任力自我评价分值差异有统计学意义(P<0.01)。结论"双师型"教师与"非双师型"教师应以岗位胜任力为核心定位,采取"阶梯式"的培养和管理模式,不断完善岗位胜任力的培训计划。

Objective To investigate the post competency of"Academic-Practical"of clinical nursing teachers,and analyze related influencing factors.Methods A total of 312"Academic-Practical"and"Non-Academic-Practial"clinical nursing teachers from The Affiliated Hospital of Southwest Medical University were surveyed by the Clinical Nursing Teacher Post Competency Evaluation Questionnaire.SPSS 20.0 software was used for t test,chi-square test and rank sum test.Results The average self-evaluation scores of post competency of"Academic-Practical"clinical nursing teachers were(4.26±0.41)points,which were higher than those of the"Non-Academic-Practical"teachers[(3.19±0.50)points],showing good post competency.There were significant differences in the scores of professional quality(17.39±1.54),professional attitude(21.75±2.21),professional ability(21.14±2.31),teaching ability(50.39±5.93),interpersonal coordination ability(25.57±3.04),and personality characteristics(17.27±2.04)between the"Academic-Practical"and"Non-Academic-Practical"teachers(all P<0.01).And there were significant differences in self-evaluation post competency scores of"Academic-Practical"teachers in"with or without teacher qualification certificate"(P=0.001),"whether she/he is the backbone of the department"(P=0.002),degree(P=0.001),age(P<0.001),positional title(P<0.001)and working year(P<0.001)(all P<0.01).But there was no significant difference in gender(P=0.735)and"whether she/he is a specialized nurse"(P=0.335).Conclusion"Academic-Practical"and"Non-Academic-Practical"medical teachers should take the post competency as the core orientation,adopt the"Ladder"mode of training and management,and constantly improve the training plan of post competencey.