“双师型”护理师资临床教学价值与教学培训需求调查分析

A survey on clinical teaching value and training demands of “double-competency”nursing teachers

目的问卷调查了解"双师型"护理临床师资对于临床教学的看法和教学培训需求,以探索"双师型"护理临床师资的有效培训模式。方法采用自行设计调查表,对我校附属教学医院85名"双师型"护理临床教师进行问卷调查,内容包括护理临床教学价值判断和护理临床教学培训内容、培训模式等内容的看法。结果被调查者认为护理临床教学有助于提升个人临床护理知识得分最高,为4.31分,而认为临床教学有助于获得更多经济报酬得分最低,为2.67分。71.4%的被调查者认为从事护理临床教学工作需具备护理本科学历,95.2%被调查者认为从事护理临床教学要接受相关教学能力培训。每月或每季度1次的教学培训为40.5%的被调查者接受。而51.2%的被调查者认可护理部在职培训为最佳培训模式。98.8%的被调查者认为临床师资培训内容应侧重于实际教学方法与技巧;90.5%的被调查者认为教学情景模拟适用于临床教学培训。结论建立"双师型"护理临床师资的准入标准和培训制度,鼓励护理人员参与护理临床教学,以利于强化护理人员的业务水平。针对"双师型"护理临床师资特点,开展不同层次的教学能力培训,培训应侧重于提升教学实践能力,并符合临床教学实际。

Objective To investigate the views on clinical teaching and demands of ＂double-competency＂ nursing teachers with questionnaire and find out an effective training mode for them. Methods The self-designed questionnaire was given to 85 ＂double-competency＂ nursing teachers in the affiliated teaching hospital of our university, and the content included the value, details and patterns of clinical nursing teaching. Results The score in clinical nursing teaching improving individual nursing knowledge was the highest （4.31）, and score in nursing teaching improving individual pay was the lowest （2.67）. There were 71.4% teachers thinking that they must have Bachelor degree in nursing, and 95.2% wishing relative teaching training. Once teaching training in one month or one quarter was accepted by 40.5% teachers. The in-service training in nursing department of hospital was thought as the best training pattern by 51.2% teachers. There were 98.8% teachers thinking that the content of nursing training should place the emphasis on practical teaching methods and skills, and 90.5% considering that scene simulation was suitable4o clinical training. Conclusion It is benefit for promoting nurses＇ professional level to construct access standard and training system for ＂double-competency＂ nursing teachers and encourage more nurses participating in clinical teaching. The teaching training should be carried out at different levels according to the characteristics of ＂double-competency＂ nursing teachers, and the stress should be laid on practical ability and teaching practice.