高职护理专业教师队伍专业发展现状及需求调查分析

Investigation and analysis on the current situation and needs of professional development of nursing teachers in higher vocational colleges

目的了解当前高职护理专业教师队伍的专业发展现状与需求。方法于2022-07-01-20采用问卷调查的方式对国内某3所开设护理专业的职业院校的护理专业教师进行调查,包括专业态度、专业知识、教学能力、实践能力、指导学生能力、科研能力和其他能力7个维度。结果176名教师均具有较高的专业理想和专业情操,并取得护士执业资格证。专业态度维度,61.93%教师意识到自己要向成为专家型护理专业教师的目标去努力,但给自己制定过教师专业发展规划和期望自己能够成为专家型的护理专业教师人数较少,分别占17.05%和22.73%;专业知识维度,96.02%的教师能熟练掌握、应用护理专业理论新知识,92.61%的教师熟练掌握、应用高等职业教育理论及教育学相关理论新知识;专业教学能力维度,教师对学情分析能力、教学设计能力、教材把握和合理使用能力、课堂组织和把控能力、语言表达能力、对教案研究修改能力等掌握程度不同;专业实践能力维度,取得护理系列专业技术资格占45.45%,能够按照新要求及时提升自身临床护理实践技能占88.64%;指导学生实践能力维度,能够按照新规范及时调整专业实践教学标准占96.02%,指导学生技能实训占97.16%,指导学生顶岗实习占90.91%;科研能力维度,核心期刊或重要学术刊物收录≥1篇占74.43%,撰写正式出版教材≥3万字占39.77%(70/176),近5年主持完成横向科研课题占27.84%;其他能力维度,>90.00%教师能够进行良好的医患沟通、具有应变反应能力和做好班级组织与管理,而参与/指导青年教师培养工作和参与/主持完成对外培训工作等社会服务工作占比较少,分别为17.61%和21.59%。结论教师对自身专业发展需求目标较明确,专业自主发展意识较强。应通过分类按需施策、建立学习型团队等途径有效促进高职护理专业教师发展,打造一支高水平护理职业教育师资队伍。

Objective To understand the current professional development status and needs of nursing teachers in vocational colleges.Methods From July 1to 20,2022,aquestionnaire survey was conducted on nursing teachers from three vocational colleges in China that offer nursing majors,including 7dimensions:professional attitude,professional knowledge,teaching ability,practical ability,ability to guide students,scientific research ability,and other abilities.Results All 176teachers had high professional ideals and sentiments,and had obtained nursing professional qualifications.In terms of professional attitude,61.93%of teachers were aware of their goal of becoming expert nursing teachers,but there were relatively few nursing teachers who had formulated teacher professional development plans and expected themselves to become expert nursing teachers,accounting for 17.05%and 22.73%,respectively.In terms of professional knowledge,96.02%of teachers were proficient in mastering and applying new theoretical knowledge in nursing,while 92.61%of teachers were proficient in mastering and applying new theoretical knowledge related to higher vocational education and education.In terms of professional teaching ability,teachers had varying degrees of mastery in analyzing learning situations,designing teaching materials,grasping and using textbooks reasonably,organizing and controlling classrooms,expressing themselves,and modifying lesson plans.In terms of professional practical ability,45.45%of them obtained professional technical qualifications in nursing series,and 88.64%were able to timely improve their clinical nursing practical skills in accordance with new requirements,96.02%of teachers were able to adjust their professional practical teaching standards in a timely manner according to the new standards,97.16%were able to guide students in practical skills training,and 90.91%were able to guide students in on-the-job internships.In terms of scientific research ability,74.43%of them published at least one article in core journal or important academic journal,39.77%(70/176)of them wrote officially published textbooks with≥30000words,and 27.84%of them had led and completed horizontal scientific research projects in the past five years.In terms of other ability dimensions,over 90.00%of teachers were able to communicate well with patients,had the ability to respond to changes,and did a good job in class organization and management.However,participation/guidance in the training of young teachers and participation/leadership in completing external~・training and other social service work accounted for a relatively small proportion,with 17.61%and 21.59%,respectively.Conclusions Teachers should have clear goals for their own professional development needs and a strong sense of professional self-directed development.We should effectively promote the development of vocational nursing teachers and create a high-level nursing vocational education teaching team by implementing policies based on classification and needs,and establishing a learnin-oriented team.