基于胜任力视角探索中国《医院感染管理学》本科教学改革路径

Exploring undergraduate teaching reform on'Nosocomial Infection Management'in China from perspective of competency

世界卫生组织(WHO)倡议各地区应制定国家感染预防和控制专业课程和教育计划,教育计划应包括大学本科生和研究生高等教育、新员工入职教育、在职教育以及继续教育,促进感控人员核心能力的标准化发展。以胜任力为驱使的教学模式依赖于感控能力需求和评估。本文基于胜任力冰山、洋葱模型的视角,探索美国感染控制和流行病学专业协会(APIC)、英国感染预防协会(IPS)、欧洲疾病预防控制中心(ECDC)和WHO关于感控人员胜任力框架的演变过程,核心能力共涵盖19个领域,均以“临床感控实践活动”作为核心能力之一。全球各地区已开发并使用的感控能力评估量表共11项,均由美国、英国和中国三个国家分别开发,其中自我评估是最常用的评估方法。基于全球感控胜任力框架和能力评估工具开发现况,探索《医院感染管理学》教学路径改革要点,开展以提升“临床感控实践活动”胜任力的本科教学,扩大教学对象专业范围,覆盖临床、护理、检验等医学专业,制定临床实习岗前教学计划和推行入职资格认证。

The World Health Organization advocates for the development of national infection prevention and control courses and education plans in various regions.The education plan should include undergraduate and graduate higher education,orientation education of new employees,on-the-job education and continuing education,which aims to promote the standardized development of core competencies of infection prevention and control professionals.The teaching model driven by competency relies on the demand and assessment of infection control capacity.This study explores the evolution process of the competency framework for infection prevention and control professionals from APIC in the United States,IPS in the United Kingdom,ECDC in Europe and WHO based on the perspectives of competency iceberg and onion models,covering 19 core areas,all of which include"Clinical Practice"as one of the core areas.A total of 11 infection control capacity assessment scales have been developed and used globally,all of which were developed by the United States,the United Kingdom and China,and the self-assessment scale was the most commonly used assessment method.Based on the global infection control competency framework and capacity assessment tools,this study explores the key points of reform on teaching path of′Nosocomial Infection Management′,carries out undergraduate teaching to enhance the competency of′clinical practice′,expands the professional scope of teaching objects to cover medical specialties such as clinical,nursing,and laboratory medicine,formulates plans for clinical internship and pre-job teaching,and promotes the certification of entry qualification.