Objectives:To explore the current admittance situation of clinical teachers for masters of nursing specialist(MNS)postgraduates and to test the competence of clinical teachers in self-evaluation and other evaluations....Objectives:To explore the current admittance situation of clinical teachers for masters of nursing specialist(MNS)postgraduates and to test the competence of clinical teachers in self-evaluation and other evaluations.Methods:In this cross-sectional study,using a random number table,we chose 80 MNS postgraduates under clinical practice,their clinical teachers,and head nurses each from six hospitals in Hunan and Guangdong.The participants were tested on the basis of the Clinical Teachers'Competence Inventory of MNS Postgraduates.The competences of clinical teachers were evaluated by the three groups of participants.Results:The aggregated scores of teacher competence as evaluated by the MNS postgraduates(181.33±24.95)were lower than those assigned by both clinical teachers(190.75±24.30)and their head nurses(198.53±18.90),with significant differences in all dimensions except for clinical managing ability.The five highest rated items from all participants focused on the teachers'clinical nursing ability,and the five lowest rated items were mainly about their clinical research ability.Conclusion:The evaluation from MNS postgraduates is obviously lower than the self-evaluation of clinical teachers,and all participants are aware of the deficiency in research ability of the teachers.Thus,the admittance and examination of clinical teachers should be controlled strictly.Training should be carried out immediately to strengthen their comprehensive abilities,especially their research ability.展开更多
The purpose of this study was to test and refine a model of part-time nurse faculty intent to remain employed in the academic organization. Cross-sectional survey methods were used. A total of 282 part-time nurse facu...The purpose of this study was to test and refine a model of part-time nurse faculty intent to remain employed in the academic organization. Cross-sectional survey methods were used. A total of 282 part-time nurse faculty working in colleges or universities in Ontario, Canada were invited to participate. Survey instruments and items measured demographic, workplace, nurse responses to the workplace, and external variables. Correlation, multiple regression, and mediation analyses were conducted using data from 119 participants (47.6% response rate). Of the 19 variables hypothesized to affect intent to remain employed in the academic organization, seven influenced intent to remain. The resulting model indicated that the older the part-time nurse faculty member, the lower the level of intent to remain and the more years worked in the organization, the higher the level of intent to remain. The more opportunities perceived to exist outside of the employing organization, the higher the level of intent to remain. Additionally, the more satisfied part-time nurse faculty were with their job overall, the higher their level of intent to remain. In the workplace, the more support from the leader, the more formal or informal recognition received, and the more fair work procedures were perceived to be, the higher levels of part-time nurse faculty intent to remain employed in the academic organization, mediated by job satisfaction. Although age, organizational tenure, and external career opportunities are non-modifiable variables, deans and directors can encourage part-time nurse faculty to remain employed in their academic job by focusing on enhancing overall job satisfaction. Effective strategies may include formal or informal acknowledgement of good performance, consistent verbal and behavioural support, and implementation of procedural practices, such as performance evaluations and pay raises in a fair manner.展开更多
Critical thinking （CT） is an important content of nursing education. It is also the important symbol of the improvementof overall quality of nursing teachers. In recent years, educational circles pay more and more a...Critical thinking （CT） is an important content of nursing education. It is also the important symbol of the improvementof overall quality of nursing teachers. In recent years, educational circles pay more and more attention to the cultivationof students’ CT ability, take CT and solve the problem as two basic skills of thinking. In the early 1980s, critical societytheory was led into the nursing field. After years of development, CT has become one of research hotspots in today’sinternational nursing. Numerous studies had confirmed that the CT played a significant role in nursing education, clinicalpractice and nursing scientific research. The paper studied the whole status and characteristics of CT emotional tendencyof college nursing teachers, and analyzed potential cause and discussed deeply on the corresponding factors of how toimprove college nursing teachers’ teaching ability and scientific ability. This research adopted random sampling method,in which questionnaires were distributed among some nursing teachers in six universities and 97 nursing teachers. Thestatistical results indicated that nursing teachers had a positive performance towards CT emotional tendency, but notstrong positive, and there were statistical significance among nursing teachers with different age, different length ofservice and reading habit （all P〈0.05）. In a conclusion, the managers of universities should lay stress on the importanceof critical thinking, and provide the development space to enhance the nursing teachers’ CT ability and offer betterservices for nursing student.展开更多
Strengthening the team construction of part-time teachers is required by the transformation and development of the universities,the realization of their goals of being developed into an application-oriented universiti...Strengthening the team construction of part-time teachers is required by the transformation and development of the universities,the realization of their goals of being developed into an application-oriented universities and their talent cultivation and long-term development.The existing problem regarding the part-time teachers in current application-oriented universities are the low proportion of part-time teachers,a shortage of high level parttime teachers,the absence of relevant laws and regulations,a lack of systematic policies or financial support for part-time teachers as well as the unsound management mechanism with insufficient scientific and reasonable employment scheme for part-time teachers.To strengthen the team construction of the part-time teachers in application-oriented universities,firstly we should improve the existing laws,regulations and policies and broaden the financial support channels.Secondly,we should develop the recruitment channels for part-time teachers and pay attention to introducing high-tech and highly-skilled talents.Thirdly,we should improve the management over part-time teachers and promote their value.Fourthly,it should adopt a people-oriented management concept and establish an effective evaluation and incentive mechanism for part-time teachers.展开更多
Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studie...Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.展开更多
Objective:To explore the application effect of constructing professional teaching staff in low-level training in operating room,so as to further optimize the teaching strength of operating room in our hospital and imp...Objective:To explore the application effect of constructing professional teaching staff in low-level training in operating room,so as to further optimize the teaching strength of operating room in our hospital and improve the training effect of junior nurses.Methods:Thirty-eight low-level nurses in the operating room of a third-class hospital in Yantai were selected for half a year's nurse training.With theoretical scores,overall nursing performance,nurses'self-awareness evaluation system and nurses'satisfaction with tutors as evaluation criteria,and based on the selection of high-quality teachers,various evaluation indexes before and after the training of low-level nurses in the operating room were compared and evaluated through the cultivation of practical teaching teachers'ability and the application of a series of teaching methods based on the change of c ompetence-based education(CBE)teaching mode,the application of guided learning interactive canadian education(BOPPPS)teaching model and p roblem-b ased l earning(PBL)teaching method.Results:After the training,the examination scores of low-level nurses were significantly improved(P<0.05),the teaching quality was highly recognized by low-level nurses,the quality of low-level nurses was improved,and patients'satisfaction with nurses was improved.Conclusion:It is of great significance to assist the construction of professional teachers in evidence-based medicine.Through the training of practical teaching teachers'ability and the application of a series of teaching methods based on the change of CBE teaching model,the application of BOPPPS teaching model and PBL teaching method,the training results of nurses have been significantly improved and improved,which is worthy of clinical reference and promotion.展开更多
目的了解国内外对护理“双师型”教师培养的研究现状、热点及发展趋势。方法通过检索中国知网、万方、维普、中国生物医学文献数据库、Pub Med,获取国内外有关护理“双师型”教师培养的文献,检索时限为2004年—2023年,利用Cite Space 6....目的了解国内外对护理“双师型”教师培养的研究现状、热点及发展趋势。方法通过检索中国知网、万方、维普、中国生物医学文献数据库、Pub Med,获取国内外有关护理“双师型”教师培养的文献,检索时限为2004年—2023年,利用Cite Space 6.2.R6软件进行刊文数量、关键词频次、关键词突现分析。结果共纳入389篇文献,其中128篇文献由国内学者发表,261篇文献由国外学者发表。2004年—2023年国内外护理“双师型”教师培养研究年发文量整体呈上升趋势。国内外护理“双师型”教师培养研究热点主要集中在“双师型”教师的核心能力、培训体系与考核评价、培养模式(校企合作和产教融合)和政策支持等方面。结论国内外护理“双师型”教师培养领域的研究处于快速发展阶段,研究热点呈现多元化的特征。未来我国院校管理者可通过根据护理“双师型”教师来源、类型、层级等建立差异化的、定量定性相结合的考核评价标准;对专职与兼职教师建立不同的认定标准,并打造护理“双师型”教师聘任制度、退出机制及公正多元的激励机制;将培训体系的覆盖范围扩展至入职前阶段等举措,助力提升护理“双师型”教师培养质量与效果。展开更多
There is an ever growing number of part-time teachers in higher vocational education due to the expansion of recruitment of students, especially English teachers. This is raising concerns about how they are managed, a...There is an ever growing number of part-time teachers in higher vocational education due to the expansion of recruitment of students, especially English teachers. This is raising concerns about how they are managed, and supported in their teaching role. In this article, the significance of employing part-time English teachers is discussed.The main findings of a study of good practice in the management and support of part-time English teachers in Guangdong higher vocational education are summarized. Three areas of support are analyzed: college policies and practices; systems for monitoring and evaluation; and formal and informal support measures in departments. The key processes and the problematic issues in each of these three areas are discussed and suggestions are made about the way forward.展开更多
基金Postgraduates Research Innovation Project in Hunan Province(CX2016B484)
文摘Objectives:To explore the current admittance situation of clinical teachers for masters of nursing specialist(MNS)postgraduates and to test the competence of clinical teachers in self-evaluation and other evaluations.Methods:In this cross-sectional study,using a random number table,we chose 80 MNS postgraduates under clinical practice,their clinical teachers,and head nurses each from six hospitals in Hunan and Guangdong.The participants were tested on the basis of the Clinical Teachers'Competence Inventory of MNS Postgraduates.The competences of clinical teachers were evaluated by the three groups of participants.Results:The aggregated scores of teacher competence as evaluated by the MNS postgraduates(181.33±24.95)were lower than those assigned by both clinical teachers(190.75±24.30)and their head nurses(198.53±18.90),with significant differences in all dimensions except for clinical managing ability.The five highest rated items from all participants focused on the teachers'clinical nursing ability,and the five lowest rated items were mainly about their clinical research ability.Conclusion:The evaluation from MNS postgraduates is obviously lower than the self-evaluation of clinical teachers,and all participants are aware of the deficiency in research ability of the teachers.Thus,the admittance and examination of clinical teachers should be controlled strictly.Training should be carried out immediately to strengthen their comprehensive abilities,especially their research ability.
文摘The purpose of this study was to test and refine a model of part-time nurse faculty intent to remain employed in the academic organization. Cross-sectional survey methods were used. A total of 282 part-time nurse faculty working in colleges or universities in Ontario, Canada were invited to participate. Survey instruments and items measured demographic, workplace, nurse responses to the workplace, and external variables. Correlation, multiple regression, and mediation analyses were conducted using data from 119 participants (47.6% response rate). Of the 19 variables hypothesized to affect intent to remain employed in the academic organization, seven influenced intent to remain. The resulting model indicated that the older the part-time nurse faculty member, the lower the level of intent to remain and the more years worked in the organization, the higher the level of intent to remain. The more opportunities perceived to exist outside of the employing organization, the higher the level of intent to remain. Additionally, the more satisfied part-time nurse faculty were with their job overall, the higher their level of intent to remain. In the workplace, the more support from the leader, the more formal or informal recognition received, and the more fair work procedures were perceived to be, the higher levels of part-time nurse faculty intent to remain employed in the academic organization, mediated by job satisfaction. Although age, organizational tenure, and external career opportunities are non-modifiable variables, deans and directors can encourage part-time nurse faculty to remain employed in their academic job by focusing on enhancing overall job satisfaction. Effective strategies may include formal or informal acknowledgement of good performance, consistent verbal and behavioural support, and implementation of procedural practices, such as performance evaluations and pay raises in a fair manner.
文摘Critical thinking （CT） is an important content of nursing education. It is also the important symbol of the improvementof overall quality of nursing teachers. In recent years, educational circles pay more and more attention to the cultivationof students’ CT ability, take CT and solve the problem as two basic skills of thinking. In the early 1980s, critical societytheory was led into the nursing field. After years of development, CT has become one of research hotspots in today’sinternational nursing. Numerous studies had confirmed that the CT played a significant role in nursing education, clinicalpractice and nursing scientific research. The paper studied the whole status and characteristics of CT emotional tendencyof college nursing teachers, and analyzed potential cause and discussed deeply on the corresponding factors of how toimprove college nursing teachers’ teaching ability and scientific ability. This research adopted random sampling method,in which questionnaires were distributed among some nursing teachers in six universities and 97 nursing teachers. Thestatistical results indicated that nursing teachers had a positive performance towards CT emotional tendency, but notstrong positive, and there were statistical significance among nursing teachers with different age, different length ofservice and reading habit （all P〈0.05）. In a conclusion, the managers of universities should lay stress on the importanceof critical thinking, and provide the development space to enhance the nursing teachers’ CT ability and offer betterservices for nursing student.
文摘Strengthening the team construction of part-time teachers is required by the transformation and development of the universities,the realization of their goals of being developed into an application-oriented universities and their talent cultivation and long-term development.The existing problem regarding the part-time teachers in current application-oriented universities are the low proportion of part-time teachers,a shortage of high level parttime teachers,the absence of relevant laws and regulations,a lack of systematic policies or financial support for part-time teachers as well as the unsound management mechanism with insufficient scientific and reasonable employment scheme for part-time teachers.To strengthen the team construction of the part-time teachers in application-oriented universities,firstly we should improve the existing laws,regulations and policies and broaden the financial support channels.Secondly,we should develop the recruitment channels for part-time teachers and pay attention to introducing high-tech and highly-skilled talents.Thirdly,we should improve the management over part-time teachers and promote their value.Fourthly,it should adopt a people-oriented management concept and establish an effective evaluation and incentive mechanism for part-time teachers.
文摘Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.
文摘Objective:To explore the application effect of constructing professional teaching staff in low-level training in operating room,so as to further optimize the teaching strength of operating room in our hospital and improve the training effect of junior nurses.Methods:Thirty-eight low-level nurses in the operating room of a third-class hospital in Yantai were selected for half a year's nurse training.With theoretical scores,overall nursing performance,nurses'self-awareness evaluation system and nurses'satisfaction with tutors as evaluation criteria,and based on the selection of high-quality teachers,various evaluation indexes before and after the training of low-level nurses in the operating room were compared and evaluated through the cultivation of practical teaching teachers'ability and the application of a series of teaching methods based on the change of c ompetence-based education(CBE)teaching mode,the application of guided learning interactive canadian education(BOPPPS)teaching model and p roblem-b ased l earning(PBL)teaching method.Results:After the training,the examination scores of low-level nurses were significantly improved(P<0.05),the teaching quality was highly recognized by low-level nurses,the quality of low-level nurses was improved,and patients'satisfaction with nurses was improved.Conclusion:It is of great significance to assist the construction of professional teachers in evidence-based medicine.Through the training of practical teaching teachers'ability and the application of a series of teaching methods based on the change of CBE teaching model,the application of BOPPPS teaching model and PBL teaching method,the training results of nurses have been significantly improved and improved,which is worthy of clinical reference and promotion.
文摘目的了解国内外对护理“双师型”教师培养的研究现状、热点及发展趋势。方法通过检索中国知网、万方、维普、中国生物医学文献数据库、Pub Med,获取国内外有关护理“双师型”教师培养的文献,检索时限为2004年—2023年,利用Cite Space 6.2.R6软件进行刊文数量、关键词频次、关键词突现分析。结果共纳入389篇文献,其中128篇文献由国内学者发表,261篇文献由国外学者发表。2004年—2023年国内外护理“双师型”教师培养研究年发文量整体呈上升趋势。国内外护理“双师型”教师培养研究热点主要集中在“双师型”教师的核心能力、培训体系与考核评价、培养模式(校企合作和产教融合)和政策支持等方面。结论国内外护理“双师型”教师培养领域的研究处于快速发展阶段,研究热点呈现多元化的特征。未来我国院校管理者可通过根据护理“双师型”教师来源、类型、层级等建立差异化的、定量定性相结合的考核评价标准;对专职与兼职教师建立不同的认定标准,并打造护理“双师型”教师聘任制度、退出机制及公正多元的激励机制;将培训体系的覆盖范围扩展至入职前阶段等举措,助力提升护理“双师型”教师培养质量与效果。
文摘There is an ever growing number of part-time teachers in higher vocational education due to the expansion of recruitment of students, especially English teachers. This is raising concerns about how they are managed, and supported in their teaching role. In this article, the significance of employing part-time English teachers is discussed.The main findings of a study of good practice in the management and support of part-time English teachers in Guangdong higher vocational education are summarized. Three areas of support are analyzed: college policies and practices; systems for monitoring and evaluation; and formal and informal support measures in departments. The key processes and the problematic issues in each of these three areas are discussed and suggestions are made about the way forward.
