Objective: To explore graduation practical ability assessment mode of graduate students in nursing (Master of Nursing Specialist, MNS). Methods: All 28 MNS 2020th graduate students in a university were selected as sub...Objective: To explore graduation practical ability assessment mode of graduate students in nursing (Master of Nursing Specialist, MNS). Methods: All 28 MNS 2020th graduate students in a university were selected as subjects by convenient sampling method, using the improved 4-station objective structured examination (Objective Structured Clinical Examination, OSCE) model. The assessment content included nursing assessment, nursing diagnosis, basic nursing operation, specialist nursing operation, theoretical written test and oral test and overall evaluation. And self-made questionnaire was used to evaluate the effect of the assessment model and the improvement of clinical practice ability of graduate students. Results: The overall satisfaction rate of graduation assessment was 89.51%, the overall satisfaction rate of graduation assessment mode and practical ability improvement evaluation was 84.66%, the pass rate of assessment results was 100%, and the excellent rate was 71.42%. Conclusion: The MNS graduation practical ability assessment model has a high degree of satisfaction, objectively evaluates the knowledge, skills, attitudes and emotions of graduate students, promotes the comprehensive quality and ability of graduate students, which is worthy of promotion.展开更多
Industry-university-research institute cooperation has important strategic significance and practical value for cultivating the innovation ability of graduate students.Taking Guangxi University of Chinese Medicine as ...Industry-university-research institute cooperation has important strategic significance and practical value for cultivating the innovation ability of graduate students.Taking Guangxi University of Chinese Medicine as an example,this paper analyzed the current status of the joint cultivation of industry-university-research institute,and explored an effective way to cultivate top-notch innovative talents with innovative spirit,entrepreneurial awareness and innovative entrepreneurial ability,in order to maximally stimulate talents to create the vitality of traditional Chinese medicine.展开更多
Background: The registered dietetic four-year degree educational structure has been intact since 1926. Master level nutrition programs exist in the U.S., but are not standardized or accredited unlike four-year degrees...Background: The registered dietetic four-year degree educational structure has been intact since 1926. Master level nutrition programs exist in the U.S., but are not standardized or accredited unlike four-year degrees. Academic requirements for nutrition graduate programs vary regionally across the nation. Objective: To 1) quantify and describe the availability of Master level nutrition programs regionally;and 2) examine the current M.A. and M.S. program requirements for a nutrition graduate degree in the U.S. Methods: Nutrition graduate programs (n = 201) were analyzed and compared by geographical region. Data were collected between August 2017 and May 2018. Inclusion criteria were defined as: nutrition graduate programs listed in the American Society of Nutrition (ASN) database that had a nutrition graduate program website. Descriptive statistical analysis measured evaluated variables. Results: A total of 201 nutrition graduate programs in the U.S. were identified. The title of the programs was categorized into 29 main themes. The most common nutrition graduate program title was a M.S. in Nutrition, 55 institutions (27.4%). A total of 181 institutions offered a M.S. with a required thesis, whereas 95 offered a M.S. with a non-thesis option, and only eight offered a M.A. Region 3-South offered the highest number of nutrition graduate programs (66), followed by region 2-Midwest with 49 programs, region 1-Northeast offered a total of 46 programs, and 37 programs were offered in region 4-West. Conclusion: In 2024, as part of the RD eligibility criteria, it will be required that students possess a master’s degree. To date, only one master’s program in the U.S. is accredited, which assures the student a measure of confidence of program rigor and accountability. Dietitians’ three major professional concerns: respect, recognition and rewards are predicated on rigorous educational programs that meet ACEND standards. It is unlikely that all U.S. master level programs will be accredited by 2024.展开更多
Graduate education is the main way of high-level personnel training, present, China has formed a shape of postgraduate training mode for China＇s industries to transport a large number of professionals. However, with ...Graduate education is the main way of high-level personnel training, present, China has formed a shape of postgraduate training mode for China＇s industries to transport a large number of professionals. However, with the urgent social and economic needs of complex, application-oriented, innovative talents, how to train graduate students with innovative thinking and creative ability is a major issue facing our country. By describing the status of postgraduate training innovative, practical graduate analyzed the main reason for lack of innovation, and propose how to improve students from various practical ability and training reform measures graduate innovative thinking.展开更多
传统工程训练模式难以适应新时代人才培养的需要。本文提出了以工程实际项目为牵引,以问题为导向,开发符合产出导向教育理念(Outcome based education,OBE)的项目式工程训练课程,依托工程素质教育中心实训平台,围绕学生的知识、能力、...传统工程训练模式难以适应新时代人才培养的需要。本文提出了以工程实际项目为牵引,以问题为导向,开发符合产出导向教育理念(Outcome based education,OBE)的项目式工程训练课程,依托工程素质教育中心实训平台,围绕学生的知识、能力、素质和价值培养目标,通过实际案例的项目设计与制作,采用模糊层次分析法对学生工程能力进行评价。结果表明:工程训练新模式相较于传统工程训练,对毕业要求达成度最高,有利于培养大学生的自主学习能力、高阶思维能力及解决复杂工程问题能力。展开更多
文摘Objective: To explore graduation practical ability assessment mode of graduate students in nursing (Master of Nursing Specialist, MNS). Methods: All 28 MNS 2020th graduate students in a university were selected as subjects by convenient sampling method, using the improved 4-station objective structured examination (Objective Structured Clinical Examination, OSCE) model. The assessment content included nursing assessment, nursing diagnosis, basic nursing operation, specialist nursing operation, theoretical written test and oral test and overall evaluation. And self-made questionnaire was used to evaluate the effect of the assessment model and the improvement of clinical practice ability of graduate students. Results: The overall satisfaction rate of graduation assessment was 89.51%, the overall satisfaction rate of graduation assessment mode and practical ability improvement evaluation was 84.66%, the pass rate of assessment results was 100%, and the excellent rate was 71.42%. Conclusion: The MNS graduation practical ability assessment model has a high degree of satisfaction, objectively evaluates the knowledge, skills, attitudes and emotions of graduate students, promotes the comprehensive quality and ability of graduate students, which is worthy of promotion.
基金Innovation Project of Guangxi Graduate Education(JGY2020108,JGY2019103)。
文摘Industry-university-research institute cooperation has important strategic significance and practical value for cultivating the innovation ability of graduate students.Taking Guangxi University of Chinese Medicine as an example,this paper analyzed the current status of the joint cultivation of industry-university-research institute,and explored an effective way to cultivate top-notch innovative talents with innovative spirit,entrepreneurial awareness and innovative entrepreneurial ability,in order to maximally stimulate talents to create the vitality of traditional Chinese medicine.
文摘Background: The registered dietetic four-year degree educational structure has been intact since 1926. Master level nutrition programs exist in the U.S., but are not standardized or accredited unlike four-year degrees. Academic requirements for nutrition graduate programs vary regionally across the nation. Objective: To 1) quantify and describe the availability of Master level nutrition programs regionally;and 2) examine the current M.A. and M.S. program requirements for a nutrition graduate degree in the U.S. Methods: Nutrition graduate programs (n = 201) were analyzed and compared by geographical region. Data were collected between August 2017 and May 2018. Inclusion criteria were defined as: nutrition graduate programs listed in the American Society of Nutrition (ASN) database that had a nutrition graduate program website. Descriptive statistical analysis measured evaluated variables. Results: A total of 201 nutrition graduate programs in the U.S. were identified. The title of the programs was categorized into 29 main themes. The most common nutrition graduate program title was a M.S. in Nutrition, 55 institutions (27.4%). A total of 181 institutions offered a M.S. with a required thesis, whereas 95 offered a M.S. with a non-thesis option, and only eight offered a M.A. Region 3-South offered the highest number of nutrition graduate programs (66), followed by region 2-Midwest with 49 programs, region 1-Northeast offered a total of 46 programs, and 37 programs were offered in region 4-West. Conclusion: In 2024, as part of the RD eligibility criteria, it will be required that students possess a master’s degree. To date, only one master’s program in the U.S. is accredited, which assures the student a measure of confidence of program rigor and accountability. Dietitians’ three major professional concerns: respect, recognition and rewards are predicated on rigorous educational programs that meet ACEND standards. It is unlikely that all U.S. master level programs will be accredited by 2024.
文摘Graduate education is the main way of high-level personnel training, present, China has formed a shape of postgraduate training mode for China＇s industries to transport a large number of professionals. However, with the urgent social and economic needs of complex, application-oriented, innovative talents, how to train graduate students with innovative thinking and creative ability is a major issue facing our country. By describing the status of postgraduate training innovative, practical graduate analyzed the main reason for lack of innovation, and propose how to improve students from various practical ability and training reform measures graduate innovative thinking.
文摘传统工程训练模式难以适应新时代人才培养的需要。本文提出了以工程实际项目为牵引,以问题为导向,开发符合产出导向教育理念(Outcome based education,OBE)的项目式工程训练课程,依托工程素质教育中心实训平台,围绕学生的知识、能力、素质和价值培养目标,通过实际案例的项目设计与制作,采用模糊层次分析法对学生工程能力进行评价。结果表明:工程训练新模式相较于传统工程训练,对毕业要求达成度最高,有利于培养大学生的自主学习能力、高阶思维能力及解决复杂工程问题能力。
