护理本科临床实践教学质量评价指标体系的构建

王茜; 王洁; 徐贵霞; 马孟伟; 潘倩文; 许栋

doi:10.16766/j.cnki.issn.1674-4152.003045

护理本科临床实践教学质量评价指标体系的构建

doi: 10.16766/j.cnki.issn.1674-4152.003045

王茜^1, ,,
王洁¹,
徐贵霞²,
马孟伟¹,
潘倩文¹,
许栋¹

1.
蚌埠医学院护理学院, 安徽蚌埠 233030
2.
蚌埠医学院第一附属医院护理部, 安徽蚌埠 233004

基金项目:

安徽省教育厅一般教学研究项目 2018jyxm0856

详细信息

通讯作者:
王茜，E-mail：847202583@qq.com

中图分类号: R192 R47
计量
- 文章访问数: 263
- HTML全文浏览量: 69
- PDF下载量: 10
- 被引次数: 0
出版历程
- 收稿日期: 2022-03-06
- 网络出版日期: 2023-08-26

Construction of evaluation index system of nursing undergraduate clinical practice teaching quality

1.
School of Nursing, Bengbu Medical College, Bengbu, Anhui 233030, China

摘要

摘要: 目的构建具有科学性、可行性的护理本科临床实践教学质量评价指标体系，为评价护理本科临床实践教学质量提供全面、可量化的参考依据。方法通过文献研究法和师生问卷调查初步拟定指标体系。于2021年6—9月，采用目的抽样法，分别从护理教育管理、临床护理、护理专业教学的3类人员中，遴选咨询专家20名进行两轮专家咨询，初步拟定护理本科临床实践教学质量评价指标体系，应用层次分析法确定指标权重。结果两轮专家咨询问卷回收率和有效率均为100%，专家权威系数Cr值为0.857；两轮咨询后一级、二级、三级指标的专家意见协调系数(W)分别为0.328、0.364和0.425。最终构建的护理本科临床实践教学质量评价指标体系包括5个一级指标、18个二级指标、37个三级指标。5个一级指标包括：教学工作指导思想、实践教学管理、实践教学资源、实践教学运行、实践教学效果，权重分别为0.196、0.172、0.236、0.206、0.190。结论护理本科临床实践教学质量评价指标体系具有较好的科学性、可靠性，指标权重设置合理，可作为客观评价护理本科临床实践教学质量的工具，也可以为临床实践教学基地全面提升护理本科临床实践教学质量提供决策依据。
- 护理本科 /
- 临床实践教学 /
- 教学质量 /
- 教学评价指标
Abstract: Objective To construct a scientific and feasible evaluation index system of nursing undergraduate clinical practice teaching quality, and to provide a comprehensive and quantifiable reference basis for the evaluation of clinical nursing practice teaching quality. Methods The index system was preliminarily constructed by literature research and questionnaire survey from teachers and students. From June to September 2021, the purpose sampling method was adopted to select 20 consulting experts from nursing education management, clinical nursing and nursing professional teaching for two rounds of expert letter consultation. The evaluation index system of nursing undergraduate clinical practice teaching quality was constructed, and the analytic hierarchy process (AHP) was used to determine the index weight. Results The recovery rate and effective rate of the two rounds of expert correspondence questionnaires were 100%, and the expert authority coefficient value was 0.857. The Kendall ' s coefficients of concordance (Kendall ' s W) for the first, second and third indexes after two rounds of letter consultation were 0.328, 0.364 and 0.425, respectively. The final evaluation index system of nursing undergraduate clinical practice teaching quality included 5 first-level indexes, 18 second-level indexes and 37 third-level indexes. The five first-level indexes included guiding ideology of teaching work, practical teaching management, practical teaching resources, practical teaching implementation and practical teaching effect, with weights of 0.196, 0.172, 0.236, 0.206 and 0.190, respectively. Conclusion The evaluation index system of nursing undergraduate clinical practice teaching quality has good scientific and reliable, the index weight is reasonable, and can be used as a tool to objectively evaluate the quality of nursing undergraduate clinical practice teaching, and also can provide decision-making basis for the clinical practice teaching base to comprehensively improve the quality of nursing undergraduate clinical practice teaching.
- Nursing undergraduate /
- Clinical practice teaching /
- Teaching quality /
- Teaching evaluation index

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表 1 2轮咨询的专家意见协调程度

Table 1. The coordination degree of expert opinions in two rounds of consultation

轮次	指标	W	χ²值	P值
第1轮	一级指标	0.289	21.251	<0.001
	二级指标	0.273	78.867	<0.001
	三级指标	0.327	231.742	<0.001
第2轮	一级指标	0.328	25.426	<0.001
	二级指标	0.364	80.235	<0.001
	三级指标	0.425	328.843	<0.001

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表 2 护理本科临床实践教学质量评价各级指标专家咨询结果及权重

Table 2. Expert consultation results and weights of all levels of indicators of clinical practice teaching quality evaluation in undergraduate nursing

指标	重要性(x±s，分)	CV	权重	指标	重要性(x±s，分)	CV	权重
1.教学工作指导思想	5.00±0.00	0.00	0.196	4.实践教学运行	5.00±0.00	0.00	0.206
1.1教育理念	5.00±0.00	0.00	0.118	4.1实践教学计划制定	4.80±0.47	0.10	0.051
1.1.1将立德树人根本任务贯穿实践教学过程中	4.95±0.24	0.06	0.059	4.1.1根据实践教学大纲实践教学计划	4.65±0.60	0.13	0.025
1.1.2树立全面教学质量管理理念	4.95±0.37	0.06	0.059	4.1.2各科室安排实践专门的带教老师	4.85±0.49	0.10	0.026
1.2教学工作地位	4.95±0.28	0.07	0.078	4.2实践教学计划落实	4.90±0.45	0.09	0.085
1.2.1制定有完善的实践教学工作发展规划	4.95±0.22	0.05	0.043	4.2.1专人带教，日常实习秩序良好	4.90±0.31	0.06	0.024
1.2.2教学基地领导重视教学	4.85±0.37	0.08	0.035	4.2.2教学查房每周1次、专科讲座每2周1次	4.70±0.66	0.14	0.017
2.实践教学管理	4.95±0.22	0.05	0.172	4.2.3开展临床护理技能培训，有专人指导	4.70±0.47	0.10	0.030
2.1实践教学组织管理	4.85±0.37	0.08	0.077	4.2.4实习出科考核制度化，有具体细则	4.80±0.52	0.11	0.014
2.1.1设置有专门的教学管理机构	5.00±0.00	0.00	0.031	4.3实践教学质量监控	4.90±0.31	0.06	0.040
2.1.2教学管理人员配置合理	4.85±0.37	0.07	0.026	4.3.1落实实习带教的师生互评制度	4.85±0.22	0.05	0.025
2.1.3教学管理岗位职责明确	4.60±0.57	0.13	0.020	4.3.2组织安排有实习中期考核	4.65±0.43	0.09	0.015
2.2实践教学管理制度	4.95±0.22	0.05	0.063	4.4实践教学研究	4.85±0.37	0.08	0.030
2.2.1教学管理制度齐全	5.00±0.00	0.00	0.039	4.4.1积极开展教学研究，近3年教学研究项目不少于2项	4.50±0.69	0.15	0.011
2.2.2严格执行实践教学管理制度	4.65±0.22	0.11	0.024	4.4.2每年有实践教学研究论文发表	4.80±0.41	0.09	0.019
2.3实践教学文档	4.80±0.41	0.09	0.032	5.实践教学效果	4.95±0.22	0.05	0.190
2.3.1实践教学建设规划、实践教学方案、实践教学大纲齐全	4.35±0.49	0.11	0.020	5.1职业素质得到提升	4.85±0.37	0.08	0.041
2.3.2实践教学记录齐全	4.05±0.60	0.15	0.012	5.2专业能力	5.00±0.00	0.00	0.082
3.实践教学资源	5.00±0.00	0.00	0.236	5.2.1熟练掌握和运用所学课程理论知识	4.75±0.44	0.09	0.024
3.1实践教学基地规模	4.65±0.49	0.11	0.042	5.2.2熟练掌握各项护理操作技能	4.80±0.41	0.09	0.024
3.1.1医院级别为三级以上	4.85±0.52	0.12	0.015	5.2.3具备一定的临床思维能力	4.60±0.50	0.11	0.020
3.1.2生均实习床位数≥6张	4.73±0.31	0.06	0.012	5.2.4具备开展临床小讲课或专题讲座的能力	4.85±0.37	0.08	0.014
3.1.3临床主要科室设置齐全	4.90±0.31	0.06	0.015	5.3科研能力	4.40±0.60	0.14	0.028
3.2师资队伍	4.95±0.37	0.05	0.082	5.3.1基于临床实践完成学生毕业论文的选题	4.65±0.51	0.11	0.014
3.2.1师资数量满足教学需求	4.80±0.41	0.09	0.030	5.3.2论文写作规范，查重率符合要求	4.65±0.51	0.13	0.014
3.2.2师资队伍年龄、职称、学历等结构合理	4.80±0.41	0.09	0.030	5.4沟通能力得到锻炼和加强	4.80±0.41	0.09	0.021
3.2.3带教老师遴选、培养、考核、激励机制健全	4.35±0.49	0.12	0.022	5.5具备一定的团队协作能力	4.55±0.60	0.14	0.018
3.3教学基地硬件	4.90±0.31	0.06	0.074
3.3.1有图书信息资源供使用	4.65±0.49	0.11	0.018
3.3.2有专门的临床技能培训场所	4.65±0.49	0.11	0.018
3.3.3设置有自修室	4.80±0.41	0.09	0.022
3.3.4学生住宿条件良好、配备有文体场所	4.40±0.41	0.15	0.016
3.4教学经费满足教学和教改需要	4.60±0.50	0.11	0.038

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