Volume 20 Issue 5
May  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(5): 851-854
KANG Feng-ying, LI Wen-jing, GUO Min-min, CAO Wen-qian, YANG Yun-jing, LIU Xing-fang. Action research on the establishment of seminar model for nursing graduate students[J]. Chinese Journal of General Practice, 2022, 20(5): 851-854. doi: 10.16766/j.cnki.issn.1674-4152.002471
Citation: KANG Feng-ying, LI Wen-jing, GUO Min-min, CAO Wen-qian, YANG Yun-jing, LIU Xing-fang. Action research on the establishment of seminar model for nursing graduate students[J]. Chinese Journal of General Practice, 2022, 20(5): 851-854. doi: 10.16766/j.cnki.issn.1674-4152.002471
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Action research on the establishment of seminar model for nursing graduate students

doi: 10.16766/j.cnki.issn.1674-4152.002471
  • 1.

    Physician Training Base of the First Hospital of Shanxi Medical University, Taiyuan, Shanxi 030001, China

Funds:

 2018JG46

  • Received Date: 2021-05-06
    Available Online: 2022-09-05
    Abstract
  •   Objective  To construct a seminar model for nursing graduate students and verify its effect.  Methods  Seminars were organised for nursing graduate students from 2015 to 2017 by observing and reflecting the cycle of planned action. Through the research motivation scale (RMS), nursing research self-efficacy scale (NURSES), and scientific research ability self-evaluation rating scales of nursing staff (SRASES), we collected data and identified problems to improve the teaching model.  Results  (1) Continuous improvement and construction of seminar mode with curriculum, content, and classroom organisation as the framework was achieved. (2) The total score of RMS and the scores of each dimension increased yearly, and the difference was statistically significant (all P < 0.05). The total score of NURSES and the scores of "access to scientific knowledge resources", "collective research efficiency" and "theoretical research and application" increased year by year. The scores of "critical reading of quantitative literature", "critical reading of qualitative literature" and "collective research efficiency" increased from the first year, and the scores of "access to scientific knowledge resources" and "theoretical research and application" increased from the second and third years, with statistically significant differences (all P < 0.05). The total score of SRASES and the scores of all dimensions increased from the second year and subsequently increased yearly (all P < 0.05).  Conclusion  The newly established seminar model show actual effect on the improvement of nursing graduate students' scientific research motivation, scientific research efficacy and scientific research ability.

     

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