护理本科生单科室实习教学路径的构建研究

发布时间：2018-04-05 00:39

本文选题：护理　切入点：护理本科实习生　出处：《山东大学》2015年硕士论文

【摘要】：目的：探讨护理本科生单科室实习教学路径构建的依据和基本原则；应用科学的研究方法,构建一套符合当前我国临床护理教育特点和需求的本科生实习教学路径,为护理本科实习生的临床带教和培养提供参考和途径,为临床带教奠定一定基础。方法：应用文献回顾法、半结构化访谈,探讨构建护理本科生单科室实习教学路径的理论依据、基本原则,并进行指标初拟；应用德尔菲专家函询法进行指标的筛选；利用Cronbach's α系数进行指标体系的信度检验；应用Excel 2007及SPSS16.0统计软件进行数据处理。结果：1、构建了包含初入期(入科第1-3天)、熟悉期(第4-7天)、稳定期(第8-14天)、巩固期(第15-21天)、发展期(第22-26天)、结束期(第27、28天)在内的6项一级指标,45项二级指标的“护理本科生单科室实习教学路径”。2、两轮专家函询的积极系数分别为76.7%和100%,专家的判断系数为0.912,熟悉程度系数为0.882,专家的权威系数为0.897。两轮函询后6项一级指标的变异系数介于0.104-0.159之间,45项二级指标的变异系数在0.048-0.197之间(均0.25),6项一级指标的协调系数为0.310,45项二级指标的协调系数为0.337,协调系数的显著性检验P0.01。3、本研究采用内部一致性系数考察问卷内容的稳定性,第一轮函询各级指标Cronbach's α系数分别为0.682、0.916,第二轮Cronbach's α系数分别为0.783、0.931,因此说明本指标体系所获得的评价结果是准确可信的。结论：1、本研究以理论和现实为依据,遵循一定的原则,探讨了护理本科生单科室实习教学路径的结构及贯穿始终的可观察、可测量的指标内容,丰富了护理临床教育的理论体系,为护理本科生的临床带教提供了一种科学的方法学思路。2、构建了一套包含6项一级指标45项二级指标的“护理本科生单科室实习教学路径”；专家函询的积极系数、权威系数、变异系数和协调系数结果证明专家咨询代表性和可信度高。
[Abstract]:Objective: to probe into the basis and basic principle of constructing the teaching path of nursing undergraduate students' practice in single department, and to construct a set of practical teaching paths of undergraduate students according with the characteristics and needs of clinical nursing education in our country by applying scientific research methods.To provide reference and approach for clinical teaching and training of nursing undergraduate students and lay a foundation for clinical teaching.Methods: by using literature review and semi-structured interview, the theoretical basis and basic principles of constructing the teaching path of nursing undergraduate students' practice in a single department were discussed, and the indexes were preliminarily drawn up, and the indexes were screened by Delphi's method of expert inquiry.Cronbach's 伪 coefficient was used to test the reliability of the index system, and Excel 2007 and SPSS16.0 statistical software were used to process the data.Results: 1, 6 primary indicators, including initial entry period (1st to 3rd day), familiarity period (4-7 days), stable period (8-14 days), consolidation period (15-21 days), development period (22-26 days, end period (2728 days)), were constructed.The positive coefficient of the two rounds of expert inquiry was 76.7% and 100 respectively, the expert's judgment coefficient was 0.912, the familiarity coefficient was 0.882and the expert's authority coefficient was 0.897.The coefficient of variation of the 6 first-level indexes ranged from 0.104-0.159 to 0.104-0.159. The coefficient of variation of the second-level index ranged from 0.048-0.197 (the coordination coefficient of 0.31045 second-level indicators was 0.337and the coefficient of variation was 0.31045), and the coefficient of variation of the second-level index was 0.048-0.197.In this study, the internal consistency coefficient was used to investigate the stability of the questionnaire.In the first round, the Cronbach's 伪 coefficients of all indexes were 0.682n0.916, and the second Cronbach's 伪 coefficients were 0.783 / 0.931, respectively, which indicated that the evaluation results obtained by this index system were accurate and reliable.Conclusion 1. Based on the theory and reality, this study discussed the structure of the teaching path and the observable and measurable content of the teaching path of nursing undergraduate students in a single department.It enriches the theoretical system of nursing clinical education, provides a scientific methodological thinking for the clinical teaching of nursing undergraduates, and constructs a set of teaching paths of nursing undergraduate students' practice in single department, which includes 6 first-grade indexes and 45 second-order indexes.The results of positive coefficient, authority coefficient, variation coefficient and coordination coefficient of expert inquiry prove that expert consultation is highly representative and reliable.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：R47-4;G642

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