臨床護理教師核心能力評價模型的構建_《中國循證醫學雜志》

作者：

侯曉靜 ¹ , 朱丹 ² , 蔣曉蓮 ²

1. 上海交通大學護理學院,上海,2000252. 四川大學華西臨床醫學院護理系,成都,610041;

關鍵詞：

臨床護理教師核心能力評價模型

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目的　構建臨床護理教師核心能力結構及其相應的評價指標.
方法　采用理論分析、文獻回顧、專家咨詢、小樣本人群檢驗等方法探索臨床護理教師能力結構的基本框架,篩選用于能力評價的行為指標,并制定各指標的等級評分標準;通過對國內6所高等醫學院校的237名護理管理者、教師、學生的問卷調查,采用項目分析、因素分析探索臨床護理教師核心能力的結構及內涵,并建立評價模型.
結果　所建模型經嚴格檢驗,其內容效度、結構效度及同質信度均較好.總體系內部一致性α系數為0.9109,各維度α系數在0.6064～0.8474之間;折半信度系數總體系為0.8765,各維度在0.6342～0.8369之間.
結論　本研究所構建的臨床護理教師核心能力評價模型由能力維度、行為指標和指標等級標準三部分組成.能力維度包含領導能力、解決問題能力、教育教學能力、專業能力四個方面,各維度對應數個行為指標及相應的等級標準.

引用本文： 侯曉靜,朱丹,蔣曉蓮. 臨床護理教師核心能力評價模型的構建. 中國循證醫學雜志, 2005, 05(11): 822-828. doi: 復制

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2.	何仲, 許巖, 陳京立. 有效的護理專業教師評價體制的建立[J]. 中華護理雜志, 2003; 38(11): 871～873.
3.	王穎. 臨床護理教師應對WTO能力的培養[J]. 現代護理, 2003; 9(10): 797～780.
4.	朱大喬, 劉燕燕, 周秀華. 淺析21世紀高校護理教師素質結構及其培養[J]. 中國實用護理雜志, 2003; 19(11B): 72～74.
5.	張銀鈴, 黃埔恩, 雷鶴, 張茹英, 曹寶花, 李武平, 鄧大軍, 胡華. 論新時期護理教師能力的培養[J]. 解放軍護理雜志, 2002; 19(5): 67～68.
6.	羅澤玲, 杜春萍, 周玨. 護理臨床教學中教師角色模式的探討[J]. 護士進修雜志, 2004; 19(1): 40～41.
7.	張秀云, 余新超, 張淑萍. 談青年教師適應21世紀護理教育的幾點做法[J]. 現代護理, 2004; 10(1): 1～2.
8.	邢愛紅, 孫嵐嵐, 王燕. 提高臨床護理教師素質的思考[J]. 山東醫藥, 2003; 48(3): 62～63.
9.	宮玉花, 王艷, 陸虹. 對臨床教師有效教學行為的調查[J]. 中華護理雜志, 2003; 38(1): 10～13.
10.	宋春燕, 沈寧. 臨床護理教師評價量表的研制[J]. 中華護理雜志, 2004; 39(12): 888～890.
11.	吳明隆. SPSS統計應用實務-問卷分析與應用統計[J]. 北京: 科學出版社; 2003. 76.
12.	張學民, 申繼亮. 國外教師職業發展及其促進的理論與實踐[J]. 比較教育研究, 2003; 25(4): 31～36.
13.	吳衛東, 駱伯巍. 教師的反思能力結構及其培養[J]. 教育評論, 2001; (1): 33～35.
14.	Zheng XX. Editor in chief. Modern education theoretic and nursing education[M]. Beijing: Beijing Medical University & Xiehe Medical University Combine Publishing House; 1994. 293-294.
15.	Linda S. Leadership characteristics as significant predictors of clinical-teaching effectiveness[J]. Human Kinetics, 2002; 7(5): 34-39.
16.	Lau AK, Chuk KC, So WK. Reflective practice in clinical teaching[J]. Nursing & Health Science, 2002; 4(4): 201-208.
17.	Snell L, Tallett S, Haist S. A review of the evaluation of clinical teaching: new perspectives and challenges[J]. Medical Education, 2000; 34(10): 862-870.
18.	He Z, Xu Y, Chen JL. Establishment of effective evaluation system for nursing mentors[J]. Chinese Journal of Nursing, 2003; 38(11): 871-873.
19.	Wang Y. Ability training for clinical nursing teachers facing WTO challenge[J]. Modern Nursing, 2003; 9(10): 797-780.
20.	Zhu DQ, Liu YY, Zhou XH. Preliminary analysis of culture construction and training of university nursing teachers in the 21st century[J]. Journal of Practical Nursing, 2003; 19(11B): 72-74.
21.	Zhang YL, Huang PE, Lei H, Zhang RY, Cao BH, Li WP, Deng DJ, Hu H. Competence training for clinical nursing teachers in new period[J]. Nursing Journal of Chinese Peoples Liberation Army, 2002; 19(5): 67-68.
22.	Luo ZL, Du CP, Zhou Y. Exploration of teachers role playing model during Nursing clinical teaching[J]. Journal of Nurses Training, 2004; 19(1): 40-41.
23.	Zhang XY, Yu XC, Zhang SP. Several suggestions for young teachers on adapting nursing education in the 21st century[J]. Modern Nursing, 2004; 10(1): 1-2.
24.	Xing AH, Sun LL, Wang Y. Thoughts on improving the culture of clinical nursing teachers[J]. Shandong Medical Journal, 2003; 48(3): 62-63.
25.	Lai HM. Teaching Capability of Instructor of Nursing in Modern Scientific Education[J]. Journal of Chongqing University (Social Sciences Edition), 2002; 18(6): 153-154.賴紅梅. 現代科學教育中護理教師的能力要求[J]. 重慶大學學報 (社會科學版), 2002; 18(6): 153～154.
26.	Owen S. Identifying a role for the nurse teacher in the clinical area[J]. Journal of Advanced Nursing, 1993; 18(5): 816-825.
27.	Lee WS, Cholowski K, Williams AK. Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing[J]. Journal of Advanced Nursing, 2002; 39(5): 412-420.
28.	Mogan J, Warbinek E. Teaching behaviors of clinical instructors: an audit instructors[J]. Journal of Advanced Nursing, 1994; 20(1): 160-166.
29.	Nehring V. Nursing clinical teacher effectiveness inventory: a replication study of the characteristics of ’best’ and ’worst’ clinical teacher as perceived by nursing faculty and students[J]. Journal of Advanced Nursing, 1990; 15(8): 934-940.
30.	Purcell N, Lloyd-Jones G. Standards for medical educators[J]. Medical Education, 2003; 37(2): 149-154.
31.	Elnicki DM, Kolarik R, Bardella I. Third-year medical students’ perceptions of effective teaching behaviors in a Multidisciplinary Ambulatory Clerkship[J]. Academic Medicine, 2003; 78(8): 815-819.
32.	Gong YH, Wang Y, Lu H. Investigating the effective teaching behaviors[J]. Chinese Journal of Nursing, 2003; 38(1): 10-13.
33.	Song CY, Shen N. A scale for appraisal clinical nursing instructors[J]. Chinese Journal of Nursing, 2004; 39(12): 888-890.
34.	Wu MN. SPSS statistic application-questionnaire analysis and applied statistics[J]. Beijing: Science Publishing Company; 2003. 76.
35.	Anderson MB, Larson GA, Luebe JJ. Student and supervisor perceptions of the quality of supervision in athletic training education[J]. Journal of Athletic Ttraining, 1997; 32(4): 328-332.
36.	Choudhry UK. New nurse faculty: core competencies for role development[J]. Journal of Nursing Education, 1992; 31(6): 256-272.
37.	Johnson-crowley N. An alternative framework for teacher preparation in nursing[J]. The Journal of Continuing Education in Nursing, 2004; 35(1): 34-43.
38.	Guion RM. Personnel evaluation[M]. Johns Hopkins University Press; 1986. Xv:544.
39.	Viverais-Dresler G, Kutschke M. RN students’ rating and opinions related to the importance of certain clinical teacher behaviors[J]. The Journal of Continuing Education in Nursing, 2001; 32(6): 274-282.
40.	Knox JE, Morgan J. Characteristics of ’best’ and ’worst’ clinical teachers as perceived by university nursing faculty and students[J]. Journal of Advanced Nursing, 1987; 12(3): 331-337.
41.	Knox JE, Morgan J. Important clinical teacher behaviors as perceived by university nursing faculty, students and graduates[J]. Journal of Advanced Nursing, 1985; 10(1): 25-30.
42.	Espeland V, Indrehus O. Evaluation of student’s satisfaction with nursing education in noway[J]. Journal of Advanced Nursing, 2003; 42(3): 226-236.
43.	Johnson KO, Aasgaard HS, Wahl AK, Salminen L. Nurse educator competence: A study of Norwegian nurse educators’ opinions of the importance and application of different nurse educator competence domains[J]. Journal of Nursing Education, 2002; 41(7): 295-301.
44.	Zhang XM, Shen JL. Theories and Practice of teachers’ professional development and improvement Abroad[J]. Comparative Education Review, 2003; 25(4): 31-36.
45.	Wu WD, Luo BW. Structure and training of teachers’ critical competence[J]. Education Comment, 2001; (1): 33-35.

1. 鄭修霞.主編. 當代教育學理論與護理教育[M]. 北京: 北京醫科大學&中國協和醫科大學聯合出版社; 1994. 293～294.
2. 何仲, 許巖, 陳京立. 有效的護理專業教師評價體制的建立[J]. 中華護理雜志, 2003; 38(11): 871～873.
3. 王穎. 臨床護理教師應對WTO能力的培養[J]. 現代護理, 2003; 9(10): 797～780.
4. 朱大喬, 劉燕燕, 周秀華. 淺析21世紀高校護理教師素質結構及其培養[J]. 中國實用護理雜志, 2003; 19(11B): 72～74.
5. 張銀鈴, 黃埔恩, 雷鶴, 張茹英, 曹寶花, 李武平, 鄧大軍, 胡華. 論新時期護理教師能力的培養[J]. 解放軍護理雜志, 2002; 19(5): 67～68.
6. 羅澤玲, 杜春萍, 周玨. 護理臨床教學中教師角色模式的探討[J]. 護士進修雜志, 2004; 19(1): 40～41.
7. 張秀云, 余新超, 張淑萍. 談青年教師適應21世紀護理教育的幾點做法[J]. 現代護理, 2004; 10(1): 1～2.
8. 邢愛紅, 孫嵐嵐, 王燕. 提高臨床護理教師素質的思考[J]. 山東醫藥, 2003; 48(3): 62～63.
9. 宮玉花, 王艷, 陸虹. 對臨床教師有效教學行為的調查[J]. 中華護理雜志, 2003; 38(1): 10～13.
10. 宋春燕, 沈寧. 臨床護理教師評價量表的研制[J]. 中華護理雜志, 2004; 39(12): 888～890.
11. 吳明隆. SPSS統計應用實務-問卷分析與應用統計[J]. 北京: 科學出版社; 2003. 76.
12. 張學民, 申繼亮. 國外教師職業發展及其促進的理論與實踐[J]. 比較教育研究, 2003; 25(4): 31～36.
13. 吳衛東, 駱伯巍. 教師的反思能力結構及其培養[J]. 教育評論, 2001; (1): 33～35.
14. Zheng XX. Editor in chief. Modern education theoretic and nursing education[M]. Beijing: Beijing Medical University & Xiehe Medical University Combine Publishing House; 1994. 293-294.
15. Linda S. Leadership characteristics as significant predictors of clinical-teaching effectiveness[J]. Human Kinetics, 2002; 7(5): 34-39.
16. Lau AK, Chuk KC, So WK. Reflective practice in clinical teaching[J]. Nursing & Health Science, 2002; 4(4): 201-208.
17. Snell L, Tallett S, Haist S. A review of the evaluation of clinical teaching: new perspectives and challenges[J]. Medical Education, 2000; 34(10): 862-870.
18. He Z, Xu Y, Chen JL. Establishment of effective evaluation system for nursing mentors[J]. Chinese Journal of Nursing, 2003; 38(11): 871-873.
19. Wang Y. Ability training for clinical nursing teachers facing WTO challenge[J]. Modern Nursing, 2003; 9(10): 797-780.
20. Zhu DQ, Liu YY, Zhou XH. Preliminary analysis of culture construction and training of university nursing teachers in the 21st century[J]. Journal of Practical Nursing, 2003; 19(11B): 72-74.
21. Zhang YL, Huang PE, Lei H, Zhang RY, Cao BH, Li WP, Deng DJ, Hu H. Competence training for clinical nursing teachers in new period[J]. Nursing Journal of Chinese Peoples Liberation Army, 2002; 19(5): 67-68.
22. Luo ZL, Du CP, Zhou Y. Exploration of teachers role playing model during Nursing clinical teaching[J]. Journal of Nurses Training, 2004; 19(1): 40-41.
23. Zhang XY, Yu XC, Zhang SP. Several suggestions for young teachers on adapting nursing education in the 21st century[J]. Modern Nursing, 2004; 10(1): 1-2.
24. Xing AH, Sun LL, Wang Y. Thoughts on improving the culture of clinical nursing teachers[J]. Shandong Medical Journal, 2003; 48(3): 62-63.
25. Lai HM. Teaching Capability of Instructor of Nursing in Modern Scientific Education[J]. Journal of Chongqing University (Social Sciences Edition), 2002; 18(6): 153-154.賴紅梅. 現代科學教育中護理教師的能力要求[J]. 重慶大學學報 (社會科學版), 2002; 18(6): 153～154.
26. Owen S. Identifying a role for the nurse teacher in the clinical area[J]. Journal of Advanced Nursing, 1993; 18(5): 816-825.
27. Lee WS, Cholowski K, Williams AK. Nursing students’ and clinical educators’ perceptions of characteristics of effective clinical educators in an Australian university school of nursing[J]. Journal of Advanced Nursing, 2002; 39(5): 412-420.
28. Mogan J, Warbinek E. Teaching behaviors of clinical instructors: an audit instructors[J]. Journal of Advanced Nursing, 1994; 20(1): 160-166.
29. Nehring V. Nursing clinical teacher effectiveness inventory: a replication study of the characteristics of ’best’ and ’worst’ clinical teacher as perceived by nursing faculty and students[J]. Journal of Advanced Nursing, 1990; 15(8): 934-940.
30. Purcell N, Lloyd-Jones G. Standards for medical educators[J]. Medical Education, 2003; 37(2): 149-154.
31. Elnicki DM, Kolarik R, Bardella I. Third-year medical students’ perceptions of effective teaching behaviors in a Multidisciplinary Ambulatory Clerkship[J]. Academic Medicine, 2003; 78(8): 815-819.
32. Gong YH, Wang Y, Lu H. Investigating the effective teaching behaviors[J]. Chinese Journal of Nursing, 2003; 38(1): 10-13.
33. Song CY, Shen N. A scale for appraisal clinical nursing instructors[J]. Chinese Journal of Nursing, 2004; 39(12): 888-890.
34. Wu MN. SPSS statistic application-questionnaire analysis and applied statistics[J]. Beijing: Science Publishing Company; 2003. 76.
35. Anderson MB, Larson GA, Luebe JJ. Student and supervisor perceptions of the quality of supervision in athletic training education[J]. Journal of Athletic Ttraining, 1997; 32(4): 328-332.
36. Choudhry UK. New nurse faculty: core competencies for role development[J]. Journal of Nursing Education, 1992; 31(6): 256-272.
37. Johnson-crowley N. An alternative framework for teacher preparation in nursing[J]. The Journal of Continuing Education in Nursing, 2004; 35(1): 34-43.
38. Guion RM. Personnel evaluation[M]. Johns Hopkins University Press; 1986. Xv:544.
39. Viverais-Dresler G, Kutschke M. RN students’ rating and opinions related to the importance of certain clinical teacher behaviors[J]. The Journal of Continuing Education in Nursing, 2001; 32(6): 274-282.
40. Knox JE, Morgan J. Characteristics of ’best’ and ’worst’ clinical teachers as perceived by university nursing faculty and students[J]. Journal of Advanced Nursing, 1987; 12(3): 331-337.
41. Knox JE, Morgan J. Important clinical teacher behaviors as perceived by university nursing faculty, students and graduates[J]. Journal of Advanced Nursing, 1985; 10(1): 25-30.
42. Espeland V, Indrehus O. Evaluation of student’s satisfaction with nursing education in noway[J]. Journal of Advanced Nursing, 2003; 42(3): 226-236.
43. Johnson KO, Aasgaard HS, Wahl AK, Salminen L. Nurse educator competence: A study of Norwegian nurse educators’ opinions of the importance and application of different nurse educator competence domains[J]. Journal of Nursing Education, 2002; 41(7): 295-301.
44. Zhang XM, Shen JL. Theories and Practice of teachers’ professional development and improvement Abroad[J]. Comparative Education Review, 2003; 25(4): 31-36.
45. Wu WD, Luo BW. Structure and training of teachers’ critical competence[J]. Education Comment, 2001; (1): 33-35.

《中國循證醫學雜志》

臨床護理教師核心能力評價模型的構建

摘要 全文 圖表 視頻 參考文獻 施引文獻 補充材料

Format

Content

《中國循證醫學雜志》

臨床護理教師核心能力評價模型的構建

摘要 全文 圖表 視頻 參考文獻 施引文獻 補充材料

Format

Content

摘要全文圖表視頻參考文獻施引文獻補充材料