目的 了解高校護理本科生（下稱護生）在臨床實習階段對帶教教師的具體期望，為臨床帶教老師的培養提供依據。 方法 以杜威的反思思維理論為基礎，使用Van Manen的詮釋現象學研究方法暨反思日記分析，于2011年1月對67名護生的臨床反思日記進行分析；同時采用自行設計的問卷就護生對臨床教學的評價進行調查。 結果 護生對臨床帶教教師的反思主要集中于5個主題，即期望帶教老師制定合理的、有針對性的帶教計劃并采用靈活多樣的教學手段，期望得到帶教老師的肯定和鼓勵，期望得到獨立實踐護理角色的機會，期望帶教老師注重培養護生的臨床思維能力，期望帶教老師擁有良好的綜合素質；護生對臨床教學評價總平均分為（4.51 ± 0.06）分，得分率為87.3%。 結論 臨床帶教老師在不斷提升自身綜合素質的同時，應根據護理本科人才能力培養目標制定合理的實習計劃，選擇恰當的教學方式，提供良好的臨床學習環境，以進一步提高臨床教學質量。
【摘要】 目的 分析評估四年制醫技專業醫院感染控制與職業防護考試試卷的質量。 方法 應用相關試卷分析軟件，對64名醫技專業學生——醫院感染控制與職業防護期末考試試卷進行統計分析。 結果 64名學生中，最高分為86.00，最低分為49.50，平均分為67.70，及格率為82.80%；全部學生考試成績為49.50～86.00（67.69±8.74）分，基本在正常范圍；全套試卷全客觀題難度為0.69，區分度為0.15；非全客觀題難度為0.68，區分度為0.22，信度為0.72。學生考試失分情況為：單項選擇題19.90%、是非判析題22.90%、名詞解釋29.70%、簡答題50.00%。 結論 此套試卷質量符合教學大綱要求；客觀題比例較大，難度較高；區分度尚可，信度可靠。客觀地評價了學生對此課程的掌握程度，但學生分析歸納能力需要加強。【Abstract】 Objective To examine and evaluate the final test paper of nosocomial infection control and prevention of occupational exposure for four-year medical technology undergraduate students. Methods We used paper analysis software to perform statistical analysis for the results of the final test paper of nosocomial infection control and prevention of occupational exposure for 64 students of medical technology. Results Of the 64 students, the highest score was 86.00, the lowest score was 49.50, and the average score was 67.70 with a passing rate of 82.80%. The test scores were between 49.50 to 86.00 (67.69±8.74), presenting a normal distribution. The difficulty degree of items with all objective questions was 0.69 with a discrimination of 0.15; and the difficulty degree of other items was 0.68 with a discrimination of 0.22 and a reliability of 0.72. The rates of point loss in the examination were 19.90% for single choice questions, 22.90% for true or false analysis, 29.70% for glossary, and 50.00% for questions demanding for brief answers. Conclusion Overall, this set of papers is consistent with national teaching guideline with a large proportion of relatively difficult objective questions. The discrimination and reliability are acceptable in evaluating students’ ability objectively. However, students’ capacity of analyzing and summarizing still needs to be strengthened in the future.