Objective
To investigate the evaluation of nursing students on nurse teachers’ teaching quality between lessons ofBasic Nursing, in order to provide references for the improvement of teaching methods and promotion of teaching quality.
Methods
Questionnaire survey was used to investigate nurse students on the evaluation of nurse teachers’ teaching quality in three different clinical practice stages between lessons ofBasic Nursing. SPSS 19.0 statistical package was used to analyze the data.
Results
In the 5-point scale, the average score of all items was (4.72±0.38) points, and the average scores of three dimensions including timely project completion and gains in the practice, nurse teachers’ teaching, and teaching environment and resources were respectively (4.71±0.44), (4.76±0.35), and (4.66±0.52) points. The three items with the highest scores were teachers’ theoretical knowledge, teachers’ professional quality, and helping nurse students analyze existing problems; while the three with the lowest scores were teaching methods, timely completion of the practice, and participation by other nurses during the teaching. There were significant differences among the three stages in practice gains, reasonability of practice arrangement, instructing the students to solve problems, proficiency and standardization of the operation demonstration, basic theoretical knowledge, flexibility and enlightenment of the teaching methods, attitudes of the nurse teachers, participation by other nurses during the teaching, and head nurse’s support (P<0.05).
Conclusions
To improve the quality of clinical practice teaching, nurse teachers, other nurses in the ward, head nurse and the whole department should make collective effort. Nurse teachers should pay more attention to the improvement of teaching methods and reasonable planning of clinical practice.
Citation：
LI Jin, FENG Xianqiong, ZHANG Fengying. Investigation and analysis of nurse teachers’ teaching quality between lessons ofBasic Nursing
. West China Medical Journal, 2017, 32(3): 450-453. doi: 10.7507/1002-0179.201507120
Copy
Copyright © the editorial department of West China Medical Journal of West China Medical Publisher. All rights reserved
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曹晶, 陈亚丹, 张冉, 等. 某医院毕业实习护生对临床护理带教工作满意度现状与思考. 中国护理管理, 2013(9): 95-96, 97.
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陈燕. 实习护生对临床带教老师评价的调查. 中国医学创新, 2009, 6(22): 123-124.
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李秋宇, 刘文丽. 健全临床带教师资队伍完善实习教学管理. 全科护理, 2011, 9(4): 358-359.
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冯琳, 熊振芳. 临床护理带教方法的现状及展望. 全科护理, 2014, 1(11): 978-979.
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张亚楠, 李荣. 对实习护生实施分层次带教的教学效果观察. 护理研究, 2014(22): 2801-2802, 2803.
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杜鹃, 颜伟, 孙冬丽, 等. 临床教学质量的现状及对策探讨. 西南国防医药, 2010, 20(5): 558-559.
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Branch WT, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Academic Medicine, 2002, 77(12, 1): 1185-1188.
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应碧荷. 写作心得(一). 中华护理教育, 2005, 2(3): 113.
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| 13. |
Mcmillan Jayne. Teaching for clinical reasoning - helping students make the conceptual links. Med Teach, 2010, 32(10): e436-e442.
|
| 14. |
杨柳娟, 蒋晓莲, 李小萍. 护理本科生对临床带教教师期望的综合研究. 华西医学, 2012(2): 288-291.
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刘睿曦, 黄震佳, 辜燕. 临床带教在烧伤科优质护理服务模式下的运用. 华西医学, 2014(3): 566-567.
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- 1. 王丹. 杨翔.护理本专科护生对课间实习带教老师的评价. 护理实践与研究, 2012, 9(5): 152-154.
- 2. 朱雪梅, 代宇. 护理本科生临床带教需求分析. 护理学报, 2006, 13(10): 73-75.
- 3. 沈卫英. 国内临床护理教育现状及进展. 当代护士: 学术版, 2010(10): 14-16.
- 4. 陈彩虹, 施丽丽. 护理临床教学质量调查与分析. 中国实用医药, 2013, 8(33): 275-276.
- 5. 曹晶, 陈亚丹, 张冉, 等. 某医院毕业实习护生对临床护理带教工作满意度现状与思考. 中国护理管理, 2013(9): 95-96, 97.
- 6. 陈燕. 实习护生对临床带教老师评价的调查. 中国医学创新, 2009, 6(22): 123-124.
- 7. 李秋宇, 刘文丽. 健全临床带教师资队伍完善实习教学管理. 全科护理, 2011, 9(4): 358-359.
- 8. 冯琳, 熊振芳. 临床护理带教方法的现状及展望. 全科护理, 2014, 1(11): 978-979.
- 9. 张亚楠, 李荣. 对实习护生实施分层次带教的教学效果观察. 护理研究, 2014(22): 2801-2802, 2803.
- 10. 杜鹃, 颜伟, 孙冬丽, 等. 临床教学质量的现状及对策探讨. 西南国防医药, 2010, 20(5): 558-559.
- 11. Branch WT, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Academic Medicine, 2002, 77(12, 1): 1185-1188.
- 12. 应碧荷. 写作心得(一). 中华护理教育, 2005, 2(3): 113.
- 13. Mcmillan Jayne. Teaching for clinical reasoning - helping students make the conceptual links. Med Teach, 2010, 32(10): e436-e442.
- 14. 杨柳娟, 蒋晓莲, 李小萍. 护理本科生对临床带教教师期望的综合研究. 华西医学, 2012(2): 288-291.
- 15. 刘睿曦, 黄震佳, 辜燕. 临床带教在烧伤科优质护理服务模式下的运用. 华西医学, 2014(3): 566-567.
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