摘要
目的了解全日制儿科护理硕士专业学位研究生对课程设置、临床实践和导师指导等教育服务质量的满意度。方法根据文献回顾、研究对象访谈结果制定全日制儿科护理硕士专业学位研究生教育服务质量满意度问卷,对重庆医科大学护理学院的17名全日制儿科护理专业学位硕士研究生进行问卷调查。结果全日制儿科护理硕士专业学位研究生对教育服务质量的满意度处于中等偏上水平;不同年级的全日制儿科专业学位研究生对临床带教老师的工作年资有不同的要求(P<0.05);不同年级的全日制儿科专业学位研究生对临床带教老师职称的要求无差异(P>0.05);不同年级的全日制儿科专业学位研究生对临床实践时长选择存在差异性(P<0.05)。全日制儿科护理硕士专业学位研究生最认可的课程教学方法是案例教学(82.35%)和讨论式学习(76.47%),最合适的临床带教形式是专人带教(82.35%),认为临床带教老师应该具备的能力是科研能力(88.24%)、临床实践能力(88.24%)和职业指导能力(70.59%)。结论应提高对儿科护理硕士专业学位研究生的教育质量,加强儿科护理硕士专业学位研究生课程设置、临床实践、临床带教老师队伍建设,为儿科护理专业学位研究生的全面发展奠定坚实的基础。
Objective To understand the satisfaction of full-time postgraduate students with master of nursing specialist in pediatrics on the quality of education services such as curriculum,clinical practice and tutor guidance.Methods According to the results of literature review and interview,the questionnaire of education service quality satisfaction of full-time postgraduate students with master of nursing specialist in pediatrics was developed.A questionnaire survey was conducted among 17 full-time postgraduate students with master of nursing specialist in pediatrics in Nursing College of Chongqing Medical University.Results The satisfaction degree of full-time postgraduate students with master of nursing specialist in pediatrics to the quality of education service was in the upper middle level.Different grades of full-time postgraduate students with master of nursing specialist in pediatrics had different requirements for the working years of clinical teachers(P<0.05).There was no significant difference in the professional title requirements of clinical teaching teachers among different grades of full-time postgraduate students with master of nursing specialist in pediatrics(P>0.05).There was significant difference in long-term clinical practice among different grades of full-time postgraduate students with master of nursing specialist in pediatrics(P<0.05).Case teaching(82.35%)and discussion learning(76.47%)were the most recognized teaching methods for full-time postgraduate students with master of nursing specialist in pediatrics.The most suitable clinical teaching form was specially assigned teaching(82.35%).The abilities that clinical teaching teachers should possess were scientific research ability(88.24%),clinical practice ability(88.24%)and career guidance ability(70.59%).Conclusion The quality of education for postgraduate students with master of nursing specialist in pediatrics should be improved,and the curriculum,clinical practice and clinical teaching teacher team should be strengthened to lay a solid foundation for the overall development of postgraduate students with master of nursing specialist in pediatrics.
作者
陈飞
张学兵
杨陈
杜玉林
CHEN Fei;ZHANG Xue-bing;YANG Chen;DU Yu-lin(Day Surgery Ward of Children′s Hospital of Chongqing Medical University,Key Laboratory of Child Developmental Disease Research of Ministry of Education,National Clinical Research Center for Child Health and Disorders,National International Science and Technology Cooperation Base for Critical Child Developmental Diseases,Chongqing Key Laboratory of Pediatrics,Chongqing400014,China)
出处
《中国当代医药》
2020年第36期183-187,共5页
China Modern Medicine
基金
重庆市研究生教育教学改革研究项目(yjg173082)
重庆医科大学教育教学研究项目(JY170235)。
关键词
全日制
护理
专业学位
研究生教育
满意度
Full-time
Nursing
Professional degree
Postgraduate education
Satisfaction
