健康信息方向护理硕士专业学位研究生培养的探索与实践

doi:10.3761/j.issn.1672-9234.2024.07.010

摘要/Abstract

摘要：

目的构建健康信息方向护理硕士专业学位研究生人才培养方案并探索初步成效。方法组建跨学科专家组，与芬兰图尔库大学联合开设健康信息方向护理硕士专业学位研究生培养项目，在2019年至2022年期间，对符合录取条件的32名护理硕士专业学位研究生实施“跨学科课程—专业设计实践项目（Capstone）—学位论文”的培养方案，利用自行设计的问卷对项目效果进行评价。结果截至2023年6月，21名研究生根据培养方案完成各阶段学习，顺利毕业并获得复旦大学护理硕士学位和图尔库大学的健康科学硕士学位，毕业学生对项目总体评价良好。结论基于跨学科设计的健康信息学人才培养方案效果较好，未来将根据学生反馈进一步优化培养方案，持续追踪项目效果。

关键词: 健康信息学, 跨学科教育, 护理硕士专业学位

Abstract:

Objective To develop and evaluate the effect of the Professional Master’s Degree Program in Health Informatics in Nursing. Methods Fudan University and the University of Turku，Finland，had jointly established a nursing master degree program in the field of health informatics. Through the formation of an international and interdisciplinary faculty team and the construction of an "interdisciplinary course-capstone project-thesis" progressive cultivation model，the health informatics nursing master students with professional degree were trained. During the period of 2019-2022，32 students were admitted to this programme according to the admission requirements. Results Until June 2023，21 students had successfully graduated from this programme and obtained master degrees in nursing and health sciences. The overall evaluation of the program by the graduated students was good. Conclusion The progressive cultivation model based on interdisciplinary curriculum system，show a good effect on students training，and it is recommended to further revise the cultivation program according to the students’ feedback，and to continuously track the effect of the program.

Key words: Health informatics, Interdisciplinary education, Master of nursing specialist

葛向煜, 贾守梅, 胡雁, 邹卓, 郭星, 项李娜. 健康信息方向护理硕士专业学位研究生培养的探索与实践[J]. 中华护理教育, 2024, 21(7): 828-833.

GE Xiangyu, JIA Shoumei, HU Yan, ZOU Zhuo, GUO Xing, XIANG Lina. Exploration and practical research of cultivating postgraduate students with master of nursing specialist in the field of health informatics[J]. Chinese Journal of Nursing Education, 2024, 21(7): 828-833.

图/表 5

参考文献 17

[1]	国务院办公厅. 国务院办公厅关于印发全国医疗卫生服务体系规划纲要(2015-2020年)的通知[EB/OL].[2023-01-06]. https://www.gov.cn/zhengce/content/2015-03/30/con-tent_9560.htm.
[2]	周兰姝. 护理学科发展现状与展望[J]. 军事护理, 2023, 40(1):1-4.
	Zhou LS. The situation and prospect of nursing discipline development[J]. Mil Nurs, 2023, 40(1):1-4.
[3]	Kleib M, Chauvette A, Furlong K, et al. Approaches for defining and assessing nursing informatics competencies:a scoping review[J]. JBI Evid Synth, 2021, 19(4):794-841.
[4]	顾丹丹, 钮晓音, 郭晓奎, 等. “新医科”内涵建设及实施路径的思考[J]. 中国高等医学教育, 2018(8):17-18.
	Gu DD, Niu XY, Guo XK, et al. Defining and developing a roadmap for “New College of Medicine”[J]. China High Med Educ, 2018(8):17-18.
[5]	Cummins MR, Gundlapalli AV, Murray P, et al. Nursing informatics certification worldwide:history,pathway,roles,and motivation[J]. Yearb Med Inform, 2016(1):264-271.
[6]	Hübner U, Shaw T, Thye J, et al. Technology informatics guiding education reform-TIGER[J]. Methods Inf Med, 2018, 57(S1):e30-e42.
[7]	Darvish A, Bahramnezhad F, Keyhanian S, et al. The role of nursing informatics on promoting quality of health care and the need for appropriate education[J]. Glob J Health Sci, 2014, 6(6):11-18. doi: 10.5539/gjhs.v6n6p11 pmid: 25363114
[8]	复旦大学-图尔库大学健康信息领域专业设计实践项目(Capstone project)在我校顺利启动[EB/OL]. [2018-12-07]. https://nursing.fudan.edu.cn/01/05/c38770a459013/page.htm.
[9]	Kim HN. A conceptual framework for interdisciplinary education in engineering and nursing health informatics[J]. Nurse Educ Today, 2019,74:91-93.
[10]	贾守梅, 胡雁, 张玉侠, 等. 上海市护理硕士专业学位论文基本要求与评价体系的构建[J]. 中华护理教育, 2022, 19(5):399-405.
	Jia SM, Hu Y, Zhang YX, et al. The basic requirements and evaluation system for academic dissertation of master of nursing specialist(MNS) in Shanghai[J]. Chin J Nurs Educ, 2022, 19(5):399-405.
[11]	李政辉, 孙静. 一流本科教育的特质:跨学科人才培养[J]. 当代教育理论与实践, 2020, 12(4):53-57.
[12]	Maddock B, Kumar A, Kent F. Creating a collaborative care curriculum framework[J]. Clin Teach, 2019, 16(2):120-124.
[13]	van Diggele C, Roberts C, Burgess A, et al. Interprofessional education:tips for design and implementation[J]. BMC Med Educ, 2020, 20(Suppl 2):455.
[14]	Friedrich S, Straub C, Bode SFN, et al. SIESTA:a quick interprofessional learning activity fostering collaboration and communication between paediatric nursing trainees and medical students[J]. BMC Med Educ, 2021, 21(1):475.
[15]	Burgess A, van Diggele C, Mellis C. Faculty development for junior health professionals[J]. Clin Teach, 2019, 16(3):189-196.
[16]	Schroetter SA, Wendler MC. Capstone experience:analysis of an educational concept for nursing[J]. J Prof Nurs, 2008, 24(2):71-79. doi: 10.1016/j.profnurs.2007.06.019 pmid: 18358440
[17]	Ross PM, Mercer-Mapstone L, Pozza LE, et al. An idea to explore:interdisciplinary capstone courses in biomedical and life science education[J]. Biochem Mol Biol Educ, 2022, 50(6):649-660.