护理硕士专业学位研究生创新能力课程方案的构建与应用

doi:10.3761/j.issn.1672-9234.2022.06.004

摘要/Abstract

摘要：

目的构建护理硕士专业学位研究生创新能力课程方案,并探究其有效性。方法在文献分析、访谈法和小组讨论的基础上初步拟定专家咨询问卷。采用德尔菲法对20名护理学研究生教育相关领域专家进行2轮专家咨询,构建护理硕士专业学位研究生创新能力课程方案。对31名一年级护理硕士专业学位研究生开展教学,采用创造力倾向量表对教学前后学生的创新能力进行评测。结果 2轮专家咨询的问卷有效回收率均为100%,专家权威系数为0.845,肯德尔协调系数（W）分别为0.506、0.793（P<0.001）,形成创新能力课程方案共包括10项教学内容,历时1年。教学后护理硕士专业学位研究生创造力倾向量表得分及各维度得分均高于教学前（P<0.05）。结论本研究构建的创新能力课程方案科学合理,有助于护理硕士专业学位研究生创新能力的培养。

关键词: 教育,护理,研究生, 课程, 创新能力, 专业学位

Abstract:

Objective To construct the innovative course for master of nursing specialist（MNS）,and to explore its effects. Methods Based on the literature analysis,interviews,and group discussion,the expert consultation questionnaire was initially developed. The Delphi technique was used for two-round expert consultation with 20 experts in nursing postgraduate education to construct the innovative ability course. A total of 31 students with MNS in year-one attended the course. The Williams Creativity Tendency Scale was used to evaluate students’ innovative ability before and after the course. Results After 2 rounds of expert consultation,the recovery rate of the questionnaires was 100%,the expert authority coefficient was 0.845 and the Kendall coordination coefficiency（W） was 0.506 and 0.793 respectively. The finalized innovative ability course included 10 contents and the duration of this course was one year. The score of Williams Creativity Tendency Scale and the scores of each dimension of students were higher than those before the course（P<0.05）. Conclusion The innovative course is scientific and reasonable,which is helpful to cultivate the innovation ability of students with MNS.

Key words: Education,Nursing,Graduate, Curriculum, Innovation ability, Master degree

黄迪,罗伟香,彭粤铭,张薇薇,彭玮斯,樊怡,江智霞. 护理硕士专业学位研究生创新能力课程方案的构建与应用[J]. 中华护理教育, 2022, 19(6): 502-507.

HUANG Di,LUO Wei-xiang,PENG Yue-ming,ZHANG Wei-wei,PENG Wei-si,FAN Yi,JIANG Zhi-xia. The development and application of the innovative ability course for master of nursing specialist[J]. Chinese Journal of Nursing Education, 2022, 19(6): 502-507.

图/表 3

参考文献 17

[1]	国务院学位委员会. 关于印发金融硕士等19种专业学位设置方案的通知[EB/OL]. (2008-08-29)[2021-03-20]. http://www.moe.gov.cn/srcsite/A22/moe_833/201005/t20100513_92739.html.
[2]	颜君, 张俊娥, 黎青, 等. 护理学硕士研究生培养过程的创新及探讨[J]. 中华护理教育, 2019, 16(2):126-129.
	Yan J, Zhang JE, Li Q, et al. Cultivation of nursing master students:an innovation model[J]. Chin J Nurs Educ, 2019, 16(2):126-129.
[3]	张港娜, 周英. 护生创新能力现状及培养策略研究进展[J]. 护理研究, 2021, 35(12):2168-2171.
	Zhang GN, Zhou Y. Status quo of the innovation ability of nursing students and research progress on training strategies[J]. Chin Nurs Res, 2021, 35(12):2168-2171.
[4]	罗彩凤, 孙婧, 贾静, 等. 护理硕士专业学位研究生临床实践现状调查分析[J]. 护理研究, 2018, 32(2):289-292.
	Luo CF, Sun J, Jia J, et al. Survey of clinical practice status quo of master degree in nursing students[J]. Chin Nurs Res, 2018, 32(2):289-292.
[5]	唐湘, 田文杰, 杜妍莹, 等. 学科交叉技术创新平台在护理硕士研究生创新能力培养中的应用[J]. 中华护理教育, 2020, 17(8):712-715.
	Tang X, Tian WJ, Du YY, et al. Application of an interdisciplinary technology innovation platform in cultivating the innovation ability of master of nursing students[J]. Chin J Nurs Educ, 2020, 17(8):712-715.
[6]	Tehranineshat B, Rakhshan M. The relationship between knowledge management and creativity in bachelor degree compared to master degree nursing students[J]. Invest Educ Enferm, 2018, 36(3). DOI: 10.17533/udea.iee.v36n3e05. doi: 10.17533/udea.iee.v36n3e05
[7]	Dulay M, Saxe JM, Odden K, et al. Promoting quality improvement in primary care through a longitudinal,project-based,interprofessional curriculum[J]. MedEdPORTAL, 2020, 16:10932. doi: 10.15766/mep_2374-8265.10932 pmid: 32934977
[8]	Kim HK, Jun M, Rhee S, et al. Husserlian phenomenology in Korean nursing research:analysis,problems,and suggestions[J]. J Educ Eval Health Prof, 2020, 17:13. doi: 10.3352/jeehp.2020.17.13
[9]	郭妍, 李小妹, 李津, 等. 护理硕士专业学位研究生导师准入及岗位胜任力评价指标体系的构建[J]. 中华护理教育, 2021, 18(8):695-700.
	Guo Y, Li XM, Li J, et al. Construction of admission and competency evaluation index system for mentors of master of nursing specialist[J]. Chin J Nurs Educ, 2021, 18(8):695-700.
[10]	江智霞, 杨凯涵, 肖烨, 等. 护理学创客空间建设的构想[J]. 护理学杂志, 2017, 32(9):80-83.
	Jiang ZX, Yang KH, Xiao Y, et al. Conception on the construction of nursing maker space[J]. J Nurs Sci, 2017, 32(9):80-83.
[11]	Williams FE. Assessing creativity across Williams“cube” model[J]. Gift Child Q, 1979, 23(4):748-756. doi: 10.1177/001698627902300406
[12]	刘晓陵, 刘路, 邱燕霞, 等. 威廉斯创造力测验的信效度检验[J]. 基础教育, 2016, 13(3):51-58.
	Liu XL, Liu L, Qiu YX, et al. Reliability and validity of Williams creativity assessment packet[J]. J Sch Stud, 2016, 13(3):51-58.
[13]	Schwendimann R, Fierz K, Spichiger E, et al. A master of nursing science curriculum revision for the 21st century-a progress report[J]. BMC Med Educ, 2019, 19(1):135. doi: 10.1186/s12909-019-1588-9 pmid: 31068167
[14]	李峥, 汪健, 李永刚, 等. 护理硕士专业学位研究生核心能力评价指标及考核方式的研究[J]. 中华护理杂志, 2018, 53(1):12-16.
	Li Z, Wang J, Li YG, et al. Study on evaluation index and evaluation mode of core competence of postgraduate in Master of Nursing Specialist[J]. Chin J Nurs, 2018, 53(1):12-16.
[15]	Monsivais DB, Olson CM. Partnering to develop online teaching skills for master of science in nursing education students[J]. J Nurs Educ, 2019, 58(4):240-242. doi: 10.3928/01484834-20190321-10 pmid: 30943301
[16]	易琦峰, 齐梦影, 严谨, 等. 症状引导下的思维导图在心内科临床护理教学中的应用[J]. 护理学杂志, 2018, 33(22):72-75.
	Yi QF, Qi MY, Yan J, et al. Application of symptom-guided mind mapping as a teaching resource for nursing interns working in department of cardiology[J]. J Nurs Sci, 2018, 33(22):72-75.
[17]	Lichtenberger JP, Tatum PS, Gada S, et al. Using 3D printing (additive manufacturing) to produce low-cost simulation models for medical training[J]. Mil Med, 2018, 183(suppl_1): 73-77. doi: 10.1093/milmed/usx142 pmid: 29635555