ISSN 2097-6054（网络） ISSN 1672-9234（印刷） CN 11-5289/R
主管：中国科学技术协会　主办：中华护理学会
出版：中华护理杂志社
收录：中国科学引文数据库（CSCD）来源期刊
　　　中国期刊全文数据库
　　　中国核心期刊（遴选）数据库
　　　Scopus
中华护理教育

中华护理教育 ›› 2026, Vol. 23 ›› Issue (10): 1173-1179.doi: 10.3761/j.issn.1672-9234.2026.10.004

• 专题策划——教师发展 • 上一篇    下一篇

“新医科”背景下临床护理教师教育教学能力评价体系的适配性分析

谢辰熙1(), 谭玲玲1,*(), 唐寅亮1, 许月丹1, 龚婕2, 吕菊圆1, 焦丽娥1   

  1. 1 南华大学附属第二医院护理部 衡阳市 421000
    2 南华大学附属第一医院护理部 衡阳市 421000
  • 收稿日期:2026-03-08 出版日期:2026-10-15 发布日期:2026-10-15
  • 通讯作者: *谭玲玲，E-mail：562639110@qq.com
  • 作者简介:谢辰熙：女，硕士，护士，E-mail：1209383665@qq.com
    作者贡献声明

    谢辰熙：论文初稿撰写；谭玲玲：负责选题、论文的质量控制及返修工作；唐寅亮：负责提出研究思路、设计研究方案；许月丹：负责检索文献；龚婕、吕菊圆、焦丽娥：负责数据提取、数据分析。

  • 基金资助:
    湖南省普通本科高校教学改革研究项目(202401000826)

Analysis of the compatibility of the evaluation system for teaching and educational competencies of undergraduate clinical nursing faculty within the context of “New Medical Education”

XIE Chenxi1(), TAN Lingling1,*(), TANG Yinliang1, XU Yuedan1, GONG Jie2, LÜ Juyuan1, JIAO Li’e1   

  1. 1 Department of Nursing， the Second Affiliated Hospital of University of South China， Hengyang 421000， China
    2 Department of Nursing， the First Affiliated Hospital of University of South China， Hengyang 421000， China
  • Received:2026-03-08 Online:2026-10-15 Published:2026-10-15
  • Contact: *TAN Lingling，E-mail：562639110@qq.com
  • Supported by:
    Hunan Provincial Teaching Reform Research Project for Regular Undergraduate Universities(202401000826)

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摘要：

目的 分析“新医科”背景下本科临床护理教师教育教学能力评价体系与政策要求的适配性，并提出优化思路。 方法 系统检索中国知网、万方、维普、Web of Science、PubMed、CINAHL中相关文献，检索时限为建库至2025年12月31日。提取并标准化纳入文献的评价指标，运用聚类与共现分析揭示评价体系的维度结构及演化特征，基于“新医科”核心要求开展适配性分析。 结果 共纳入52篇文献（“新医科”提出前31篇、提出后21篇），提取评价指标904条，经同义词合并形成55个标准化术语，归纳为教学实施能力、专业操作能力、科研创新能力、沟通管理能力、职业素养5个核心维度。共现网络分析显示，“新医科”提出前后分别生成47个节点与41个节点。适配性分析显示，55个术语与8项新医科核心要求逐一配对（共440对），仅99对（22.5%）存在有效关联，岗位胜任力导向覆盖率100%，学科交叉融合（6.1%）、信息技术与智能医学教育（5.6%）、全生命周期健康服务（1.6%）覆盖率偏低。 结论 当前评价体系“新医科”核心要求存在结构性差异，尤其在跨学科融合与全生命周期维度滞后。未来应从维度结构、评价导向、动态更新机制三方面系统优化。

关键词: 新医科, 临床护理教师, 教育教学能力, 评价体系, 适配性分析

Abstract:

Objective To analyze the adaptability of the teaching ability evaluation system for undergraduate clinical nursing teachers in the context of New Medical Education and to propose optimization strategies. Methods A systematic search was conducted in CNKI，Wanfang Data，VIP，Web of Science，PubMed，and CINAHL from database inception to December 31，2025. Evaluation indicators were extracted and standardized from the included literature. Cluster analysis and co-occurrence analysis were employed to reveal the dimensional structure and temporal evolution characteristics of the evaluation systems，and adaptability analysis was conducted based on the core requirements of New Medical Education. Results A total of 52 papers were included（31 before and 21 after the proposal of the New Medical Education）. A total of 904 evaluation indicators were extracted and consolidated into 55 standardized terms through synonym merging，which were categorized into five core dimensions：teaching implementation ability，clinical practice ability，research and innovation ability，communication and management ability，and professional literacy. Co-occurrence network analysis revealed 47 nodes in the pre-proposal period and 41 nodes in the post-proposal period，indicating that research topics tended to be more focused. Adaptability analysis showed that among the 440 pairings of 55 terms with 8 core requirements of New Medical Education，only 99 pairs（22.5%） demonstrated meaningful associations. The coverage rate for competency-based orientation was 100%，while those for interdisciplinary integration（6.1%），information technology and intelligent medical education（5.6%），and life-cycle health services（1.6%） remained notably low. Conclusion The current evaluation system exhibits structural mismatches with the core requirements of New Medical Education，particularly in interdisciplinary integration and life-cycle health services. Future optimization should focus on three aspects：dimensional structure，evaluation orientation，and dynamic update mechanisms.

Key words: New Medical Sciences, Clinical Nursing Faculty, Teaching and Educational Competencies, Evaluation System, Fit Analysis