儿科方向护理硕士专业学位研究生对临床师资准入标准及核心能力期望

doi:10.3761/j.issn.1672-9234.2021.02.011

摘要/Abstract

摘要：

目的了解儿科方向护理硕士专业学位研究生对临床师资准入标准和核心能力的期望。方法采用目的抽样法,对重庆市1所三级甲等儿童专科医院2015~2018级的13名全日制儿科方向护理硕士专业学位研究生进行半结构式访谈,采用Colaizzi 7步分析法对访谈资料进行编码、归类、提炼主题。结果从访谈资料中提取以下5个主题:综合权衡准入四要素、具备专业化的临床能力、强化临床教学能力、发挥人格修养的正性影响力、提升护理科研能力。结论儿科方向护理硕士专业学位研究生对临床师资的学历、职称、临床经验、教学经验有很高的要求,期望其具备较高的临床能力、临床教学能力、人格修养的正性影响力和护理科研能力,可为儿科研究生临床护理师资的遴选、核心能力的评估提供参考。

关键词: 教育, 护理, 研究生, 医院, 儿科, 定性研究, 准入标准, 核心能力

Abstract:

Objective To understand the admission criteria and core competence expectancy on clinical instructors by pediatric postgraduates with Master of Nursing Specialist. Methods Using the purposive sampling method,semi-structured interviews were conducted among 13 full-time pediatric postgraduates with MNS from 2015 to 2018 in a Grade Ⅲ children’s hospital in Chongqing. The interview data were analyzed by Colaizzi’s method. Results Five themes emerged from the data including comprehensive balance of the four elements of admission,professional clinical competence,attaching importance to clinical teaching ability,positive influence of personality cultivation,improvement of nursing research abilities. Conclusion Pediatric postgraduates with Master of Nursing Specialist have high requirements for the academic qualifications, professional titles,clinical experience, and teaching experience of clinical teachers. They are expected to have high clinical ability,clinical teaching ability, positive influence of personality cultivation and nursing research ability. It can provide the basis for the selection,cultivation,and assessment of clinical teachers.

Key words: Education, Nursing, Graduate, Hospitals, Pediatric, Qualitative Research, Admission criteria, Core competence

李汶静,尹华英,周雅婷,谭巨丹. 儿科方向护理硕士专业学位研究生对临床师资准入标准及核心能力期望[J]. 中华护理教育, 2021, 18(2): 149-153.

LI Wen-jing,YIN Hua-ying,ZHOU Ya-ting,TAN Ju-dan. A qualitative study of the admission criteria and core competence expectancy on clinical instructors by pediatric postgraduates with Master of Nursing Specialist[J]. Chinese Journal of Nursing Education, 2021, 18(2): 149-153.

图/表 1

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