目的 了解我国高职学校护理专业教学基本情况,为制定《高等职业学校护理专业教学标准》提供依据。方法 根据我国区域划分范围,采用方便抽样法,选取27所开设高职护理专业的学校,参照卫生职业教育教学指导委员会下发的《高等职业学校专业教学标准研制工作调研方案及工作要求》编制问卷对其进行调研。结果 15所学校以生命周期为主线进行课程结构设置;学校护理人才培养总学时数为3 188.30±279.99;专任教师人数为47.59±24.35;生师比为34 : 1;博士学历教师占专任教师总数的2.97%,硕士学历教师占专任教师总数的48.82%;“双师”资格教师占专任教师比例的51.95%;高级职称教师占专任教师总数的31.02%;康复、中医、精神科、心理护理等非核心课程技术实训室开设比例小于50%;12所学校的护理实训室等场所具备开展网络授课条件;15所学校具备线上护理专业教学平台;13所学校使用第三方社会机构进行教学质量评价。结论 27所高职学校护理专业课程结构、教学内容及学时学分差异性较大;部分学校生师比例过高、博士学历教师数量绝对不足、“双师”资格教师比例较低、职称结构不合理;卫生职业学校的实训室和信息化教学资源建设有待加强;部分学校教学质量监督缺乏第三方机构评价。

Objective To understand the current teaching status of nursing in higher vocational colleges in China and the results can inform the development of the Teaching Standard for Nursing Major in Higher Vocational Colleges. Methods A total of 27 nursing schools of higher vocational colleges in China were selected by convenience sampling. A self-designed questionnaire which was developed according to the "schedule and requirements for the teaching standards in higher vocational colleges" was used to carry out the survey. Results Fifteen schools set their curriculum with the life cycle as the main line. The average total hours of nursing training were 3 188.30±279.99. The average number of full-time teachers was 47.59±24.35. The ratio of students to teachers was 34 : 1.Teachers with doctoral degree accounted for 2.97% of the total number of full-time teachers,while teachers with master degree accounted for 48.82%. The proportion of "double-qualified" teachers was 51.95%.Teachers with senior title accounted for 31.02%. The proportion of skill straining rooms for non-core courses such as Rehabilitation,Traditional Chinese Medicine,Psychiatry,and Psychological Nursing were less than 50%. Skills training rooms in 12 schools could be used for online teaching. Fifteen schools had online teaching platforms. Thirteen schools used third-party social agencies for teaching quality evaluation. Conclusion The curriculum,teaching contents and teaching hours of nursing specialty in 27 higher vocational colleges are quite different. There are still some limitations: the ratio of students to teachers is too high,teachers with doctoral degrees are absolutely insufficient,the proportion of "double-qualified" teachers is low,and the structure of professional titles is unreasonable. The construction of training rooms and information resources needs to be strengthened. The supervision of teaching quality in some schools lacks evaluation by the third party.