目的 构建高职院校护理“双师型”教师分层培养方案。方法 通过文献回顾、半结构访谈、小组讨论等初步拟定高职院校护理“双师型”教师分层培养方案初稿，并采用德尔菲法对22名专家开展2轮函询。结果 2轮专家咨询问卷回收率分别为100%和95%，第2轮函询专家权威系数为0.89。最终形成的高职院校护理“双师型”教师初级、中级、高级分层培养方案，每个层级的培养方案均包含培养内容（素质培养、知识培养、能力培养）、培养方法（授课方法、授课形式、培养学时）、培养考评3个部分。具体内容层面，初级培养方案有62项（重要性评分4.14~4.86，变异系数0.07~0.13），中级有43项（重要性评分4.19~4.86，变异系数0.07~0.11），高级有41项（重要性评分4.24~4.95，变异系数0.04~0.11）。结论 专家积极性较高，权威性较高；分层培养方案突出了教师职业生涯阶段性、分层递进式发展特点，可为职业院校护理“双师型”教师培养提供参考。

Objective To construct a hierarchical training program of “double qualified” nursing teachers in higher vocational colleges. Methods Through literature review，semi-structured interview and group discussion，the first draft of hierarchical training program of “double qualified” nursing teachers in higher vocational colleges was initially drawn up. Two rounds expert consultations were conducted with 22 experts using Delphi Technique. Results The recovery rates of the two rounds of expert consultations were 100% and 95%，and the second round expert authority coefficient was 0.89. The final hierarchical plan of “double qualified” nursing teachers in higher vocational colleges consisted of primary level，intermediate level，and advanced level. And all the three levels included training content （quality training，knowledge training，ability training），training methods （teaching methods，teaching forms，training credit hours），and training evaluation. Specifically，the primary level included 62 training items（importance score was 4.14~4.86，variation coefficient was 0.07~0.13）；the intermediate level includes 43 items （importance score was 4.19~4.86，variation coefficient was 0.07~0.11）；the advanced level includes 43 items （importance score was 4.24~4.95，variation coefficient was 0.04~0.11）. Conclusion The expert response rate and authority coefficient rate were high，and the constructed hierarchical training program highlights the phased and progressive development of teachers’ career，which can provide reference for the training of “double qualified” nursing teachers in higher vocational colleges.