该文针对护理临床带教教师培训中出现的问题,由教学小组提出对策并制订相应培训计划,按计划实施,实施后反思存在的问题,针对问题调整下一步培训方案,再实践,再进行效果确认。最终提升了教师的教案书写能力,2017年（11.12±2.28）分,2018年（14.52±2.68）分,差异有统计学意义（P<0.05）;提升了教师的教学能力,2017年（14.38±2.79）分,2018年（15.38±2.26）分,差异有统计学意义（P<0.05）;提升了教师的语言表达能力,2017年（5.92±1.19）分,2018年（6.31±1.25）分,差异有统计学意义（P<0.05）。但教师在授课过程中“重临床,轻职业道德和人文关怀”;缺乏与相关学科联系;教案版本简单,仅作为初学者入门基础课程;培训时间有限,影响培训效果等一些问题仍有待解决。

In view of the problems in the training of nursing clinical teachers,the teaching group discussed the ways to solve the problem and developed the training plans. The plan was implemented and the problems still existing were rechecked after the implementation. The next training plan was adjusted according to the problems,then practiced,and the effects of the training were examined. The score of teacher’s plan writing ability was（11.12±2.28） in 2017,（14.52±2.68）in 2018,and the difference was statistically significant（P<0.05）.The score of teaching ability was（14.38±2.79） in 2017 and （15.38±2.26） in 2018,and the difference was statistically significant（P<0.05）. The improvement of language expression ability was（5.92±1.19） in 2017 and （6.31±1.25） in 2018. The difference was statistically significant（P<0.05）. However,there are still some problems in the course of teaching which influence the training effects. Teachers pay more attention to clinical practice than to professional ethics and humanistic care. Teaching is isolated with related disciplines. Teaching plan is simple and can only be the basic course for the beginners. The training time is limited. All these problems should be solved in the future.