“双师型”护理教师的概念分析

doi:10.3761/j.issn.1672-9234.2024.05.004

Abstract

Abstract:

Objective To analyze the concept of “double-qualified” nursing teachers，in order to provide references for the construction of a high-level “double-qualified” nursing teacher team. Methods Databases were searched systematically，including PubMed，Web of Science，Embase，CNKI，SinoMed，VIP and Wanfang database. Literature on “double-qualified” nursing teachers was screened，and analyzed using Rodgers’ evolutionary concept analysis as a theoretical framework. Results A total of 36 articles were included with 32 in Chinese and 4 in English. The concept attributes of “double-qualified” nursing teachers included the combination of educational teaching ability and nursing professional practice ability，and the combination of educational professionalism and nursing professionalism；the antecedent was the gap between the teaching content and the actual clinical nursing care；and the outcomes were mainly to improve the effect of nursing teaching and to promote the role adaptation of graduate nursing students. Conclusion This paper adopts Rodgers’ evolutionary conceptual analysis to identify the conceptual attributes，antecedents and outcomes of “double-qualified” nursing teachers，which provide a certain theoretical basis for the subsequent accession，training，assessment and other work of “double-qualified” nursing teachers. Additionally，the paper also contributes to the construction of a high-level “double-qualified” nursing teacher team.

Key words: Nursing, “Double-qualified” teachers, Concept analysis

LIU Qianwen, LIU Ying, ZHONG Hua, CHEN Hong. Concept analysis of “double-qualified” nursing teachers[J].Chinese Journal of Nursing Education, 2024, 21(5): 538-542.

References 33

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Concept analysis of “double-qualified” nursing teachers

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