本文選題：平衡 + 臨床實踐教學(xué)��； 參考：《山西醫(yī)科大學(xué)》2017年碩士論文

【摘要】：目的:從定性的角度,初步構(gòu)建平衡視域下臨床實踐教學(xué)管理體系;為進(jìn)一步從定量的角度研究指標(biāo)體系奠定基礎(chǔ)。同時,探討如何利用哲學(xué)的思想來解決現(xiàn)實問題的路徑。方法:1 文獻(xiàn)研究法:包括臨床實踐教學(xué)管理相關(guān)的期刊、書籍、網(wǎng)絡(luò)等。2 訪談法:對學(xué)校內(nèi)部和臨床實踐教學(xué)基地的管理人員進(jìn)行非結(jié)構(gòu)型訪談。3 問卷調(diào)查法:采用自行設(shè)計的臨床實踐教學(xué)滿意度調(diào)查問卷進(jìn)行學(xué)生滿意度調(diào)查。4 統(tǒng)計學(xué)方法:利用統(tǒng)計軟件對學(xué)生成績和問卷調(diào)查所獲得的數(shù)據(jù)進(jìn)行統(tǒng)計分析和描述。結(jié)果:1 本研究結(jié)合實際管理經(jīng)驗和數(shù)據(jù)分析結(jié)果,在平衡理念的指導(dǎo)下,對原來固有的臨床實踐教學(xué)管理方式進(jìn)行了合理的改革。從定性的角度,初步構(gòu)建了三個維度包含宏觀、微觀兩個層面,共9個子項目的臨床實踐教學(xué)管理體系。2 2015屆學(xué)生對臨床實踐教學(xué)管理滿意度最高的前三位依次為臨床實踐教學(xué)的內(nèi)容、臨床實踐教學(xué)教師的帶教水平、學(xué)生參與臨床實踐教學(xué)的角色轉(zhuǎn)換;滿意度最低的前三位依次為住宿條件、學(xué)校的請假制度、理論聯(lián)系實踐的能力;2016屆學(xué)生對臨床實踐教學(xué)管理滿意度最高的前三位依次為臨床實踐教學(xué)的前期動員、學(xué)生參與臨床實踐教學(xué)的角色轉(zhuǎn)換、臨床實踐教學(xué)教師的帶教水平;滿意度最低的前三位依次為住宿條件、理論聯(lián)系實踐的能力、學(xué)校的請假制度。3 與2015屆學(xué)生對臨床實踐教學(xué)管理滿意度比較,2016屆學(xué)生對臨床實踐教學(xué)的前期動員、學(xué)生參與臨床實踐教學(xué)的角色轉(zhuǎn)換、臨床實踐教學(xué)的教學(xué)效果、臨床實踐教學(xué)基地的管理、住宿條件的滿意度提高了;臨床實踐教學(xué)的內(nèi)容和臨床實踐教學(xué)中的職業(yè)安全保護(hù)的滿意度降低了。4 參與臨床實踐教學(xué)前,2015屆學(xué)生和2016屆學(xué)生的理論成績差異沒有統(tǒng)計學(xué)意義;對兩屆學(xué)生采用不同的管理體系進(jìn)行管理,參與臨床實踐教學(xué)后,兩屆學(xué)生的成績差異有統(tǒng)計學(xué)意義,2016屆學(xué)生的理論成績和技能成績均高于2015屆學(xué)生。結(jié)論:從定性的角度,初步構(gòu)建的平衡視域下臨床實踐教學(xué)管理體系,在一定程度上提高了學(xué)生對臨床實踐教學(xué)管理的滿意度,而且對提高學(xué)生的理論水平和技能水平有積極作用。平衡理念的引入有助于臨床實踐教學(xué)管理體系的構(gòu)建。可以在定性的基礎(chǔ)上,進(jìn)行定量的指標(biāo)體系的研究,進(jìn)而形成完善的臨床實踐教學(xué)管理體系,便于應(yīng)用和推廣。
[Abstract]:Objective: to establish the management system of clinical practice teaching from the angle of qualitative analysis, and to lay a foundation for the further study of the index system from the angle of quantitative analysis. At the same time, it discusses how to use philosophy to solve practical problems. Methods: literature research method: including clinical practice teaching management related journals, books, Network et al. 2 interviews: Non-structured interviews with managers in schools and clinical practice teaching bases: Self-designed questionnaire for satisfaction of clinical practice teaching is used to adjust students' satisfaction. Statistical method: statistical software was used to analyze and describe the data of students' achievement and questionnaire. Results under the guidance of the idea of balance, this study carried out a reasonable reform of the original management mode of clinical practice teaching under the guidance of the experience of practical management and the results of data analysis. From the qualitative point of view, three dimensions are preliminarily constructed, including macro and micro levels. The content of clinical practice teaching and the teaching level of clinical practice teaching teachers were the top three of the students' highest satisfaction to clinical practice teaching management in the 9 sub-items of clinical practice teaching management system of class .2 2015, and the teaching level of clinical practice teaching teachers was the highest in the order of clinical practice teaching management system. The first three places with the lowest satisfaction are the accommodation condition, the school leave system, and the students' participation in the clinical practice teaching. The students' ability of combining theory with practice in the class of 2016 ranked first three in order: the mobilization of clinical practice teaching, the transformation of students' role in clinical practice teaching, and the teaching level of clinical practice teaching teachers. The first three places with the lowest satisfaction were the accommodation condition, the ability of combining theory with practice, the students' satisfaction with clinical practice teaching management in the class of 2015, and the early mobilization of the students in the class of 2016 on clinical practice teaching. The students participate in the role transformation of clinical practice teaching, the teaching effect of clinical practice teaching, the management of clinical practice teaching base and the satisfaction degree of accommodation; The content of clinical practice teaching and the satisfaction degree of occupational safety protection in clinical practice teaching reduced the difference of theoretical achievement between the class of 2015 and the class of 2016 before clinical practice teaching. Different management system was adopted in the two classes. After taking part in clinical practice teaching, the differences of students' scores were statistically significant. The theoretical and technical scores of the students of the two classes were higher than those of the students of class 2015. Conclusion: from the qualitative point of view, the management system of clinical practice teaching under the balanced vision has improved the students' satisfaction with the management of clinical practice teaching to a certain extent. Moreover, it plays a positive role in improving the students' theoretical level and skill level. The introduction of balance idea is helpful to the construction of clinical practice teaching management system. The quantitative index system can be studied on the basis of qualitative analysis, and a perfect management system of clinical practice teaching can be formed, which is easy to be applied and popularized.
【學(xué)位授予單位】：山西醫(yī)科大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G642.4;R-4

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