本文選題：護理　切入點：護理本科實習(xí)生　出處：《山東大學(xué)》2015年碩士論文

【摘要】：目的：探討護理本科生單科室實習(xí)教學(xué)路徑構(gòu)建的依據(jù)和基本原則；應(yīng)用科學(xué)的研究方法,構(gòu)建一套符合當前我國臨床護理教育特點和需求的本科生實習(xí)教學(xué)路徑,為護理本科實習(xí)生的臨床帶教和培養(yǎng)提供參考和途徑,為臨床帶教奠定一定基礎(chǔ)。方法：應(yīng)用文獻回顧法、半結(jié)構(gòu)化訪談,探討構(gòu)建護理本科生單科室實習(xí)教學(xué)路徑的理論依據(jù)、基本原則,并進行指標初擬；應(yīng)用德爾菲專家函詢法進行指標的篩選；利用Cronbach's α系數(shù)進行指標體系的信度檢驗；應(yīng)用Excel 2007及SPSS16.0統(tǒng)計軟件進行數(shù)據(jù)處理。結(jié)果：1、構(gòu)建了包含初入期(入科第1-3天)、熟悉期(第4-7天)、穩(wěn)定期(第8-14天)、鞏固期(第15-21天)、發(fā)展期(第22-26天)、結(jié)束期(第27、28天)在內(nèi)的6項一級指標,45項二級指標的“護理本科生單科室實習(xí)教學(xué)路徑”。2、兩輪專家函詢的積極系數(shù)分別為76.7%和100%,專家的判斷系數(shù)為0.912,熟悉程度系數(shù)為0.882,專家的權(quán)威系數(shù)為0.897。兩輪函詢后6項一級指標的變異系數(shù)介于0.104-0.159之間,45項二級指標的變異系數(shù)在0.048-0.197之間(均0.25),6項一級指標的協(xié)調(diào)系數(shù)為0.310,45項二級指標的協(xié)調(diào)系數(shù)為0.337,協(xié)調(diào)系數(shù)的顯著性檢驗P0.01。3、本研究采用內(nèi)部一致性系數(shù)考察問卷內(nèi)容的穩(wěn)定性,第一輪函詢各級指標Cronbach's α系數(shù)分別為0.682、0.916,第二輪Cronbach's α系數(shù)分別為0.783、0.931,因此說明本指標體系所獲得的評價結(jié)果是準確可信的。結(jié)論：1、本研究以理論和現(xiàn)實為依據(jù),遵循一定的原則,探討了護理本科生單科室實習(xí)教學(xué)路徑的結(jié)構(gòu)及貫穿始終的可觀察、可測量的指標內(nèi)容,豐富了護理臨床教育的理論體系,為護理本科生的臨床帶教提供了一種科學(xué)的方法學(xué)思路。2、構(gòu)建了一套包含6項一級指標45項二級指標的“護理本科生單科室實習(xí)教學(xué)路徑”；專家函詢的積極系數(shù)、權(quán)威系數(shù)、變異系數(shù)和協(xié)調(diào)系數(shù)結(jié)果證明專家咨詢代表性和可信度高。
[Abstract]:Objective: to probe into the basis and basic principle of constructing the teaching path of nursing undergraduate students' practice in single department, and to construct a set of practical teaching paths of undergraduate students according with the characteristics and needs of clinical nursing education in our country by applying scientific research methods.To provide reference and approach for clinical teaching and training of nursing undergraduate students and lay a foundation for clinical teaching.Methods: by using literature review and semi-structured interview, the theoretical basis and basic principles of constructing the teaching path of nursing undergraduate students' practice in a single department were discussed, and the indexes were preliminarily drawn up, and the indexes were screened by Delphi's method of expert inquiry.Cronbach's 偽 coefficient was used to test the reliability of the index system, and Excel 2007 and SPSS16.0 statistical software were used to process the data.Results: 1, 6 primary indicators, including initial entry period (1st to 3rd day), familiarity period (4-7 days), stable period (8-14 days), consolidation period (15-21 days), development period (22-26 days, end period (2728 days)), were constructed.The positive coefficient of the two rounds of expert inquiry was 76.7% and 100 respectively, the expert's judgment coefficient was 0.912, the familiarity coefficient was 0.882and the expert's authority coefficient was 0.897.The coefficient of variation of the 6 first-level indexes ranged from 0.104-0.159 to 0.104-0.159. The coefficient of variation of the second-level index ranged from 0.048-0.197 (the coordination coefficient of 0.31045 second-level indicators was 0.337and the coefficient of variation was 0.31045), and the coefficient of variation of the second-level index was 0.048-0.197.In this study, the internal consistency coefficient was used to investigate the stability of the questionnaire.In the first round, the Cronbach's 偽 coefficients of all indexes were 0.682n0.916, and the second Cronbach's 偽 coefficients were 0.783 / 0.931, respectively, which indicated that the evaluation results obtained by this index system were accurate and reliable.Conclusion 1. Based on the theory and reality, this study discussed the structure of the teaching path and the observable and measurable content of the teaching path of nursing undergraduate students in a single department.It enriches the theoretical system of nursing clinical education, provides a scientific methodological thinking for the clinical teaching of nursing undergraduates, and constructs a set of teaching paths of nursing undergraduate students' practice in single department, which includes 6 first-grade indexes and 45 second-order indexes.The results of positive coefficient, authority coefficient, variation coefficient and coordination coefficient of expert inquiry prove that expert consultation is highly representative and reliable.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：R47-4;G642

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相關(guān)碩士學(xué)位論文 前1條

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本文編號：1712453