本文選題：護(hù)理教育 + 研究熱點(diǎn)　； 參考：《山西醫(yī)科大學(xué)》2017年碩士論文

【摘要】：研究目的:本研究旨在利用文獻(xiàn)計(jì)量學(xué)方法對中美護(hù)理教育研究熱點(diǎn)進(jìn)行可視化數(shù)據(jù)挖掘分析,用科學(xué)知識圖譜直觀展示近十五年中美護(hù)理教育研究熱點(diǎn)的現(xiàn)狀,比較中國與美國護(hù)理教育的研究熱點(diǎn),并預(yù)測我國護(hù)理教育發(fā)展趨勢,為我國護(hù)理教育研究者提供參考。研究對象:以中美護(hù)理教育研究文獻(xiàn)作為研究對象:?美國數(shù)據(jù)來源為“Web of Science?核心合集”(以下簡稱“WOS”)數(shù)據(jù)庫中2001-2015年有關(guān)護(hù)理教育(nursing education)的文獻(xiàn)。應(yīng)用主題檢索。利用《醫(yī)學(xué)主題詞表》(Me SH)作為主題詞檢索工具。首先將中文詞“護(hù)理教育”輸入英文電子版字典中,得到對應(yīng)英文詞語“Nursing Education”。將其輸入到Pub Med數(shù)據(jù)庫的Me SH主題詞框查找對應(yīng)主題詞,獲得7個(gè)相關(guān)主題詞:Education,Nursing;Nursing Education Research;Education,Nursing,Continuing;Education,Nursing,Graduate;Education,Nursing,Baccalaureate;Education,Nursing,Associate和Education,Nursing,Diploma Programs。應(yīng)用布爾邏輯運(yùn)算符構(gòu)建檢索表達(dá)式,檢索式如下:(TS=”Education Nursing”O(jiān)R”Nursing Education Research”O(jiān)R”Education Nursing Continuing”O(jiān)R”Education Nursing Graduate”O(jiān)R”Education Nursing Baccalaureate”O(jiān)R”Education Nursing Associate“OR”Education Nursing Diploma Programs”)檢索時(shí)間段為2001年至2015年,國家/地區(qū)限定為美國(USA),文獻(xiàn)類型限定為研究論文(Article)和綜述(Review)。?國內(nèi)研究對象為中國知網(wǎng)和萬方數(shù)據(jù)庫2001-2015年有關(guān)護(hù)理教育的文獻(xiàn)。應(yīng)用主題檢索。在CNKI高級檢索中檢索:主題=“護(hù)理教育”,模糊檢索,檢索時(shí)間段為2001年1月1日至2015年12月31日,來源期刊為全部期刊,檢索時(shí)間為2016年10月20日。在萬方數(shù)據(jù)庫高級檢索中檢索:主題=“護(hù)理教育”,檢索時(shí)間段為2001年1月1日至2015年12月31日,選擇期刊論文,檢索時(shí)間為2016年10月20日。為了解護(hù)理教育研究熱點(diǎn)的縱向變化,分別對中美研究文獻(xiàn)進(jìn)行分階段分析(2001-2005年、2006-2010年、2011-2015年),此外,再對中美護(hù)理教育研究熱點(diǎn)進(jìn)行整體比較(2001-2015年)和分階段橫向比較。研究方法:2.可視化方法利用美國費(fèi)城Drexel大學(xué)陳超美(Chaomei Chen)教授開發(fā)的可視化軟件Cite Space,繪制中美護(hù)理教育關(guān)鍵詞共現(xiàn)知識圖譜。2.詞頻分析法利用關(guān)鍵詞或主題詞在論文研究領(lǐng)域文獻(xiàn)中出現(xiàn)的頻次高低來確定研究領(lǐng)域的熱點(diǎn)問題,頻次越高的關(guān)鍵詞或主題詞表明被該領(lǐng)域研究者關(guān)注的程度越高,所代表的文獻(xiàn)內(nèi)容便是該領(lǐng)域研究的熱點(diǎn)問題。3.比較法比較法是根據(jù)一定的標(biāo)準(zhǔn)對某類教育現(xiàn)象在不同時(shí)期、不同社會(huì)制度、不同地點(diǎn)、不同情況下的不同表現(xiàn),進(jìn)行比較研究,以揭示教育的普遍規(guī)律及其特殊表現(xiàn)。比較的目的在于借鑒,當(dāng)代美國護(hù)理教育是世界先進(jìn)的典型代表,改革和發(fā)展都非常迅速并且具有典型意義。通過比較法,分析中美護(hù)理教育研究的共性和差異,從而發(fā)現(xiàn)美國護(hù)理教育的可借鑒之處,預(yù)測中國護(hù)理教育的發(fā)展趨勢。4.文獻(xiàn)研究法對中美護(hù)理教育關(guān)鍵詞共現(xiàn)知識圖譜的結(jié)果進(jìn)行二次文獻(xiàn)檢索,深入剖析文獻(xiàn)研究結(jié)果中熱點(diǎn)關(guān)鍵詞的中心思想,從定性角度對某些有代表性的文獻(xiàn)的內(nèi)容進(jìn)行進(jìn)一步的分析論證。研究結(jié)果:WOS數(shù)據(jù)庫共檢出文獻(xiàn)9957篇。剔除重復(fù)及不相關(guān)的文獻(xiàn),最終共納入文獻(xiàn)9232篇。將文獻(xiàn)格式轉(zhuǎn)換后導(dǎo)入可視化軟件Cite Space中,得到關(guān)鍵詞節(jié)點(diǎn)141個(gè),連線571條。分階段研究顯示,2001-2005年文獻(xiàn)共1539篇,關(guān)鍵詞節(jié)點(diǎn)102個(gè),連線231條;2006-2010年共2929篇,關(guān)鍵詞節(jié)點(diǎn)80個(gè),連線212條;2011-2015年共4764篇,關(guān)鍵詞節(jié)點(diǎn)87個(gè),連線205條。CNKI共檢出文獻(xiàn)12104篇,萬方數(shù)據(jù)庫共檢出文獻(xiàn)11422篇,剔除重復(fù)、會(huì)議、新聞、與主題不相關(guān)文獻(xiàn)后,最終共納入文獻(xiàn)9937篇。將文獻(xiàn)格式轉(zhuǎn)換后導(dǎo)入可視化軟件Cite Space中,得到關(guān)鍵詞節(jié)點(diǎn)159個(gè),連線87條。分階段研究顯示,2001-2005年文獻(xiàn)共1828篇,關(guān)鍵詞節(jié)點(diǎn)103個(gè),連線208條;2006-2010年共3829篇,關(guān)鍵詞節(jié)點(diǎn)94個(gè),連線206條;2011-2015年共4280篇,關(guān)鍵詞節(jié)點(diǎn)93個(gè),連線205條。對關(guān)鍵詞共現(xiàn)知識圖譜的結(jié)果進(jìn)行二次文獻(xiàn)檢索,剖析熱點(diǎn)關(guān)鍵詞的中心思想,結(jié)果顯示2001-2005年美國護(hù)理教育研究熱點(diǎn)為課程和教學(xué)內(nèi)容(社區(qū)教育、正念減壓、護(hù)理信息學(xué)、遺傳學(xué)),教學(xué)模式(混合教學(xué)、人類患者模擬器、網(wǎng)絡(luò)教育),癥狀管理,循證護(hù)理實(shí)踐;2006-2010年研究熱點(diǎn)為課程和教學(xué)內(nèi)容(環(huán)境衛(wèi)生課程、護(hù)理課程整合質(zhì)量和安全內(nèi)容、溝通技能教育),教學(xué)模式(以學(xué)習(xí)為中心、高保真模擬、團(tuán)隊(duì)學(xué)習(xí)),護(hù)士職業(yè)倦怠,臨床護(hù)理教學(xué)(養(yǎng)老院作為實(shí)踐教學(xué)場所、帶教師資培養(yǎng));2011-2015年研究熱點(diǎn)為博士教育,教學(xué)內(nèi)容(跨文化能力),教學(xué)模式(翻轉(zhuǎn)課堂、遠(yuǎn)程在線教育),臨床護(hù)理專家,護(hù)士短缺,護(hù)士繼續(xù)教育。2001-2005年中國護(hù)理教育研究熱點(diǎn)為有關(guān)高等護(hù)理教育的改革的研究,包括:人才培養(yǎng),課程教學(xué)和內(nèi)容,教學(xué)方法,實(shí)踐教學(xué)等;2006-2010年研究熱點(diǎn)為:臨床護(hù)理教學(xué)(護(hù)生能力培養(yǎng)),護(hù)理本科生(專業(yè)行為與態(tài)度、職業(yè)發(fā)展),護(hù)理課程和教學(xué)(人文社會(huì)科學(xué)教育、客觀結(jié)構(gòu)化考試、隱形課程),循證護(hù)理的研究和社區(qū)護(hù)理;2011-2015年研究熱點(diǎn)為:臨床護(hù)理教學(xué)(師資培養(yǎng)),護(hù)理課程和教學(xué)(高仿真模擬、情景模擬、災(zāi)害護(hù)理),能力研究(核心能力、健康教育能力、人文關(guān)懷能力),其他研究熱點(diǎn)(社區(qū)護(hù)理、循證護(hù)理、老年護(hù)理、研究生)等。2001-2015年中美護(hù)理教育研究熱點(diǎn)關(guān)鍵詞共現(xiàn)知識圖譜整體比較顯示,美國護(hù)理教育研究的關(guān)鍵詞節(jié)點(diǎn)141個(gè),關(guān)鍵詞連線571條,關(guān)鍵詞節(jié)點(diǎn)連線密集,研究合作性強(qiáng);中國護(hù)理教育研究關(guān)鍵詞節(jié)點(diǎn)159個(gè),關(guān)鍵詞連線87條,關(guān)鍵詞節(jié)點(diǎn)連線較少,研究獨(dú)立性強(qiáng),成體系研究缺乏。分階段比較顯示美國護(hù)理教育研究熱點(diǎn)由護(hù)理教學(xué)和基本技能到護(hù)士職業(yè)發(fā)展,再到護(hù)士繼續(xù)教育和高級護(hù)理人才的培養(yǎng),側(cè)重于培養(yǎng)學(xué)生的知識、技能和職業(yè)價(jià)值觀。中國護(hù)理教育研究熱點(diǎn)由關(guān)注高等護(hù)理教育改革到臨床護(hù)理教學(xué)再轉(zhuǎn)向護(hù)理教育研究和發(fā)展等層面。中國護(hù)理教育研究前沿及發(fā)展趨勢的研究中,通過Cite Space軟件探測出中國護(hù)理教育文獻(xiàn)中關(guān)鍵詞的突現(xiàn)情況,對突現(xiàn)節(jié)點(diǎn)關(guān)鍵詞的歷史被引折現(xiàn)圖進(jìn)行總結(jié),得出我國護(hù)理教育漸強(qiáng)型研究前沿為護(hù)理本科生、健康教育、人文關(guān)懷;最新研究前沿為:核心能力、人才培養(yǎng)。結(jié)論:美國護(hù)理教育研究熱點(diǎn)以護(hù)理教學(xué)和基本技能到護(hù)士職業(yè)發(fā)展,再到護(hù)士繼續(xù)教育和高級護(hù)理人才的培養(yǎng),側(cè)重于培養(yǎng)學(xué)生的知識、技能和職業(yè)價(jià)值觀,各研究間存在較強(qiáng)聯(lián)系。中國護(hù)理教育研究主題獨(dú)立性較強(qiáng),合作性和研究間的關(guān)聯(lián)性較弱,同時(shí)也說明國內(nèi)在護(hù)理教育研究方面,成體系的研究還有所欠缺。在側(cè)重點(diǎn)方面,中國由關(guān)注高等護(hù)理教育改革到臨床護(hù)理實(shí)踐再轉(zhuǎn)向護(hù)理教育研究和發(fā)展等層面。我國護(hù)理教育研究熱點(diǎn)主題在總體趨勢上與美國護(hù)理教育相比,存在著一定的時(shí)間差,但是隨著時(shí)間的推移,差距在慢慢變小。中國護(hù)理教育在未來將會(huì)以明確的高級護(hù)理人才培養(yǎng)目標(biāo)、靈活多樣的教育模式、適應(yīng)社會(huì)發(fā)展的課程以及注重能力培養(yǎng)的臨床護(hù)理教學(xué)為主要發(fā)展趨勢。
[Abstract]:The purpose of this study is to make use of bibliometrics to analyze the hot spot of nursing education in China and the United States by using the method of bibliometrics, to demonstrate the current situation of the hot spots in nursing education in China and the United States in the last fifteen years by using the map of scientific knowledge, to compare the hot spots in the study of nursing education in China and the United States, and to predict the trend of the development of nursing education in China. Chinese nursing education researchers provide reference. Research object: the research literature of Chinese and American nursing education is taken as the research object: 2001-2015 years of literature on nursing education (Nursing Education) in the database of "Web of Science? Core collection" (hereinafter referred to as "WOS"). The application of Subject Retrieval. (Me SH) as the subject word retrieval tool. First, the Chinese word "nursing education" is entered into the English electronic dictionary, and the corresponding English word "Nursing Education" is obtained. It is entered into the Me SH theme word box of the Pub Med database to find the corresponding subject words and obtains 7 related subject words: Education, Nursing; Nursing Education. Tion, Nursing, Continuing; Education, Nursing, Graduate; Education, Nursing, Baccalaureate; Education, Nursing. Ntinuing "OR", Education Nursing Graduate "OR" Education Nursing Baccalaureate "OR" Education Nursing, from 2001 to 2015, the country / region is limited to the United States, and the literature type is limited to research papers and reviews. The object of the study was the literature of 2001-2015 years nursing education in the Chinese knowledge network and the Wanfang database. The subject retrieval was used to retrieve the subject. In the advanced CNKI retrieval, the subject = "nursing education", fuzzy retrieval, the retrieval time from January 1, 2001 to December 31, 2015, the source periodicals were all periodicals and the retrieval time was October 20, 2016. The theme = "nursing education" was retrieved from January 1, 2001 to December 31, 2015. The retrieval time was from January 1, 2001 to December 31, 2015. The periodical papers were selected and the retrieval time was October 20, 2016. In order to understand the longitudinal changes in the research focus of nursing education, the Chinese and American literature was divided into stages (2001-2005 years, 2006-2010 years, 2011-2015 years), respectively. In addition, the focus of the study on nursing education in China and the United States is compared in a whole (2001-2015 years) and a horizontal comparison. The 2. visualization method uses the visual software Cite Space developed by Professor Chen Chaomei (Chaomei Chen) of Philadelphia University in Philadelphia, United States, to draw the use of the word frequency analysis of the knowledge atlas of the key words of the Chinese and American nursing education. The frequency of the keyword or subject word in the literature of the research field to determine the hot issues in the research field, the higher the frequency of the key words or subject words show that the degree of attention of the researchers in this field is higher, the content of the literature is the topic of the research in this field.3. comparative method comparison method is based on a certain standard A comparative study of the different social systems, different places and different situations in different periods of education is carried out to reveal the general rules and special manifestations of education. The purpose of the comparison is to draw lessons from it. The contemporary American nursing education is the advanced representative of the world, and the reform and development are very rapid and typical. By comparing the similarities and differences between the research on nursing education in China and the United States, we can find out the reference of the nursing education in the United States and predict the trend of the development of nursing education in China.4. literature study on the results of the knowledge atlas of the co existing knowledge of the key words in nursing education in China and the United States, and deeply analyze the hot spots in the literature research. The central idea of key words, from the qualitative point of view of the content of some representative literature further analysis and demonstration. The results of the research: WOS database detected a total of 9957 articles. Eliminate duplication and unrelated literature, and finally included 9232 documents. The document format was converted into the visual software Cite Space, and the key word section was obtained. There are 141 points and 571 lines. The study shows that there are 1539 articles in 2001-2005 years, 102 of key words, 231 in conjunction, 2929 for 2006-2010 years, 80 for key words, 212 in conjunction, 4764 in 2011-2015 years, 2001-2005 of key words, and a common inspection of literature. After converting, meeting, news, and subject unrelated literature, the final total of 9937 articles was included. After converting the document format into the visual software Cite Space, the key word nodes 159 and the line 87 were obtained. The phase study showed that the 2001-2005 year literature was 1828, the keyword node 103, the line 208, the 2006-2010 year 3829, and the keyword node 9. 4, 206 links; 2011-2015 years altogether 4280, keyword nodes 93, line 205. The results of the knowledge map of the key words were searched for two times, and the central thought of the hot key words was analyzed. The results showed that the focus of research on nursing education in the United States for 2001-2005 years was the course and teaching content (community education, mindfulness decompression, nursing informatics, Genetics), teaching model (mixed teaching, human patient simulator, network education), symptom management, evidence-based nursing practice; 2006-2010 years of research focus on curriculum and teaching content (environmental health courses, nursing courses integrated quality and safety content, communication skills education), teaching model (learning centered, high fidelity simulation, team learning), Job burnout, clinical nursing teaching (nursing home as a practice teaching place, teacher training); 2011-2015 years of research focus on doctoral education, teaching content (cross cultural competence), teaching model (flipped class, distance online education), clinical nursing experts, nurses shortage, nurse continuing education.2001-2005 years of Chinese Nursing Education Research hot spot The research on the reform of higher nursing education includes: talent training, course teaching and content, teaching methods and practical teaching. 2006-2010 years of research focus on clinical nursing teaching (training of nursing students), nursing undergraduates (professional behavior and attitude, professional development), nursing courses and teaching (Humanities and social science education, objective structurization) Examination, stealth course), evidence-based nursing research and community nursing; 2011-2015 years of research focus: clinical nursing teaching (teacher training), nursing courses and teaching (high simulation simulation, scene simulation, disaster nursing), ability research (core competence, health education power, humanistic care ability), other research hot spots (community nursing, evidence-based nursing, old) There are 141 key word nodes in the study of nursing education in the United States, including 141 key words, 571 key words, dense key words and strong cooperation, and 159 key words and 87 key words in Chinese nursing education. The key words of the key words are less connected, the research is independent and the system research is short. It shows that the focus of research on nursing education in the United States is from nursing teaching and basic skills to the professional development of nurses, and then to the training of nurses' Continuing Education and the training of senior nursing talents. It emphasizes the training of students' knowledge, skills and professional values. The focus of the research is on the reform of higher nursing education to clinical nursing teaching and then to the research and development of nursing education. In the research of the research frontier and development trend of nursing education in China, the emergence of key words in the Chinese nursing education literature is detected by Cite Space software, and the history of the key words of the sudden node is quoted. The latest research frontiers of nursing education in China are nursing undergraduates, health education and humanistic care, and the latest research frontiers are core competence and talent cultivation. Conclusion: the focus of research on nursing education in the United States is based on nursing teaching and basic skills to the professional development of nurses, and then to continuing education of nurses and the cultivation of senior nursing talents. There is a strong connection between the students' knowledge, skills and professional values. The research theme of Chinese nursing education has strong independence, and the relevance of cooperation and research is weak. At the same time, it also shows that the research on nursing education in China is still lacking. In the general trend of nursing education research in China, there is a certain time difference compared with American nursing education in the general trend of nursing education research in China. However, the gap is becoming smaller and smaller as time goes on. The future of nursing education in China will be clearly advanced in the future. The development trend of nursing personnel training objectives, flexible and diverse educational models, adapting to social development courses and focusing on ability training of clinical nursing teaching are the main trends.
【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】：G353.1;R47-4

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