摘要
目的：为了了解护理临床带教老师的教学能力。方法：本研究采用问卷调查和个别访谈的方法，共调查了广州市11家三级甲等综合性医院承担大专以上护生临床实习带教工作的289位护理临床带教老师，及其所带教的护生和所在病区的护士长。结果：护理临床带教老师的教学能力，平均得分为3．78（满分为5分，下同）。其中以临床护理技能指导能力的得分最高：4．04，护理查房（示教）及临床小课讲授能力的得分最低：3．55，其余得分介于3．85—3．70之间，依次为调动学生的主体性能力、教学前的准备能力、个人素质能力、教学评价与反馈能力。结论：护理临床带教老师的教学能力水平中等，整体上要加强。尤其是在注重学生的评判性思维的培训能力、护理和教学科研的能力、教育学和心理学理论水平的能力、编写教案（备课）的能力、教学测评的能力、板书与投影的设计能力、教具的选择与演示、灵活应用不同教学方法的能力等，应视为培训的重点。
Objective：The purposes of this study were to understand nursing clinical teachers＇ views of teaching competence. Methods： A descriptive design were used to this study. The methods of data collection were used including questionnaire survey and individual or group interview. The subjects were nursing clinical teachers of 11 teaching hospitals in Guangzhou （n=289 ）and their students（ college or undergraduate nursing students） and head nurses in the words. Results：The data in this study revealed that： the mean score of nursing clinical teachers＇teaching competence reached 3, 78（fuU mark is 5）. The highest point was 4, 04 scored by the coaching capability of clinical nursing skills. The lowest points was 3.55 scored by the capability of nursing round, demonstration and clinical lecture. The others scored between 3.85 - 3.70. Conclusion ：This study suggested that the teaching competence of nursing clinical teachers is at the middle level and should be improved as a whole. Some kinds of capabilities should be looked as focal points when the teaching competence will be trained, including training student＇s critical thinking, clinical nursing research, the understanding of the theories of pedagogy and psychology, teaching evaluation, the design of PowerPoint, the choice of teaching aids and presentation, teaching plan, and flexible election of different teaching methods.
出处
《护理实践与研究》
2007年第7期86-89,共4页
Nursing Practice and Research
关键词
临床带教
教学能力
调查分析
Clinical teaching
Teaching competence
Investigation and analysis
