中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (6): 430-434.DOI: 10.3760/cma.j.cn115259-20200110-00044

• 人文素质教育 • 上一篇    下一篇

构建护理学专业人文课程结构指标体系的研究

谭佳慧1, 李红玉2   

  1. 1锦州医科大学2017级护理学专业硕士研究生 121001;
    2锦州医科大学医学教育研究所 121001
  • 收稿日期:2020-01-10 出版日期:2020-06-01 发布日期:2020-12-08
  • 通讯作者: 李红玉, Email: reda4673@sina.com, 电话: 0416-4673107
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2018年医学教育研究立项课题(2018A-N18072)

Research on the construction of the index system of humanistic curriculum structure in nursing

Tan Jiahui1, Li Hongyu2   

  1. 1Master Degree Candidate Enroled in 2017, Nursing Major, Jinzhou Medical University, Jinzhou 121000, China;
    2Institute of Medical Education, Jinzhou Medical University, Jinzhou 121000, China
  • Received:2020-01-10 Online:2020-06-01 Published:2020-12-08
  • Contact: Li Hongyu, Email: reda4673@sina.com, Tel: 0086-416-4673107
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2018 Medical Education Research Project(2018A-N18072)

摘要: 目的 探索护理学专业人文课程结构指标体系的构建。方法 通过文献阅读法和访谈法初步形成了专家函询问卷,并采用德尔菲法对23名专家进行2轮专家函询,运用层次分析法计算各级指标的权重。结果 2轮专家函询问卷回收率分别为95.7%(22/23)和100.0%(22/22),专家权威系数分别为0.87和0.88,专家意见协调系数分别为0.327和0.336,经Kendall's W检验差异具有统计学意义(P<0.01)。整合与优化后人文课程结构指标体系包括一级指标3个、二级指标8个、三级指标28个。结论 整合与优化后的护理学专业人文课程结构设置科学、合理,强化知识、能力和素质的结合,符合护理学的培养目标,可以为今后护理学专业人文课程教材的编写以及具体的课程设计提供参考。

关键词: 护理学教育, 人文课程, 课程结构, 指标体系

Abstract: Objective To construct the index system of humanistic curriculum structure in nursing. Methods The questionnaire of expert consultation was preliminarily formed by literature reading and interview, and the Delphi method was used to conduct 2 rounds of expert consultation from 23 experts. Results The recovery of questionnaires of two rounds were 95.7%(22/23) and 100.0%(22/22) respectively, the expert authority coefficient was 0.87 and 0.88, and the expert opinion coordination coefficient was 0.327 and 0.336 respectively. The Kendall's W test was statistically significant (P<0.01).The integrated and optimized humanities curriculum includes 3 first-level indicators, 8 second-level indicators and 28 third-level indicators. Conclusions The integrated and optimized humanistic curriculum of nursing is scientific and reasonable, the combination of knowledge, capacity and professionalism should be strengthened, which is in line with the cultivation goal of nursing, and provides reference for the compilation of nursing humanistic curriculum materials and specific curriculum design in the future.

Key words: Nursing education, Humanities courses, Curriculum structure, Index system

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