护理教师对器官系统整合课程态度和影响因素与应对策略分析

doi:10.3760/cma.j.cn115259-20250705-00748

摘要/Abstract

摘要： 目的探讨护理教师对器官系统整合课程(以下酌情简称整合课程)所持的态度、影响因素与应对策略。方法 2020年6至11月,采用方便抽样方法,选取黑龙江省已经开展整合课程改革的3所大学的170名专职和兼职护理教师为研究对象。采用自编护理教师整合课程态度电子问卷调查方法,问卷内容包括价值认同(19个条目)、情感倾向(7个条目)和参与意向(7个条目)3个维度33个条目,每个条目均有5个选项,从“从来没有”到“总是这样”依次赋值1～5分。价值认同、情感倾向、参与意向3个维度评分范围分别为19～95分、7～35分、7～35分,问卷总评分范围为33～165分,评分越高表示护理教师对整合课程态度越积极。问卷的克朗巴赫系数为0.922,KMO值为0.918。本研究共发出175份问卷,回收有效问卷170份,有效问卷回收率97.1%。对调查数据进行两独立样本t检验、方差分析、非参数检验、线性回归分析、单因素方差分析和多元线性回归分析。结果 170名护理教师整合课程态度总评分较高[(140.18±18.42)分],参与意向维度评分相对较低[(25.60±8.00)分];H大学护理教师整合课程态度总评分最高[(143.83±15.73)分];在控制了年龄和学历之后,线性回归分析结果显示,3所大学护理教师整合课程态度总评分与价值认同维度评分差异均具有统计学意义(均P<0.05);多因素回归分析结果显示,教龄、是否参与整合课程准备工作是护理教师整合课程态度的影响因素(均P<0.05)。结论护理教师对整合课程的价值认同持有比较积极的态度,但参与意向有待提升。针对不同职业生涯周期的护理教师进行个性化干预,增强校级之间的互动交流,强化护理教师参与整合课程准备工作是推进器官系统整合课程改革的关键环节。

关键词: 护理学, 教师, 器官系统整合课程, 态度, 影响因素, 应对策略

Abstract: Objective To investigate the attitudes, influencing factors and coping strategies of nursing teachers toward the organ system-integrated curriculum. Methods This study employed a convenience sampling method to select 170 full-time and part-time nursing teachers from 3 universities in Heilongjiang Province that had carried out the organ system-integrated curriculum reform as the research objects, with data collected from June to November 2020. This study adopted a self-designed e-questionnaire on nursing teachers′ attitudes toward the organ system-integrated curriculum. The questionnaire consists of 33 items across three dimensions: value identification (19 items), affective tendency (7 items), and participation intention (7 items). Each item is rated on a 5-point Likert scale, with responses ranging from ″never″ to ″always″ and assigned scores from 1 to 5, respectively. The score ranges for the three dimensions are 19～95 for value identification, 7～35 for affective tendency, and 7～35 for participation intention. The total score of the questionnaire ranges from 33 to 165, with higher scores indicating a more positive attitude of nursing teachers toward curriculum integration. The Cronbach′s alpha of the questionnaire is 0.922, and the KMO measure is 0.918. Electronic questionnaires were used, with a total of 175 questionnaires sent out and 170 valid ones recovered, representing an effective questionnaire recovery rate of 97.1%. SPSS 26.0 statistical software was used for independent-samples t-test,ANOVA, non-parametric test, linear regression analysis, one-way ANOVA and multiple linear regression analysis of the data. Results The 170 nursing teachers achieved a relatively high total score on attitudes toward curriculum integration (140.18±18.42), while the score on the participation intention dimension was relatively low (25.60±8.00). Nursing teachers from University H had the highest attitude score (143.83±15.73).After controlling for age and educational background, the results of multiple linear regression analysis showed that there were statistically significant differences in the scores of curriculum integration attitude and value identity dimension among nursing teachers from the three universities (all P<0.05). Teaching years and participation in integrated curriculum preparation were influencing factors of nursing teacher's curriculum integration attitude (all P<0.05). Conclusions Nursing teachers hold a positive attitude towards the value identification of curriculum integration, but their participation intention needs to be improved. Personalized intervention for nursing teachers in different career cycles, enhancing inter-school interaction and communication, and strengthening nursing teachers′ participation in curriculum integration preparation for curriculum integration are key links in promoting the reform of the organ-system integrated curriculum.

Key words: Nursing, Teacher, Organ system-integrated curriculum, Attitude, Influencing factors, Coping strategies

中图分类号:

R-05

朱雪梅, 许春娇, 岳阳, 杜欣, 崔岩, 耿扬. 护理教师对器官系统整合课程态度和影响因素与应对策略分析[J]. 中华医学教育杂志, 2026, 46(8): 579-587, DOI: 10.3760/cma.j.cn115259-20250705-00748.

Zhu Xuemei, Xu Chunjiao, Yue Yang, Du Xin, Cui Yan, Geng Yang. Analysis of nursing teachers′ attitudes towards organ system-integrated curriculum, influencing factors and coping strategies[J]. Chinese Journal of Medical Education, 2026, 46(8): 579-587, DOI: 10.3760/cma.j.cn115259-20250705-00748.

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