Effect of clinical nursing teacher training mode based on deep learning theory

Lin Li; Luo Yu; Ren Hui; Huang Lingfang; Sun Peng

doi:10.3760/cma.j.cn116021‐20220311‐01430

您当前的位置：

首页 >

文章列表页 >

Effect of clinical nursing teacher training mode based on deep learning theory

Nursing Education Study | 更新时间：2023-10-12

- Effect of clinical nursing teacher training mode based on deep learning theory
- Chinese Journal of Medical Education Research Vol. 22, Issue 9, Pages: 1407-1412(2023)
- 作者机构：
  
  1.陆军军医大学护理系护理管理学教研室，重庆　400038
  2.陆军军医大学护理系临床护理学教研室，重庆　400038
  3.陆军军医大学教保处，重庆　400038
- 作者简介：
  
  Sun Peng, Email: sp413@sina.com
- 基金信息：
  
  Chongqing Higher Education Teaching Reform Research Project(193372);Key Fund Project of Excellent Talent Tank of Army Medical University(2019)
- DOI：10.3760/cma.j.cn116021‐20220311‐01430
  CLC： R-05
- Published：20 September 2023，
  
  Received：11 March 2022，
扫描看全文
林莉, 罗羽, 任辉, 等. 基于深度学习理论的临床护理教师培训效果评价[J]. 中华医学教育探索杂志, 2023, 22(9): 1407-1412.

Lin Li, Luo Yu, Ren Hui, et al. Effect of clinical nursing teacher training mode based on deep learning theory. [J]. Chinese Journal of Medical Education Research 22(9):1407-1412(2023)
林莉, 罗羽, 任辉, 等. 基于深度学习理论的临床护理教师培训效果评价[J]. 中华医学教育探索杂志, 2023, 22(9): 1407-1412. DOI： 10.3760/cma.j.cn116021.

Lin Li, Luo Yu, Ren Hui, et al. Effect of clinical nursing teacher training mode based on deep learning theory. [J]. Chinese Journal of Medical Education Research 22(9):1407-1412(2023) DOI： 10.3760/cma.j.cn116021‐20220311‐01430.

摘要

目的

探讨基于深度学习理论构建的临床护理教师培训模式的效果。

方法

构建以深度学习理论为指导，结合临床护理教师特点的临床护理教师培训模式。由大学教师发展中心牵头实施，然后以柯氏模型为指导设计调查问卷，对已经完成5个阶段培训的临床护理教师进行调查，分别比较6期培训对象在反应层、学习层、行为层和结果层的效果及差异。共收回问卷138份，其中有效问卷129份，有效回收率为93.48%。使用SPSS 22.0统计软件进行方差分析或卡方检验。

结果

培训对象在反应层面对培训时间、考核形式和组织管理3个方面的满意度差异有统计学意义（

0.05）；在学习层面，认为培训对晋职晋级和科室临床护理质量的促进作用有不同意见（

0.05）；在行为层面，培训对象在承担本科生课堂教学和医院及医学会教育培训授课两个方面的任务有差异（

0.05）；在结果层面，完成培训的临床护理教师都参与了不同类型的护理教学工作。

结论

基于深度学习理论的临床护理教师培训模式能提高临床护理教师的教学能力，促进其专业发展。

Abstract

Objective

To explore the effect of clinical nursing teacher training mode guided by deep learning theory.

Methods

The clinical nursing teacher training mode was constructed under the guidance of deep learning theory and in combination with the characteristics of clinical nursing teachers

led and implemented by the university teacher development center. The questionnaire guided by Kirkpatrick Model was used to investigate clinical nursing teachers who had completed the five-stage training. The effects and differences in reaction

learning

behavior

and result levels were compared between the training objects in six training sessions. A total of 138 questionnaires were collected

of which 129 questionnaires were valid

with a response rate of 93.48%. The SPSS 22.0 was used to conduct analysis of variance or chi-square test.

Results

On the reaction level

there were significant differences in the satisfaction of trainees in training time

examination form

and organization management (

0.05); on the learning level

the trainees had different opinions on the effect of training on promotion and improvement of clinical nursing quality (

0.05); on the behavior level

the training objects had different tasks in undergraduate classroom teaching and in hospital and medical association education and training (

0.05); on the result level

the clinical nursing teachers who completed the training all participated in different types of nursing teaching.

Conclusion

The clinical nursing teacher training mode based on deep learning theory can significantly improve the teaching ability of clinical nursing teachers and promote their professional development.

关键词

柯氏模型深度学习理论临床护理教师培训效果

Keywords

Kirkpatrick modelDeep learning theoryClinical nursing teacherTraining effect

references

沈燕，王晓蔚，费峰燕，等.“双师型”临床护理兼职教师队伍建设的现状与思考[J]. 中国实用护理杂志， 2014， 30（5）： 74-76. DOI: 10.3760/cma.j.issn.1672-7088.2014.05.027http://dx.doi.org/10.3760/cma.j.issn.1672-7088.2014.05.027.

池艳宇，李晓丹，郭金玉，等. 临床护理教师岗位胜任力现状调查及影响因素分析[J]. 护理学杂志， 2020， 35（6）： 53-56. DOI: 10.3870/j.issn.1001-4152.2020.06.053http://dx.doi.org/10.3870/j.issn.1001-4152.2020.06.053.

黄雪燕，张㼆尹，冯莺，等. 柯氏模型在杭州市中医护理培训效果评价中的应用[J]. 中华护理杂志， 2018， 53（1）： 71-75. DOI: 10.3761/j.issn.0254-1769.2018.013http://dx.doi.org/10.3761/j.issn.0254-1769.2018.013.

宋蕾，姜文彬，赵林，等. 柯氏评估模型在ICU新入职护士培训中的应用[J]. 中华护理教育， 2019， 16（10）： 763-767. DOI: 10.3761/j.issn.1672-9234.2019.10.010http://dx.doi.org/10.3761/j.issn.1672-9234.2019.10.010.

Zelenikova R, Beach M, Ren D, et al. Graduate nursing students' evaluation of EBP courses: a cross-sectional study [J]. Nurse Educ Today, 2015, 35(1): 265-270. DOI: 10.1016/j.nedt.2014.09.010http://dx.doi.org/10.1016/j.nedt.2014.09.010.

Armstrong L, Shepherd A,Harris F. An evaluation of approaches used to teach quality improvement to pre-registration healthcare professionals: an integrative review [J]. Int J Nurs Stud, 2017, 73: 70-84. DOI: 10.1016/j.ijnurstu.2017.05.005http://dx.doi.org/10.1016/j.ijnurstu.2017.05.005.

Eric J, LeAnn N. Deeper learning: 7 powerful strategies for in-depth and longer-lasting learning [M]. London and New Delhi: Corwin Press, 2008: 11-12.

贾薇，杜亚平. 基于柯氏模型的全国社区护理师资培训效果研究[J]. 中国全科医学， 2018， 21（1）： 77-81. DOI: 10.3969/j.issn.1007-9572.2018.01.017http://dx.doi.org/10.3969/j.issn.1007-9572.2018.01.017.

钟佳，刘竹英，李梅珠，等. 基于互动理论的深度学习模式在新护士急救能力培训中的应用[J]. 护理学杂志， 2017， 32（14）： 76-78. DOI: 10.3870/j.issn.1001-4152.2017.14.076http://dx.doi.org/10.3870/j.issn.1001-4152.2017.14.076.

吴永军. 关于深度学习的再认识[J]. 课程·教材·教法， 2019， 39（2）： 51-58， 36. DOI: 10.19877/j.cnki.kcjcjf.2019.02.008http://dx.doi.org/10.19877/j.cnki.kcjcjf.2019.02.008.

赵静. 深度学习理论指导下的大学翻转课堂教学[J]. 中国成人教育， 2017（11）： 93-96.

董婷婷，刚婷婷. 新入职护士规范化培训模式及教学管理初探[J]. 中华医学教育探索杂志， 2018， 17（7）： 694-698. DOI: 10.3760/cma.j.issn.2095-1485.2018.07.011http://dx.doi.org/10.3760/cma.j.issn.2095-1485.2018.07.011.

宋岭. “国培计划”跟踪指导的现实困境与突破[J]. 教师教育研究， 2018， 30（3）： 33-38. DOI: 10.13445/j.cnki.t.e.r.2018.03.006http://dx.doi.org/10.13445/j.cnki.t.e.r.2018.03.006.

高原，陈景元，周艳，等. 混合式学习在国内医学教育领域的内容分析法研究[J]. 中华医学教育探索杂志， 2018， 17（11）： 1107-1111. DOI: 10.3760/cma.j.issn.2095-1485.2018.11.006http://dx.doi.org/10.3760/cma.j.issn.2095-1485.2018.11.006.

Ogawa T, Nakatani H. Factors associated with professional confidence in Japanese public health nurses: a cross-sectional survey [J]. Public Health Nurs, 2020, 37(2): 272-280. DOI: 10.1111/phn.12705http://dx.doi.org/10.1111/phn.12705.

Nolan A, Molla T. Teacher confidence and professional capital [J]. Teach Teach Educ, 2017, 62: 10-18. DOI: 10.1016/j.tate.2016.11.004http://dx.doi.org/10.1016/j.tate.2016.11.004.

Ortiz J. New graduate nurses' experiences about lack of professional confidence [J]. Nurse Educ Pract, 2016, 19: 19-24. DOI: 10.1016/j.nepr.2016.04.001http://dx.doi.org/10.1016/j.nepr.2016.04.001.

魏秀丽，寇茜茜. 基于柯式模型的员工培训效果转化影响因素研究[J]. 中国人力资源开发， 2016（8）： 50-55， 87. DOI: 10.16471/j.cnki.11-2822/c.2016.08.008http://dx.doi.org/10.16471/j.cnki.11-2822/c.2016.08.008.

Views

下载量

CSCD

Alert me when the article has been cited

提交

Tools

Publicity Resources

Application of training methods of clinical skills competition for college students in standardized training of anesthesiologists

Effect analysis and exploration on the optimization of standardized residency training for residents with different identity types

Related Author

Tang Bing

Liu Haimei

Zhao Yunhui

He Guannan

Chen Qian

Zhao Ping

Gong Yitong

Yao Qiuping

Related Institution

Department of Anesthesiology, The First Affiliated Hospital of China Medical University

Teaching Management Center of The First Hospital Affiliated to Army Medical University

⁰