基于深度学习理论的临床护理教师培训效果评价

林莉; 罗羽; 任辉; 黄玲芳; 孙鹏

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

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基于深度学习理论的临床护理教师培训效果评价

护理教育研究 | 更新时间：2023-10-12

- 基于深度学习理论的临床护理教师培训效果评价
- Effect of clinical nursing teacher training mode based on deep learning theory
- 中华医学教育探索杂志 2023年22卷第9期页码：1407-1412
- 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：
  
  孙鹏，Email：sp413@sina.com
- 基金信息：
  
  重庆市高等教育教学改革研究项目(193372);陆军军医大学优秀人才库重点扶持项目(2019)
- DOI：10.3760/cma.j.cn116021‐20220311‐01430
  中图分类号： R-05
- 纸质出版日期：2023-09-20，
  
  收稿日期：2022-03-11，
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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, 2023,22(9):1407-1412.
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, 2023,22(9):1407-1412. 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

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