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Objective:To compile the evaluation scale of the quality of education in the clinical practice base of full-time Master of Specialist Nursing (MNS) based on student participation and the SERVQUAL model, evaluate the quality of clinical practice base, and provide reference for the evaluation of clinical practice base.Methods:Based on the theory of student participation and the SERVQUAL model, the evaluation scale of the educational quality of clinical practice base of MNS was constructed. By facilitating sampling methods, 176 MNS students from 11 universities in 6 provinces were selected, and a questionnaire of self-compiled general information and a survey of the evaluation scale of education quality of MNS clinical practice base were distributed.Results:The evaluation scale of education quality of clinical practice base of MNS contained 28 entries in five dimensions: tangibility, reliability, responsiveness, guarantee and empathy. The total Cronbach alpha coefficient of the scale was from 0.983 to 0.987, item level content validity index was from 0.92 to 0.96, scale level content validity index was 1 and the correlated coefficient of the structural validity Pearson was from 0.785 to 0.966. To explore factor analysis, the dimension value of the scale KMO value was greater than 0.7, and the expected part and the actual feel part KMO value were 0.956 and 0.963 respectively. The number of common factors was 2 and 3 respectively, and the cumulative interpretation variation was 79.1% and 78.4% respectively.The actual perception of the quality of education in the clinical practice base of MNS was lower than expected, and the differences in entries were statistically significant ( P<0.05). The analysis of multiple linear regression showed that the teaching time and level of clinical practice base undertaken by clinical practice base were the main factors affecting the expectation and actual feeling value ( P<0.05). The importance performance analysis analysis found that 11 entries were in the advantage zone, 3 entries were in the maintenance area, 12 entries were in the minor improvement area and 2 entries were in the priority improvement area. Conclusions:The evaluation scale of the quality of education of the clinical practice base of MNS have good confidence and validity. The actual degree of educational quality of the clinical practice base of MNS is lower than expected. The teaching time and level of clinical practice base undertaken by clinical practice base are the main factors that affect expectation and actual feeling. It is urgent to improve the theoretical knowledge and practice level of tutors and deal with occupational exposure experienced by MNS students.
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Objective:To explore the internal and external factors that affect the core competitiveness of nursing degree graduates in China, and to put forward strategies for improvement.Methods:SWOT analysis method was used to analyze the strengths, weaknesses, external opportunities and threats of the core competitiveness of nursing graduates.Results:Students' own advantages include strong self-learning ability, strong scientific research thinking ability, strong education communication ability; disadvantages include inaccurate professional positioning, lack of clinical experience and professional quality; external opportunities include national policy attention, clinical platform demand, high attention of colleges and universities; threat factors include backward construction of teaching staff, lack of assessment methods and evaluation system, and lack of specialized curriculum system Characteristics of science and technology.Conclusion:The factors that affect the promotion of core competitiveness of professional degree nursing graduates in China cover two aspects: students themselves and training colleges and universities. We should make corresponding coping strategies on the basis of overall consideration of strengths and weaknesses, opportunities and challenges.
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Objective:To understand the current situation of the ideological and political cognition of the postgraduate courses for the master degree of nursing and the analysis of the demand for the ideological and political curriculum of the community nursing, and provide preliminary experience for the integration of ideological and political elements into the teaching practice of community nursing.Methods:Using phenomenological research method, the semi-structured interviews were conducted with 15 full-time nursing master degree postgraduates from Tongji University in Shanghai. Colaizzi 7-step analysis was used to analyze the data.Results:Under the mode of curriculum ideological and political education, the cognition and needs of nursing master students can be summarized into four themes: the deficiency of curriculum ideological and political cognition, changes in professional cognition, recognition of the role and importance of curriculum ideological and political education, expectations and needs of community nursing curriculum ideological and political education.Conclusion:Nursing students with master′s degree have a vague understanding of "curriculum ideological and political". In the future, they can add diversified teaching methods starting from professional quality, humanistic care and patriotism education, so as to make the community nursing curriculum ideological and political concept more popular, and strive to cultivate senior nursing talents with both ability and morality.
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Objective To explore the overall research focus and frontier of master of nursing specialist at home and abroad to provide reference for the development of master of nursing specialist in China.Methods The numbers of literatures from 2006 to 2016 that related to master of nursing specialist are 1 595 in web of science and 249 in China National Knowledge Internet respectively.Knowledge mapping and visual analysis were carried out by CiteSpace.Results In 2006-2016,the numbers of both domestic and foreign relevant literatures were generally on the rise.The international researchers focused on the research of nurse practitioners and primary care,while Chinese ones on curriculum,training pattern,core competencies,etc.The current international frontier was in the field of systems and team,while the Chinese one was in the field of education and training model.Conclusion There is a certain gap between the research of master of nursing specialist at home and abroad.Our country should take our own national conditions as the basis and learn from foreign research focus and frontiers to promote the development of master of nursing specialist.
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Objective@#To explore the effect of combining graduate education of Master of Nursing Specialist with standardized training in a college in Chongqing.@*Methods@#Cluster sampling was used to select 25 of the class of 2015 nursing degree graduates who had participated in the standardized training of nurses, and 18 of the class of 2018 nursing degree graduates who had not participated in the standardized training of nurses. The core competencies of nurses for the grade 2015 and 2018 was investigated. In addition, the satisfaction of grade 2015 students was investigated, and the training effect and existing problems of the "Double Track In One" clinical practice training mode were analyzed in combination with the standardized training results of nurses.At the same time, the "Double Track In One" clinical practice training mode was described.@*Results@#The total score of the core competence of nurses of grade 2015 was 108.40±20.47, and the total score of the core competence of nurses of grade 2018 was 128.68±26.83. The score of the students of grade 2015 was higher than that of the students of grade 2018 in clinical ability, critical thinking and scientific research ability, interpersonal relationship, leadership, ethics and legal practice, and the difference was statistically significant (t=-3.05, P < 0.05). The total score of the satisfaction survey was 88.12±12.44, which was at a medium level.@*Conclusion@#Chongqing Medical University has conducted the clinical practice training of "Double Track In One" for Master of Nursing Specialist, which has achieved good results and effectively improved the core competence of nurses for nursing graduate students, providing a good reference for further promoting the link between nursing graduate education and professional qualification.
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Objective To explore the effect of combining graduate education of Master of Nursing Specialist with standardized training in a college in Chongqing. Methods Cluster sampling was used to select 25 of the class of 2015 nursing degree graduates who had participated in the standardized training of nurses, and 18 of the class of 2018 nursing degree graduates who had not participated in the standardized training of nurses. The core competencies of nurses for the grade 2015 and 2018 was investigated. In addition, the satisfaction of grade 2015 students was investigated, and the training effect and existing problems of the "Double Track In One" clinical practice training mode were analyzed in combination with the standardized training results of nurses.At the same time, the "Double Track In One" clinical practice training mode was described. Results The total score of the core competence of nurses of grade 2015 was 108.40±20.47, and the total score of the core competence of nurses of grade 2018 was 128.68±26.83. The score of the students of grade 2015 was higher than that of the students of grade 2018 in clinical ability, critical thinking and scientific research ability, interpersonal relationship, leadership, ethics and legal practice, and the difference was statistically significant (t=-3.05, P < 0.05). The total score of the satisfaction survey was 88.12 ± 12.44, which was at a medium level. Conclusion Chongqing Medical University has conducted the clinical practice training of "Double Track In One" for Master of Nursing Specialist, which has achieved good results and effectively improved the core competence of nurses for nursing graduate students, providing a good reference for further promoting the link between nursing graduate education and professional qualification.
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Objective Integrate the evaluation indexes of clinical competence of master of nursing specialist. Methods Search the Cochrane Library, Joana Briggs Institute Library, Embase, Web of Science, PubMed, CNKI, VIP and Wanfang database, from the establishment of the database to December 10th,2018, and to collect researches about master of nursing specialist clinical competence evaluation index and then analyzed by content analysis method and thematic analysis. Results A total of 9 articles were included, 26 items and 9 categories including comprehensive practical ability, professional development ability, teaching guidance ability, clinical scientific research ability, organization and management ability, professional accomplishment, professional values, professional knowledge level, relevant knowledge level were selected. 3 dimensions including skill structure, attitude structure and knowledge structure. Conclusion Evaluating the clinical competence of master of nursing specialist we should not only consider their comprehensive practical ability, but pay attention to their professional development, teaching and scientific research, organization and management, professional accomplishment, knowledge and professional values assessment.
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Objective@#Integrate the evaluation indexes of clinical competence of master of nursing specialist.@*Methods@#Search the Cochrane Library, Joana Briggs Institute Library, Embase, Web of Science, PubMed, CNKI, VIP and Wanfang database, from the establishment of the database to December 10th,2018, and to collect researches about master of nursing specialist clinical competence evaluation index and then analyzed by content analysis method and thematic analysis.@*Results@#A total of 9 articles were included, 26 items and 9 categories including comprehensive practical ability, professional development ability, teaching guidance ability, clinical scientific research ability, organization and management ability, professional accomplishment, professional values, professional knowledge level, relevant knowledge level were selected. 3 dimensions including skill structure, attitude structure and knowledge structure.@*Conclusion@#Evaluating the clinical competence of master of nursing specialist we should not only consider their comprehensive practical ability, but pay attention to their professional development, teaching and scientific research, organization and management, professional accomplishment, knowledge and professional values assessment.
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Objective To construct a core competency-based curriculum for master of geriatric nursing specialist. Methods On the basis of literature review and theoretical analysis,the curriculum for master of geriatric nursing specialist was set up,and through 6 experts'modification with Delphi method,the final entries were confirmed.Results Through two-round consultation,the training course system formaster of geriatric nursing was established to consist of 9 entries and 33 sub-entries.The response coefficients of the two-round consultations were 100%,and the authority coefficients of the experts were 0.86 and 0.92 respectively.The coordination coefficients for overall entries were 0.534 and 0.593 respectively with P<0.001,indicating statistically significant differences. Conclusion The curriculum for master of geriatric nursing is reliable and valid,which can provide practical basis.
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Objective To understand the humanistic Care quality status of master of nursing specialist (MNS), and put forward the structural equation model of influencing factors of humanistic care quality. Methods using convenient sampling, the survey came from 191 postgraduates of MNS from 14 universities, using the nurses' Humanistic Care quality questionnaire, the professional ability Self-Assessment questionnaire, the care ability evaluation scale and the self setting general situation questionnaire. Results The total quality of humanistic care was in the middle level (125.43 ± 16.27), among which, the highest sharing of humanistic care (4.56±0.57) and the lowest sharing of humanistic care (4.18 ± 0.63). Through the analysis of the influence factors, the humanistic care education and the awareness of caring will influence the development of humanistic care quality by influencing the master's caring ability and professional ability. Conclusion To strengthen humanistic care education, to create a caring education and practice environment, to learn caring and experience care, and then to care and strengthen the professional ability to better provide quality care services for patients.
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Objective To set up weight coefficient of qualification and evaluation system so as to implement a normative and standardized system for assessment of clinical teachers of master of nursing specialist (MNS) postgraduates. Methods The indicator system was established by Delphi method. The indicators weight was obtained through analytic hierarchy process, and the logic consistency test was calculated. Results The first five weight of qualification indicators were as follows: registered nurse (0.1686), clinical working experiences (0.2352), clinical teaching experiences (0.2016), education background and professional title (0.1410), research subjects they preside over or participate in (0.0817). The results of indicators order in single level and whole system had a satisfied consistency (CR<0.10). Conclusions The study on weighting values of the system could help it more scientific,reliable and practical.
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Based oncompetence-basedphilosophy of education, core competences of Master of Nursing Specialist (MNS) postgraduates serve as a benchmark for the education quality. Furthermore, the evaluation of core competences is a key link. Our research mainly summarizes the evaluation methods of core competences of MNS at home and abroad, thus providing suggestions to the improvement of domestic core competences evaluation methods of MNS.
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Objective To probe into the nursing experts' perspectives on the clinical training of master of nursing specialist which was newly set up in our country,and to provide reference for the clinical training model of the master of nursing specialist.Methods In-depth interviews were conducted with thirteen nursing experts from five universities and three affiliated hospitals in our country.The data were analyzed by phenomenological procedures.Results Nursing experts proposed some suggestions on the clinical training of master of nursing specialist from the following aspects:clinical training goal,training content,training mode.Conclusions It is important to explore suitable clinical training pattern for the master of nursing specialist from the national education policy,the different requirements for enrollment,the development requirement of students' clinical competence and the effective operation of cultivating mode,in order to promote the further development of master of nursing specialist education.
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Clinical practice is an important part of cultivating the master of nursing specialist,this paper analyzed characteristics of clinical practice in domestic and foreign nursing students and revealed the problem in cultivation of master of nursing specialist in China,in order to provide references for the future construction and perfection of clinical practice of master of nursing specialist in China.
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Objective To recognize the existing problems of master of nursing specialist students during clinical practice.Methods Eight master of nursing specialist students from 4 general hospitals in Changchun city were selected as respondents.Data were collected by focus group interview and analyzed by qualitative research method.Results Three formed themes included feeling of great pressure in clinical practice,existing problem in clinical practice teaching and assessment.Conclusions School and hospital need cooperate to carry out a training on competence of nurses,establish a comprehensive supervised clinical practice teaching and a assessment system with nursing features.
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Objective Constructing a scientific and practical clinical practice patterns for intensive care nursing masters with professional degree.Methods Based on the competence based education,a clinical practice patterns for intensive care nursing master with professional degree was developed by literature review,questionnaire survey,unstructured interview and Delphi technique.Results 16 experts from 10 third-level and first-class hospitals and 1 Nursing College were consulted,the retrieving rates of questionnaire were 93.75％,100.00％,respectively.The authoritative coefficients were 0.94 and the coordination coefficients were 0.257.The index system consisted of 6 first dimensions,47 second-dimensions and 112 items.Conclusions The positivity and authority of experts in this study were in high degree,the concentration and harmonization of experts' opinions were relatively high.The results had high reliability and feasibility.It can be used to provide objective and quantitative reference for intensive care nursing master with professional degree.
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Objective To investigate the status of clinical practice of master of nursing specialist (MNS) and provide references for completing the clinical practice patterns of master of nursing specialist in intensive care units.Methods Totally 56 clinical nursing postgraduate students were investigated from 10 nursing colleges by questionnaire survey.Results 46.43％ students were not satisfied with effect of clinical practice;69.64％ students though there was little difference between postgraduate and undergraduate students in clinical teaching method; 82.14％ students considered clinical teachers couldn't meet their leaming needs; the main reasons affecting the effect of clinical practice included inadequate teaching method (73.21％),impertinent teaching contents (69.64％) and unreasonable time arrangement (51.79％);55.36％ students wanted to be nursing educators; 50.00％ students wanted to be nursing specialist.Conclusions The effect of clinical practice of clinical nursing postgraduate students did not achieve the target.Clinical teaching couldn't meet the learning needs.Students are lack of recognition to capability and quality of master of nursing specialist.We should highlight the special characteristics of intensive care nursing,regulate the clinical teaching method and strengthen the publicity of master of nursing specialist to optimize structure of nursing talent.
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Objective To probe into learning experience of master of nursing specialist students during clinical practice,so as to provide some educational references for their clinical practice training.Methods Thirteen master of nursing specialist students from two universities in Chongqing were selected by homogenous sampling.The data were collected by focus group interview and analyzed by phenomenological procedures.Results The learning experience of master of nursing specialist students during clinical practice were obtained via evaluation on clinical learning and teaching.Conclusions It is important to explore appropriate teaching strategies,strengthen clinical teacher teams and establish a scientific clinical teaching management system during clinical practice of master of nursing specialist students.