A survey of the cognition of nursing teachers and students on the integration of clinical courses in the context of nursing professional certification / 中华医学教育探索杂志

ABSTRACT

Objective:To explore the cognition of nursing undergraduates and teachers on the integration of clinical curriculums under the background of nursing professional certification.Methods:With the Dundee Ready Education Environment Measure (DREEM) translated by the center for education and research of China Medical University as reference, two self-made questionnaires were used for evaluating the integrated nursing clinical curriculum (student and teacher Editions), which included self-evaluation of teachers or students, assessment of practice teaching environment, classroom harvest and self-learning, learning attitude and emotions etc. From May to July 2017, 300 questionnaires were given to300 nursing undergraduates from grades 2013, 2014, 2015 of, and 295 copies were returned. 60 questionnaires were given to 30 nursing teachers who gave clinical practice teaching and 30 medical nursing teachers wwo teach only, and 58 copies were collected. SPSS 21.0 software was used for t-test, difference analysis and linear correlation description. Results:The results of the survey showed that ①the scores of the items of "save time and energy", "the satisfaction with curriculum integration" and "reduce learning burden" in the survey were higher than those of other items. ②The scores of "the students' adaptation degree", "interns' adaptation degree" and "the mastery of the content of experiment course" were higher than those of other items in the investigation of the clinical teaching teachers. The three items with top scores evaluated by professional nursing teachers who teach only in medical college and universities were "interns' adaptation degree", "the mastery of the teaching content" and "the amount of information of the teaching content". ③There were significant differences in the average scores of the items of students from different grade ( F=6.648, P=0.002), with the increase of grade, the average score was higher with higher linear correlation ( r=0.202, P=0.005). ④There was statistically significant difference in the cognition of clinical course integration of nursing teachers who gave clinical practice teaching and medical nursing teachers who teach only ( P<0.05). Conclusion:Based on the background of nursing professional certification, nursing undergraduates care about the reduction of time, energy and other learning-related factors brought by curriculum integration, while nursing teachers pay more attention to the application of clinical curriculum integration.