Status quo and role expectations of clinical teachers for master of nursing specialist in traditional Chinese medicine universities
10.3760/cma.j.issn.1674-2907.2020.06.005
- VernacularTitle:中医院校护理硕士专业学位研究生临床带教师资现状与角色期望比较研究
- Author:
Bingxue LI
1
;
Guihua XU
;
Yamei BAI
;
Cong TANG
;
Xuefang ZHANG
Author Information
1. 南京中医药大学护理学院 210023
- Keywords:
Nursing education;
Traditional Chinese medicine nursing;
Professional degree;
Nursing graduate education;
Expectations and needs
- From:
Chinese Journal of Modern Nursing
2020;26(6):721-727
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the current status of clinical teaching staff for the graduate program of master of nursing specialist (abbreviated to nursing masters) in traditional Chinese medicine (TCM) universities and compare it with the role expectations of students, aiming to provide a reference for the subsequent construction and improvement of clinical teaching staff.Methods:Totally 172 nursing masters from Jiangsu, Zhejiang, Henan provinces and Tianjin and 86 clinical teaching staff from the hospitals where they practiced were selected using convenient samping and investigated with the self-made questionnaire from October to December 2018. The differences between clinical teaching staff's resources, abilities and students' expectations were compared. A total of 258 questionnaires were distributed among 86 clinical teachers and 172 nursing masters, and 258 valid questionnaires were recovered, with an effective rate of 100%. SPSS 22.0 software was used for statistical analysis of data.Results:There was a certain gap between the clinical teaching staff and students' expectations, especially in terms of the graduate school and academic qualifications of the clinical teachers. Totally 34.88% (30/86) of the clinical teachers graduated from TCM universities, while 71.51% (123/172) of the students expected to be taught by teachers graduating from TCM universities. Among the clinical teachers, 60.47% (52/86) were undergraduates, and fewer were masters or graduates with higher education. There was a certain difference between the teaching teachers' abilities and students' expectations. There were statistically significant differences in 17 secondary indicators (χ 2 were 12.027-130.149, P<0.05) , except for the professional attitude in clinical nursing abilities, decision-making abilities in clinical management abilities, communication abilities in interpersonal abilities, and collaboration abilities ( P>0.05) . There were statistically significant differences between students' current status and their learning needs for TCM nursing (χ 2 were 14.722-165.339, P<0.01) . TCM nursing skills and practical application of TCM nursing research were the contents that most students wanted to learn, accounting for 83.72% (144/172) and 70.35% (151/172) , respectively. Conclusions:There were differences between the current status of the teaching staff for nursing masters at TCM universities and the expectations of the students. The universities should fully consider the graduates' own expectations and needs based on the training objectives for graduates, actively explore the admission system for clinical teachers, improve the training system for teachers, and standardize the teaching evaluation mechanism based on the status quo of nursing talents in China.
