引用本文:张雨寒,鲁利群,唐宏川,张璨.儿科学专业医学生职业道德教育路径探究[J].中华医学教育探索杂志,2023,22(6):979-982
儿科学专业医学生职业道德教育路径探究
A survey of factors influencing on nursing students' satisfaction with clinical learning in third-grade class-A hospitals of Luzhou City
DOI:
中文关键词:  儿科学专业  职业道德教育  医学教育  医学生
英文关键词:Nurse  Clinical internship  Questionnaires  students' satisfaction
基金项目:1. 2017年成都医学院教育教学改革研究项目(项目编号JG201713,基于显要序列的儿科学专业学生职业认同感现状及其提升策略研究与实践);2. 四川省2018-2020年高等教育人才培养质量和教学改革项目(项目编号JG2018-853,基于儿童发展的儿科学专业人才培养体系构建与实践)3. 四川省2018-2020年高等教育人才培养质量和教学改革项目(项目编号JG2018-847,医教协同背景下卓越应用型医学人才培养模式改革研究)
作者单位地址
张雨寒 成都医学院临床医学院 ;成都医学院教务处对外交流合作处
鲁利群  
唐宏川  
张璨* 
成都医学院教务处对外交流合作处
 
四川省成都市新都区新都大道783号
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中文摘要:
      在“健康中国”行动背景下,儿科医生的培养也越来越备受关注。文章根据儿科学专业医学生职业道德教育的现状和社会行业需求情况,着重探讨构建基于儿童发展的系统综合化课程知识体系与培养方案,制订符合现代医学发展的儿科医学生具体目标和培养体系,明确儿科学职业道德教育的内容和教育途径,加强对学生知识、能力和素质等的要求。寄希望完善人才培养的过程性管理与政策落实,提升儿科学专业医学生职业道德教育的针对性、实效性,使儿科医学生适应行业发展趋势与环境,更好地服务社会。
英文摘要:
      Objective To investigate the influencing factors of nursing interns' satisfaction with having internship in third-grade class-A hospitals in Luzhou City. Methods Using self-compiled satisfaction questionnaire and mentor's behavior scale (MBS), the internship situation of nursing interns in third-grade class-A hospitals in Luzhou City were investigated. The collected data were described by SPSS 22.0 and analyzed by binary logistic regression to understand the influencing factors of nurses' satisfaction. Results A total of 729 questionnaires were distributed and 567 valid questionnaires were recovered, with an effective recovery rate of 77.78%. The MBS scores of 567 nursing interns were (3.54±0.72) and 81.1% (460/567) were satisfied with the clinical internship. The teaching mode (OR=3.570) and the behavior of mentors (OR=1.056) were the influencing factors of students' internship satisfaction. Conclusion During the internship, one-to-one clinical teaching mode should be adopted in the process of internship, for improving students' internship experience. Meanwhile, teachers' behavior should be standardized to improve students' learning satisfaction and clinical teaching quality.
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