引用本文:王丹丹1 马燕兰2 王玉玲2 王建荣3 周体4 曾登芬4 路潜5 刘伯萸6.我国西北地区三级甲等医院临床护理教师胜任力常模的构建[J].中华医学教育探索杂志,2022,(3):267~271
我国西北地区三级甲等医院临床护理教师胜任力常模的构建
Construction of competency norm of clinical nursing teachers in tertiary first-class hospitals in northwest China
DOI:
中文关键词:  临床护理教师  临床护理教师胜任力评价量表  常模
英文关键词:Clinical nursing teachers  Clinical Nursing Teacher Competency Evaluation Scale  Norm
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作者单位
王丹丹1 马燕兰2 王玉玲2 王建荣3 周体4 曾登芬4 路潜5 刘伯萸6 1中国人民解放军总医院解放军医学院北京 1008532中国人民解放军总医院卫勤训练中心北京 1008533中国人民解放军总医院护理部北京 1008534中国人民解放军总医院第四医学中心护理部北京 1000485北京大学护理学院 1001916中国人民解放军总医院第二医学中心北京 100853 
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中文摘要:
      目的 建立我国西北地区三级甲等医院临床护理教师胜任力常模。方法 于2019年8月至2020年2月采用分层、随机、按比例取样的方法,抽取西北地区12家三级甲等医院1 077名临床护理教师,利用临床护理教师胜任力评价量表对其进行调查。同时对年龄、护龄、职称、带教年限、每年带教人数多分类变量进行单因素方差分析及两两比较。将核对无误的数据导出到SPSS 26.0进行统计分析。多组比较采用方差分析,组间两两比较采用LSD检验。结果 ①以总分和一级指标分组建立相应的均数常模;以5%为间距,建立百分位常模;选取P10、P30、P70、P90作为等级分界点,构建划界常模。②因素分析显示,不同年龄、护龄、职称的个性特征差异有统计学意义(P<0.05),不同护龄、职称的职业态度差异有统计学意义(P<0.05)。结论 常模的建立为个人或单位评价教师胜任力提供了参考。
英文摘要:
      Objective To establish the norm of clinical nursing teachers' competency in tertiary first-class hospitals in northwest China. Methods From August 2019 to February 2020, 1 077 clinical nursing teachers were selected from 12 tertiary first-class hospitals in northwest China by stratified, random and proportional sampling, and were investigated with the Clinical Nursing Teacher Competency Evaluation Scale. Descriptive statistics were carried out on the sample data, and univariate variance analysis and pairwise comparison were carried out on the multi-classification variables of age, nursing age, professional title, teaching years and the number of teachers per year. The verified data were exported to SPSS 26.0 for statistical analysis, variance analysis was used for multi-group comparison, and LSD test was used for pairwise comparison between groups. Results ①The corresponding mean norm was established by grouping the total score and the first-class index; the percentile norm was made with 5% spacing; P10, P30, P70 and P90 were selected as the grading demarcation points, and the demarcation norm was constructed. ②Factor analysis showed that there were statistical differences in personality characteristics among different ages, nursing ages and professional titles (P<0.05), and also in professional attitudes among different nursing ages and professional titles (P<0.05). Conclusion The establishment of norm provides references for individuals or units to evaluate teachers' competence.
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