临床护理教学督导评估过程体验与思考

摘要

Objective To explore the practice effectiveness,existing problems and improvement strategies of supervision and evaluation of clinical nursing teaching so as to upgrade the quality of clinical nursing teaching.Methods We improved the nursing teaching management system and established teaching supervision team.Twenty departments were supervised and evaluated regarding teaching management,practice,examination and assessment.Teaching competence of the clinical nursing teachers was evaluated with the Evaluation Form of Clinical Teachers' Teaching Competence.Then their scores of the first supervision and evaluation and 6 months after were compared.Also,a qualitative interview was conducted among two supervisors and six teachers about the experience of the process.Results The total score of the clinical departments during the first supervision and evaluation was (74.3±8.6) points,and the score of the clinical teachers' teaching competence was (86.6±8.6) points.After six months the two scores were (83.4±6.0)and (90.5 ± 7.9) points,respectively,with a significant difference (both P ＜0.001).Interview results showed that the clinical nursing teachers had multiple relationships and roles.The connotations of supervision and evaluation need to be highlighted.The mechanism for clinical nursing teaching management needs to be improved.Conclusion Supervision and evaluation of clinical nur sing teaching is an effective means of management,but attention should be given to rich connotations of the supervisors' perspective and value orientation.The management mechanism for clinical nursing teaching should be improved regarding teaching environment,performance and training aspects so as to constantly improve teaching quality.%目的 探讨临床护理教学督导评估实践的效果、过程中存在的问题及改善策略,以提高临床护理教学质量.方法 完善各项护理教学管理制度,成立教学督导组,从教学管理、实践、考核评价3方面对临床20个科室进行督导评估.同时采用《临床带教教师教学能力评价表》,对临床护理带教教师的教学能力进行评价,并对首次和6个月后的结果进行比较.此外,采用质性研究访谈法,对2名督导人员及6名带教教师就督导过程体验进行访谈.结果 首次临床科室护理教学督导评估总分值为(74.3±8.6)分,临床带教教师教学能力分值为(86.6±8.6)分,实施6个月后,分值分别为(83.4±6.0)分、(90.5±7.9)分,差异均有统计学意义(均P＜0.001).过程体验结果为:临床护理带教教师处于多种关系及角色之中;督导评估内涵需要凸显;临床护理教学管理机制有待完善.结论 督导评估是有效的临床护理教学管理手段,但应关注督导视角、价值取向等内涵的丰富性;通过督导评估,完善临床护理教学在环境、绩效、培养等方面的管理机制,从而促进教学质量的不断提升.