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在国际合作计划下为护理教育工作者制定核心能力框架:来自德尔菲研究的见解
Xiaoyan Li1, Rui Li2, Yubin Chen3
1School of Medicine, Lishui University, Lishui, Zhejiang 323000, China.
Asian nursing research
|May 18, 2025
概括
这项研究为国际教育中的护理教师制定了核心能力框架,为招聘和培训提供了明确的标准. 该框架确保全球护理计划的质量和可持续性.
科学领域:
- 护理教育 护理教育
- 国际合作国际合作.
- 基于能力的教育 基于能力的教育
背景情况:
- 国际合作护理教育正在扩大.
- 在全球范围内缺乏对护理教师能力的标准化评估.
- 需要一个强大的框架来指导教师招聘,培训和评估.
研究的目的:
- 开发一个全面的框架来评估护理教师在国际合作教育中的核心能力.
- 建立招聘,培训和教学评估的明确标准.
- 提高国际护理教育计划的可持续性和质量.
主要方法:
- 混合方法方法包括文献审查,半结构面试,工作日志,德尔菲方法和分析层次过程 (AHP).
- 使用的理论包括跨文化理论,角色理论和冰山能力模型.
- 专家商分两轮进行,以确定能力指标及其权重.
主要成果:
- 为护理学院在国际合作中的核心竞争力制定了7个初级,15个二级和55个三级指标框架.
- 主要初级指标包括国际护理专业能力 (0.37),人文护理 (0.23) 和教学质量管理 (0.12).
- 该框架显示出高可靠性,AHP权威系数在0.92到0.94.9之间.
结论:
- 开发的框架在科学上强大,全面和详细,用于评估国际合作教育中的护理教师.
- 它为教育机构提供了教师招聘,培训和评估的基础.
- 该框架支持国际合作护理教育的可持续发展.
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