学校卫生保健教师专业能力标准的构建

构建适合学校卫生保健教师岗位任务需要的专业能力标准及其评价模型,为中小学校卫生保健教师队伍的专业化建设提供依据.方法 采用岗位任务分析、质性访谈、专家咨询法筛选75项能力标准条目,对上海市16个行政区教育局卫生专干、教研员、中小学校校长、卫生保健教师及我国首届卫生教育专业本科毕业生共计282人进行问卷调研;采用项目分析确定各能力条目的适当性,探索性因子分析构建学校卫生保健教师专业能力标准的指标维度和结构特征.结果 所构建的学校卫生保健教师能力标准体系由四大领域(基本素养、学校健康教育、学校基本卫生保健服务、学校卫生管理)、9个能力维度、70项具体的能力指标组成.9个维度包括“师德修养”“专业通识素养”“协助应对紧急/意外健康事件和管理常见病/慢性病”“辅助预防接种和学生健康评估”“监测/沟通学生健康状况”“具备健康教育知识和教学技能”“有效实施健康教育活动并持续改进效果”“管理校园传染病和环境/饮水/食品安全”“监测学校卫生状况并持续优化学校卫生管理策略”.能力标准总体系Cronbach α系数为0.98,各维度Cronbachα系数为0.86~0.96;总体系折半信度系数0.93,各维度折半信度0.83~0.95.结论 构建的学校卫生保健教师专业能力标准具有良好的内容效度和可靠性,可为“医教结合”特色的学校卫生保健教师的培养、使用和评价提供理论依据.

A constructing study on professional competency standards of school health education teachers

Objective To construct a model of professional competency standard for school health education teachers in China, then to provide a framework for the professional development of health education teachers at primary and secondary schools.Methods Seventy-five indicators of professional competency of school health education teacher were identified through job task analysis, qualitative interview, expert consultation. A total of 282 school health administrators/researchers, school principals, health education teachers in Shanghai, and the first undergraduate students of health education progame in China were surveyed. Items analysis verified appropriateness, and exploratory factor analysis determined construct validity of the competency standards. Results The framework of competency standards consists of four major areas( general literacy, school health services, school health education, school health management), nine categories, and 70 competence standards. Nine categories include professional ethics, general literacy as teacher, assist to deal with emergency/accident health events and common diseases situation in school, assist vaccination and mental health assessment, monitoring/communication the health situation of students, knowledge of health education and teaching skills, implement health education activities effectively and continuously, deal with infectious diseases and environment/water/food safety in school, monitor conditions of the school health and optimize health strategy continuously. Cronbach’s Alpha coefficient of total competence standards was 0.98, and those of the sub-dimensions ranged from 0.86 to 0.96;the split-half reliability of total system was 0.93 with sub-dimensions coefficient ranging from 0.83 to 0.95. Conclusion The model of competency standard developed in this study show good validity and reliability, which can provide theoretical framework for the training, using and evaluation of school health education teachers with the characteristics of combinating medicine and teaching.