护理研究生Seminar模式构建的行动研究

  目的  构建护理研究生学术讨论课程(Seminar)模式并验证其效果。  方法  采用行动研究法，对山西医科大学2015~2017级护理研究生通过计划、行动、观察、反思循环过程在课题实践期组织Seminar。通过科研动机量表(the research motivation scale，RMS)、护理研究自我效能感量表(nursing research self-efficacy scale，NURSES)、护理人员科研能力自评量表(scientific research ability self-evaluation rating scales of nursing staff，SRASES)，收集资料发现问题，改进教学模式。  结果  (1) 持续改进构建以课程设置、内容、课堂组织为框架的Seminar模式。(2)RMS总分及各维度得分逐年提高，且按年份顺次提升，差异均有统计学意义(均P < 0.05)。NURSES总分及“获取科学知识资源”“集体研究效能”“理论研究与应用”得分逐年提高；“评判性阅读量性文献”“评判性阅读质性文献”“集体研究效能”得分从第1年开始提升，“获取科学知识资源”“理论研究与应用”分别从第2、3年开始提升，差异有统计学意义(均P < 0.05)。SRASES总分及其各维度得分均从第2年开始提升，且逐年提升(均P < 0.05)。  结论  新构建的Seminar模式对护理研究生科研动机、科研效能感和科研能力的提升呈现实效。 

Action research on the establishment of seminar model for nursing graduate students

  Objective  To construct a seminar model for nursing graduate students and verify its effect.  Methods  Seminars were organised for nursing graduate students from 2015 to 2017 by observing and reflecting the cycle of planned action. Through the research motivation scale (RMS), nursing research self-efficacy scale (NURSES), and scientific research ability self-evaluation rating scales of nursing staff (SRASES), we collected data and identified problems to improve the teaching model.  Results  (1) Continuous improvement and construction of seminar mode with curriculum, content, and classroom organisation as the framework was achieved. (2) The total score of RMS and the scores of each dimension increased yearly, and the difference was statistically significant (all P < 0.05). The total score of NURSES and the scores of "access to scientific knowledge resources", "collective research efficiency" and "theoretical research and application" increased year by year. The scores of "critical reading of quantitative literature", "critical reading of qualitative literature" and "collective research efficiency" increased from the first year, and the scores of "access to scientific knowledge resources" and "theoretical research and application" increased from the second and third years, with statistically significant differences (all P < 0.05). The total score of SRASES and the scores of all dimensions increased from the second year and subsequently increased yearly (all P < 0.05).  Conclusion  The newly established seminar model show actual effect on the improvement of nursing graduate students' scientific research motivation, scientific research efficacy and scientific research ability.