护理硕士专业学位研究生临床能力评价指标权重分析

目的 分析护理硕士专业学位研究生临床能力阶段性评价指标权重,为构建阶段性临床能力考评体系提供依据。方法 以我国学者经循证后构建的护理硕士专业学位研究生临床能力评价指标体系为框架,按基础、中期、毕业3个水平分别构建递阶层次结构,计算不同水平的各指标权重值;同时对9名临床教师进行半结构式访谈,并使用Colaizzi 7步分析法对访谈结果进行整理分析。结果 层次分析法结果显示,基础水平一级指标知识（0.366）及态度（0.366）的权重占比较为相似,均大于技能（0.268）。中期与毕业水平中均为技能权重占比最高,但毕业水平中一级指标权重的分布更为平均,依次为技能（0.365）、态度（0.329）、知识（0.306）。质性研究共提炼3个主题。主题1：基础水平考核应注重基础知识与技能。主题2：中期水平考核应以实践能力评价为核心。主题3：毕业水平考核应注重能力评价的全面性。结论 不同水平的临床能力评价指标权重值存在显著差异,提示在构建阶段性考核方案应有所侧重,注重引导学生逐步提升临床能力、胜任专业领域内的相关工作,更好地实现以评促学、以评促教。

Weighting of Stage Evaluation Indicators of Clinical Competence for Master of Nursing Specialist

Objective To analyze the weights of the stage evaluation indexes of clinical competence of nursing postgraduates and provide reference for constructing stage clinical competence assessment system. Methods Based on the evaluation index system of clinical competence of nursing postgraduates, a progressive hierarchy of three levels, namely, basic, mid-term and graduation, was established, and the weight of indicators in each level were calculated; semi-structured interviews were conducted in 9 clinical teachers and the results were analyzed using the Colaizzi method. Results Hierarchical analysis showed that the weighting of indicator of Knowledge (0.366) and Attitude (0.366) were similar at the basic level, higher than that of Skills (0.268). The weighting of Skills was the highest at both the mid-term and graduate level, but at the graduate level the weighting was more evenly distributed; Skills was the highest (0.365), followed by Attitudes (0.329) and Knowledge (0.306). Three themes were extracted by qualitative study: Theme 1. Basic knowledge and skills were the focus of assessment at basic level. 2: The mid-term level assessment should focus on the assessment of practical skills. Theme 3: Graduation level assessment should focus on the comprehensive assessment of competency. Conclusion There are significant differences in the weighting of clinical competency evaluation indicators at different levels, suggesting that emphasis should be placed on constructing a staged assessment scheme, guiding students to gradually improve their clinical competency and become competent in the professional field, so as to achieve assessment for learning and assessment for teaching.