1 223名本科院校护理教师线上教学质量的调查研究

目的 了解1 223名本科院校护理教师线上教学的情况,分析线上教学现存的问题和困难,及时总结经验和成果,为线上教学改革奠定基础。 方法 自设我国护理学类专业本科教育线上教学质量调查（教师版）问卷,2020年6月10日—30日,利用问卷星调查了1 223名本科院校护理教师、临床教学医院护理教师线上教学情况。 结果 2020年2月前,783名（64.0%）护理教师没有线上教学经历,1 114名（91.1%）护理教师对线上教学表示接受或非常接受。2020年2月—6月,1 109名（90.7%）护理教师线上教学1~3门课程,线上教学时,护理教师能为学生提供全方位的学习支持和丰富的教学活动。相较于理论课教学,259名（57.9%）和109名（44.7%）护理教师分别认为实验教学、临床教学的效果更差。网络问题（72.4%）,线上课堂状态不易控制（60.8%）和学生互动不积极（56.6%）是护理教师线上教学的主要困难。护理教师对线上教学质量的自我评价整体水平较好,其中教学准备方面得分最高,为（4.1±0.7）分。 结论 2020年2月前,多数护理教师缺乏线上教学经历,但护理教师对线上教育态度积极,线上实验教学和实践教学效果不够理想,护理教师总体自评教学质量较高。建议护理教师今后通过线上线下相结合的教育方式,提供更优质的护理教育。

Investigation on the quality of online teaching of nursing teachers in undergraduate education

Objective To investigte the work status of nursing teachers in colleges and universities under the background of online education,including problems and difficulties. Methods A self-designed questionnaire “national survey on online teaching quality of undergraduate nursing education（teacher version）” was used to conduct among 1 223 nursing teachers and clinical teachers from June 10 to June 30,2020. Results Among the investigated teachers,783 teachers（64.0%） had no experience of online teaching before February 2020,but 1 114 teachers（83.8%） accepted online teaching. From February to June 2020,teachers could provide students with all-round learning support and rich teaching activities. Compared with the theory teaching,259（57.9%） and 109（44.7%） teachers thought that the effect of experimental teaching and clinical practice teaching was worse. Network failure （72.4%）,uncontrollable online classroom state（60.8%） and inactive interaction of students（56.6%）were the main difficulties of online teaching. The overall level of teachers’ self-evaluation of online teaching quality was satisfied,and the score of teaching preparation was the highest,with an average score of 4.1±0.7. Conclusion Most teachers lack online teaching experience,but they had a positive attitude towards online education. The effects of online experiment teaching and practice teaching were not ideal. The quality of self-evaluation teaching was satisfactory. It is suggested that nursing teachers should provide better nursing education through the combination of online and offline education in the future.