A Study Of Constructing An Evaluation Model Of Core Competence For Clinical Teachers In Nursing

Clinical-teaching is crucial for nursing students to be given professional education, and an important period in which students would be going to integrate their theoretical knowledge and practical experience. Clinical teacher's knowledge, ability, motivation as well as activities and atmosphere of teaching offered by teachers is important precondition to achieve goals of clinical teaching, in this sense, teachers play key role in making education more efficient and successful, and the focus of teaching quality management should be located in how to rationally use, evaluate and train teachers. Therefore, it is definitely of very significant to explore the structure of core competence of clinical nursing teachers and build an evaluation model of competences, which is helpful to improve quality of clinical nursing teaching. At present, the common methods of selecting, evaluating, and training teachers described in domestic literatures are basically based on empirical pattern, lacking of objective estimation standards. Objectives:The purpose of this study is to construct a framework and relevant evaluation items of the core competence for clinical nursing teachers through various method, such framework and its items can provide a set of objective criteria to direct the appointment, evaluation and training of clinicalinstructors. In this way, our educational human resource management will runbased on scientific evidences.Methods:Under the guidance of basic methods of competence evaluation used widely in social science, and according to the goals and characteristics of clinical nursing teaching, the research was carried out by a variety of means such as theory analysis, literature study, expert consultation etc., to explore the total frame of competence structure, establish behavior items that can be used to evaluate competences and marking standards in different levels for all the items; then a small sample of people was selected to further confirm the validity of the items and the rationality of marking standard of different levels; Finally, a questionnaire survey was conducted in a total of 237 nursing teachers, students, managers from six advanced medical colleges across all nation, then a series of precise statistical process such as item analysis, factor analysis etc., were performed to find competence construe and its connotation, and build the evaluation model for core competence of clinical nursing teacher. Cronbach's alpha and split-half Reliability Coefficient was used to test the reliability of this model. Main stages:1. Analyzing theoretical and practical foundation of constructing core competence structure of clinical nursing teacher.2. Exploring the behavior indicators reflecting core competence of clinical nursing teacher.3. Constructing a model for evaluation core competence of clinical nursing teacher.4. Analyzing the application range and significances of the model.Results:1. Construct an evaluation model of core competence for clinical nursingteacher that is composed of three parts: competence domains, behavior items, and grade standard of the items.(pcore competences that clinical nursing teacher should have consist of five domains: leadership ability, solving problem ability, teaching ability, nursing ability and developing ability.(2) the model contains 27 behavior items from five domains, and every item has four grade standards reflecting different abilities. 2. A series of strict examination such as content validity, construct validity and Internal Consistency Coefficient were used to confirm that the model has good statistical characteristics. Cronbach's alpha of the total system is up to 0.9136, Alpha of each domain ranged from 0.6064 to 0.8474, and results of Split-half Reliability demonstrated that total system is 0.8840 and each domain ranged from 0.6342 to 0.8369. Significances of study:1. This research attempts to explore important project in nursing education by some religious research means from social science, it enriches theories system associated to the definition, evaluation and training of competence for teachers in nurse education.2. The model constructed in this study likely fills up the gap of the research on competence structure and relevant evaluation of clinical nursing teacher in china, provides some basis for the management and performance of clinical nursing teaching.3. Results of this study give some practical benefits to clinical nurse teaching:(1) it provide reference to make training plan for clinical nursing teachers.(2) it can be used to evaluate existing clinical nursing teacher's competence and ability so that to promote teacher's self-learning by providing faculty members with feedback on their strengths and areas ofimprovement.(D it can also be used to select new teacher when the institution is short of staff.(4) Definitely it would be fundament of creating other new clinical teaching evaluation tools. Suggestions for Further Research:1. Carry out further research to give a more appropriate expression and domain to some items, so that this model gain better face validity.2. Perform positivist research to verify, modify, and perfect the core competence structure and its item system, furthermore, to find criterion-related validity of the model in practice.3. Establish ability standards for clinical teachers from different levels (qualified, competent, excellent), and provide rules to estimate performance of teachers.