Study On Status Quo Of Full-time Nursing Teachers’ Clinical Practice In Higher Vocational Colleges In Anhui Province

Objective To understand status quo of full-time nursing teachers’ clinical practice in higher vocational colleges in Anhui province and to provide scientific basis for enhancing quality of teachers’clinical practice.Methods A self-designed questionnaire of the situation of teachers’ clinical practice was applied to survey124full-time nursing teachers from12higher vocational colleges in Anhui province.Before and after every teacher’s clinical practice,10students were randomly selected from the teacher’s classes to fill in the teaching quality evaluation form.We set up the quantitative database using EpiData3.1after checking and coding questionnaires.SPSS11.5software was used for statistical analyses.Statistical methods included descriptive statistics,t test,analysis of variance,chi-square test and rank sum test.Results Of the total,97(78.2%) full-time nursing teachers had participated in clinical practice in recent two years.Teachers’ cumulative clinical practice time in different age groups in recent two years indicated statistical significance (P<0.05),the practice time was less in lectors than that in assistants(P<0.05) and the time was less in teachers with nursing work background than that in teachers without nursing work background (P<0.05).85(87.6%) teachers were mainly engaged in clinical nursing work,while teachers expected to participate in much more clinical practice such as medical treatment,professional study,clinical teaching,nursing management and scientific research besides clinical nursing.Though88(90.7%) teachers were engaged in clinical practice for several months without undertaking teaching task at present,only54(43.5%) teachers preferred this approach,and102(82.3%) teachers were reluctant to practice in summer and winter vacations.The relatively fixed places of90(92.8%) teachers’ clinical practice were arranged by the colleges,however,most teachers expected more factors would be taken into consideration as for practical place.94(96.9%) teachers believed that clinical practice was beneficial to teaching.The results of teaching quality evaluation by students showed that the scores of8items and total score after teachers’ clinical practice were higher than that of before practice (P<0.05).123(99.2%) interviewees recognized the necessity of clinical practice,however,only42(33.9%) actively participated in the practice.The influencing factors of the initiative of teachers’ clinical practice in turn were reducing income(78.2%),heavy teaching task(76.6%),lack of incentive mechanism (71.8%),onerous task of scientific research (66.1%),having difficulty in family care (62.9%) and not achieving the expectant effect (54.0%).There were significant differences among different age groups in the understanding of heavy teaching task and having difficulty in family care (P<0.05).The understanding of lack of incentive mechanism and onerous task of scientific research among teachers with different professional titles had statistical significance(P<0.05).There were significant differences between teachers with and without nursing work background in the understanding of onerous task of scientific research and not achieving the expectant effect (P<0.05). Conclusion There are still many problems existing in clinical practice of full-time nursing teachers in higher vocational colleges.It is important to arrange clinical practice reasonably and scientifically and enhance the teachers’ enthusiasm and initiative so as to ensure the quality of clinical practice.