A Preliminary Study On The Management System Of Clinical Practice Teaching From The Perspective Of Balance

Purpose:From the qualitative point of view,the thesis preliminarily constructs the clinical practice teaching management system in the balance perspective.In order to lay a good foundation for the future research on the index system from the quantitative point of view.Method:1 Literature research method: including clinical practice teaching management related journals,books,network,etc.2 Interview: unstructured interviews with managers of school and clinical practice teaching bases.3 Questionnaire survey: using the self-designed questionnaire of satisfaction degree of clinical practice teaching.4 Statistical methods: using statistical software to analyze and describe the data of student achievement and questionnaire survey.Result:1 In this study,combined with the actual management experience and data analysis results,under the guidance of the concept of balance,reforming the original clinical practice teaching management mode reasonable.From the qualitative point of view,the paper initially constructs the clinical practice teaching management system which includes three sub dimensions of the macro level and the micro level of the 9 sub projects.2 The class of 2015 students of clinical practice teaching management is the highest satisfaction of the top three followed by the clinical practice teaching of clinical practice teaching content,teachers' teaching level,students participate in the teaching of clinical practice role conversion;the lowest satisfaction of the top three followed by accommodation,leave school system,the theory and the practice ability;the class of 2016 students of clinical practice teaching management is the highest satisfaction of the top three followed by the clinical practice teaching of early mobilization,students participate in the teaching of clinical practice teaching in clinical practice,the role transformation of teachers' teaching level;the satisfaction degree of the lowest of the top three followed by accommodation,the theory and the practice ability,the school leave system.3.Compared with the class of 2015 students in clinical practice teaching management satisfaction,the class of 2016 students early mobilization,clinical practice teaching for students to participate in the clinical practice teaching role conversion,clinical practice teaching,clinical practice teaching base management,accommodation satisfaction to improve clinical practice;occupation safety protection content and clinical teaching practice in the teaching of lower satisfaction.4 Before participating in clinical practice,The class of 2015 students and the class of2016 students' theoretical achievements difference was not statistically significant;Two students adopt different management system for management,participation in clinical practice teaching,two students performance difference was statistically significant,the class of 2016 students' theoretical achievements and skills scores were higher than the class of 2015 students.Conclusion:From the qualitative point of view,the teaching management system of the preliminary construction of the balance of clinical practice,to a certain extent,improve the students' satisfaction with teaching management of clinical practice,and also has a positive role in improving the students' theoretical level and skill level.The introductionof the concept of balance is helpful to the construction of clinical practice teaching management system.On the basis of the qualitative,quantitative index system research can be conducted,and then form a perfect clinical practice teaching management system,easy application and popularization.