本文選題：衛(wèi)生事業(yè)管理 + 人才培養(yǎng)��； 參考：《華中科技大學(xué)》2012年碩士論文

【摘要】：目的：本研究意在通過了解衛(wèi)生事業(yè)管理專業(yè)學(xué)生課程設(shè)置、以及對大學(xué)階段知識、能力、素質(zhì)培養(yǎng)的感知情況，了解本專業(yè)人才培養(yǎng)現(xiàn)狀，發(fā)現(xiàn)應(yīng)用型人才培養(yǎng)過程中存在的問題；了解并分析用人單位對衛(wèi)生管理人員的知識、能力和素質(zhì)需求，以及用人單位對在崗的衛(wèi)生管理人員的評價；了解社會大眾對衛(wèi)生管理專業(yè)的認(rèn)知情況以及公眾對衛(wèi)生管理人員的角色期待。根據(jù)對培養(yǎng)現(xiàn)狀和社會需求的分析，確定衛(wèi)生事業(yè)管理專業(yè)應(yīng)用型人才的知識、能力、素質(zhì)結(jié)構(gòu)，構(gòu)建衛(wèi)生事業(yè)管理專業(yè)應(yīng)用型人才培養(yǎng)機(jī)制的基本框架，為衛(wèi)生事業(yè)管理專業(yè)應(yīng)用人才培養(yǎng)機(jī)制提出可行性建議，以期促進(jìn)人才培養(yǎng)模式的改革與創(chuàng)新，培養(yǎng)適應(yīng)社會需求的衛(wèi)生管理應(yīng)用型人才。 方法：（1）文獻(xiàn)研究法：利用文獻(xiàn)分析法收集國內(nèi)外關(guān)于應(yīng)用型人才培養(yǎng)、衛(wèi)生管理人員培養(yǎng)以及KAQ模式的相關(guān)文獻(xiàn)，歸納和總結(jié)可借鑒的理論和方法。 （2）問卷調(diào)查法：選取華中科技大學(xué)同濟(jì)醫(yī)學(xué)院醫(yī)藥衛(wèi)生管理學(xué)院在校大四學(xué)生、近5年內(nèi)的畢業(yè)生以及相關(guān)用人單位作為調(diào)查對象，就衛(wèi)生事業(yè)管理專業(yè)應(yīng)用型人才培養(yǎng)現(xiàn)狀和用人單位的用人需求進(jìn)行問卷調(diào)查。同時，利用開放的網(wǎng)絡(luò)調(diào)查平臺，對公眾進(jìn)行衛(wèi)生管理專業(yè)認(rèn)知度調(diào)查。 （3）知情人深度訪談法：對衛(wèi)生管理專業(yè)人才培養(yǎng)目標(biāo)、課程體系設(shè)置、教學(xué)手段與教學(xué)保障體系及其實施效果、衛(wèi)生管理人員待遇等相關(guān)問題進(jìn)行深度訪談。訪談對象包括高校教師和用人單位相關(guān)領(lǐng)導(dǎo)。 （4）統(tǒng)計學(xué)方法：運用定量描述分析對衛(wèi)生事業(yè)管理專業(yè)人才培養(yǎng)現(xiàn)狀、以及社會對衛(wèi)生管理人員的需求進(jìn)行分析；采用方差分析法分析男女學(xué)生、畢業(yè)生與在校生在知識、能力、素質(zhì)培養(yǎng)情況感知上的差異。 結(jié)果：（1）被調(diào)查學(xué)校衛(wèi)生事業(yè)管理專業(yè)的理論課程學(xué)分占總學(xué)分的87.26%，而集中實踐教學(xué)學(xué)分僅占總學(xué)分的11.46%。與專業(yè)基礎(chǔ)課程和專業(yè)核心課程相比，醫(yī)學(xué)課程與臨床課程學(xué)時較長，且占課程體系學(xué)分的比例較大。67.5%的大四學(xué)生認(rèn)為理論教學(xué)內(nèi)容的更新較少，，57.5%認(rèn)為醫(yī)學(xué)課程課時比例過高；25.0%的學(xué)生認(rèn)為實踐教學(xué)與社會對衛(wèi)生管理人員的需求聯(lián)系緊密，70.0%的學(xué)生認(rèn)為實踐教學(xué)與理論教學(xué)時間比例不合理。 （2）經(jīng)過大學(xué)階段的學(xué)習(xí)，學(xué)生得到培養(yǎng)的知識主要有管理學(xué)知識、基礎(chǔ)醫(yī)學(xué)知識和計算機(jī)知識；得到培養(yǎng)的能力主要包括溝通協(xié)調(diào)能力、組織管理能力、公文寫作能力；得到培養(yǎng)的素質(zhì)主要有責(zé)任心、合作意識、敬業(yè)心。男女學(xué)生之間、畢業(yè)生與在校生之間對部分培養(yǎng)情況的感知存在差異，畢業(yè)生在知識、能力、素質(zhì)的多項內(nèi)容的培養(yǎng)情況感知上優(yōu)于在校生。 （3）93.37%的用人單位對衛(wèi)生管理人員的需求現(xiàn)狀為非常需要和比較需要，71.08%的用人單位表示最低學(xué)歷要求是大專和本科。用人單位認(rèn)為，衛(wèi)生管理人員需掌握管理學(xué)知識、基礎(chǔ)醫(yī)學(xué)知識、法學(xué)知識，具備溝通協(xié)調(diào)能力、組織管理能力、公文寫作能力，具有進(jìn)取心、責(zé)任心和合作意識。92.77%的用人單位建議學(xué)校加強(qiáng)社會實踐以促進(jìn)學(xué)生的綜合能力和素質(zhì)培養(yǎng)。 （4）在網(wǎng)絡(luò)調(diào)查中，53.97%的被調(diào)查者以前不知道衛(wèi)生事業(yè)管理專業(yè)，認(rèn)為醫(yī)院院長和衛(wèi)生行政機(jī)構(gòu)的領(lǐng)導(dǎo)是由非專業(yè)的衛(wèi)生管理人員擔(dān)任的分別占50.79%和51.59%，84.92%的被調(diào)查者認(rèn)為非常需要專業(yè)化的衛(wèi)生管理人員。公眾對衛(wèi)生管理人員的知識、能力、素質(zhì)要求與用人單位基本相同。 結(jié)論：（1）衛(wèi)生事業(yè)管理專業(yè)教學(xué)中，醫(yī)學(xué)課程比例過大，且不符合衛(wèi)生事業(yè)管理專業(yè)需求；實踐教學(xué)比例較低，大多數(shù)學(xué)生認(rèn)為實踐教學(xué)與社會需求不符；實際工作經(jīng)驗?zāi)苁箤W(xué)生對知識、能力、素質(zhì)培養(yǎng)情況的感知更加深刻；相關(guān)用人單位對衛(wèi)生管理人員有較大需求，用人單位與公眾對衛(wèi)生管理人員的知識、能力、素質(zhì)要求基本相同，但公眾對衛(wèi)生事業(yè)管理專業(yè)的認(rèn)知度較低。為此，衛(wèi)生事業(yè)管理專業(yè)的應(yīng)用型人才培養(yǎng)需根據(jù)社會需求明確培養(yǎng)目標(biāo)，建立突出衛(wèi)生管理專業(yè)特色的課程體系，強(qiáng)化實踐教學(xué)效果，改革考核方式，加強(qiáng)社會宣傳，促進(jìn)衛(wèi)生管理人員職業(yè)化進(jìn)程。 （2）高校應(yīng)順應(yīng)高等教育發(fā)展和醫(yī)療衛(wèi)生體制改革需求，培養(yǎng)理論基礎(chǔ)扎實、能力與素質(zhì)協(xié)調(diào)發(fā)展的衛(wèi)生事業(yè)管理專業(yè)應(yīng)用型人才。衛(wèi)生事業(yè)管理專業(yè)應(yīng)用型人才培養(yǎng)機(jī)制的構(gòu)建，要遵循復(fù)合性、個性化、針對性、以知識為基礎(chǔ)、以能力和素質(zhì)培養(yǎng)為本位的原則，形成“通識教育基礎(chǔ)上的專才教育”，建立包含三大教學(xué)體系、四大培養(yǎng)階段、多元化的考核機(jī)制、立體化的教學(xué)保障機(jī)制以及長效社會合作機(jī)制的衛(wèi)生事業(yè)管理專業(yè)應(yīng)用型人才培養(yǎng)機(jī)制。
[Abstract]:Objective: the purpose of this study is to understand and analyze the existing problems in the training process of the professional talents and to understand and analyze the knowledge, ability and ability of the employer to the health management personnel by understanding the curriculum setting of the health management students and the awareness of the knowledge, ability and quality training at the university stage. The quality needs, and the evaluation of the health management personnel employed by the employers, understand the public awareness of the health management and the public's role in the role of the health management personnel. According to the analysis of the status and social needs of the training, the knowledge, ability and quality structure of the applied talents are determined. In order to promote the reform and innovation of the personnel training mode, the basic framework of the basic framework of the training mechanism for the application type personnel of health management specialty is set up, in order to promote the reform and innovation of the personnel training mode, and to train the applied talents of health management to meet the needs of the society.
Methods: (1) literature research method: the literature analysis method is used to collect related literature about the training of applied talents, the training of health management personnel and the KAQ model, and to sum up and summarize the theories and methods that can be used for reference.
(2) the questionnaire survey method: choosing the senior four students in the medical and Health Management College of Tongji Medical College of Huazhong University of Science and Technology, the graduates and the related employers in the last 5 years as the investigation object, the questionnaire survey on the status of the training of applied talents for health management and the needs of the employing units is carried out, and the open network is used. Survey platform for public health management professional awareness survey.
(3) the deep interview method of the person with the knowledge of the people: the in-depth interview on the training target of the health management professionals, the setting of the curriculum system, the teaching means and the teaching guarantee system and its implementation effect, the treatment of the health management personnel, etc. the interview object includes the related leadership of the university teachers and the employers.
(4) statistical methods: using the quantitative description analysis of the status of the training of health management professionals, and the analysis of the needs of the health managers in the society; analysis of the difference between the students and the students, the graduates and the students in the knowledge, ability and quality training.
Results: (1) the academic score of the theory course of the school of health management was 87.26% of the total credits, while the 11.46%. of the concentrated practical teaching score only accounted for the total credits, compared with the professional basic courses and the major core courses, the medical courses and the clinical courses were longer, and the proportion of the course system scores of the course system was larger than the senior.67.5% students. In order to update the content of the theoretical teaching, 57.5% thought that the proportion of medical courses was too high; 25% of the students thought that the practice teaching and the society were closely related to the needs of the health management personnel, and 70% of the students thought that the proportion of the practice teaching and the theory teaching time was unreasonable.
(2) after the university stage of the study, the students get the main knowledge of management knowledge, basic medical knowledge and computer knowledge. The training ability mainly includes communication and coordination ability, organizational management ability, document writing ability, and the quality of training is mainly responsible, cooperative consciousness and dedication. There is a difference in the perception of some training between the students and the students, and the graduates are better than the students in the knowledge, ability and quality of the training.
(3) 93.37% of the employers' needs for the health management needs and needs. 71.08% of the employers indicate that the minimum educational requirements are junior college and undergraduate. The employers think that health managers need to master the knowledge of management, basic medical knowledge, legal knowledge, communication and coordination, organization and management, official documents. The employers of writing, enterprising, responsible and cooperative.92.77% suggest that the school strengthen the social practice to promote the comprehensive ability and quality of the students.
(4) in the network survey, 53.97% of the respondents did not know the major of health management before. The leaders of the hospital and the health administration were considered to be 50.79% and 51.59% respectively, and 84.92% of the respondents believed that the health administrators were very specialized in the industry. The public to the health management personnel. Knowledge, ability and quality requirements are basically the same as those of employers.
Conclusions: (1) in the teaching of health management, the proportion of medical courses is too large and does not meet the needs of health management. The proportion of practical teaching is low. Most students think that the practical teaching is not consistent with the social needs; the practical experience can make students more profound in knowledge, ability and quality training. There is a large demand for the health management personnel. The knowledge, ability and quality of the health management personnel are basically the same, but the public awareness of the health management specialty is low. For this reason, the training of applied talents for the health management major needs to be clearly trained according to the social needs and establish a prominent health management system. The curriculum system with special characteristics should be strengthened, the effect of practice teaching should be strengthened, the examination method should be improved, the social publicity should be strengthened, and the professionalization process of health administrators should be promoted.
(2) colleges and universities should comply with the needs of the development of higher education and the reform of the medical and health system, cultivate the applied talents of health management professionals with a solid theoretical foundation and coordinated development of ability and quality. The construction of the training mechanism of applied talents for health management specialty should follow the combination, individuation, pertinence, knowledge based, and ability and quality. The principle of quality training is based on the principle of "specialized education on the basis of general education", and the establishment of three major teaching systems, four major training stages, multiple assessment mechanism, three-dimensional teaching guarantee mechanism and a long-term social cooperation mechanism of health management professional application personnel training mechanism.
【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：R95-4;G642

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