本文選題：崗位勝任力 + 英護(hù)生��； 參考：《遼寧醫(yī)學(xué)院》2014年碩士論文

【摘要】：目的 本研究旨在了解全國(guó)護(hù)理學(xué)生（英語(yǔ)）（以下簡(jiǎn)稱英護(hù)生）以崗位勝任力為導(dǎo)向的知識(shí)和技能現(xiàn)狀，及不同層次英護(hù)生以崗位勝任力為導(dǎo)向的執(zhí)業(yè)能力現(xiàn)狀的差異，為有針對(duì)性的改進(jìn)我國(guó)當(dāng)前高等涉外護(hù)理教育,提高我國(guó)英護(hù)生以崗位勝任力為導(dǎo)向的執(zhí)業(yè)能力水平提供依據(jù)。 方法 通過(guò)整群分層抽樣法，最終抽取2012年8月,衛(wèi)生部人才中心主辦的“首屆全國(guó)護(hù)理學(xué)生（英語(yǔ)）執(zhí)業(yè)能力水平競(jìng)賽”中，51家參賽院校的204名英護(hù)生，其中19支本科參賽隊(duì)、32支高職高專（以下簡(jiǎn)稱高職）參賽隊(duì)。首先對(duì)204名英護(hù)生進(jìn)行以崗位勝任力為導(dǎo)向的同一水平理論考核；并分別在基礎(chǔ)護(hù)理服務(wù)、臨床護(hù)理技術(shù)及急救技術(shù)三方面選取了鋪麻醉床、密閉式靜脈輸液、成人徒手心肺復(fù)蘇術(shù)（單人法）（以下簡(jiǎn)稱徒手心肺復(fù)蘇術(shù)）三個(gè)項(xiàng)目為代表，以護(hù)理案例為依托的形式，對(duì)英護(hù)生進(jìn)行以崗位勝任力為導(dǎo)向的執(zhí)業(yè)技能考核。著重考察英護(hù)生的崗位勝任力、護(hù)理人文關(guān)懷和英語(yǔ)溝通能力。并應(yīng)用描述性分析及t檢驗(yàn)對(duì)英護(hù)生的理論測(cè)試成績(jī)、英語(yǔ)應(yīng)用水平成績(jī)及技能考核成績(jī)分層次進(jìn)行統(tǒng)計(jì)分析。 結(jié)果 1、本科英護(hù)生理論測(cè)試成績(jī)處于優(yōu)良（80~100）、中等（70~）、及格（60~）、不及格（60）水平的分別占本組總?cè)藬?shù)的5.26%、2.63%、19.74%、72.37%。 2、高職英護(hù)生理論測(cè)試成績(jī)處于中等、及格、不及格水平的分別占本組總?cè)藬?shù)的0.78%、8.60%、90.62%。 3、本科英護(hù)生與高職英護(hù)生的理論測(cè)試成績(jī)差異有統(tǒng)計(jì)學(xué)意義（P 0.01）；且本科英護(hù)生理論測(cè)試成績(jī)優(yōu)于高職英護(hù)生理論測(cè)試成績(jī)。 4、本科英護(hù)生與高職英護(hù)生英語(yǔ)表達(dá)水平、溝通能力成績(jī)及三項(xiàng)技能考核成績(jī)差異均無(wú)統(tǒng)計(jì)學(xué)意義（P0.05）。 5、以考察英護(hù)生以崗位勝任力為導(dǎo)向的基礎(chǔ)護(hù)理服務(wù)為目的的鋪麻醉床法成績(jī)處于優(yōu)良、中等、及格、不及格水平的分別為58.82%、29.41%、9.80%、1.96%。 6、以考察英護(hù)生以崗位勝任力為導(dǎo)向的臨床護(hù)理技術(shù)為目的密閉式靜脈輸液法成績(jī)處于優(yōu)良、中等、及格、不及格水平的分別為41.17%、31.37%、23.53%、3.92%。 7、以考察英護(hù)生以崗位勝任力為導(dǎo)向的急救技術(shù)為目的的徒手心肺復(fù)蘇術(shù)成績(jī)處于優(yōu)良、中等、及格、不及格水平的分別為54.90%、29.41%、13.73%、1.96%。 結(jié)論 通過(guò)對(duì)英護(hù)生的參賽成績(jī)進(jìn)行分析得出，我國(guó)各層次英護(hù)生以崗位勝任力為導(dǎo)向的知識(shí)及技能水平不高。為增強(qiáng)我國(guó)英護(hù)生的崗位勝任力，改進(jìn)我國(guó)涉外護(hù)理教育現(xiàn)狀，，各護(hù)理院�？蓞⒄找陨辖ㄗh對(duì)涉外護(hù)理教育在文化差異、英語(yǔ)應(yīng)用水平、護(hù)理理論及技能教學(xué)方面進(jìn)行有針對(duì)性的改進(jìn)，從而促進(jìn)我國(guó)涉外護(hù)士的培養(yǎng)與國(guó)際護(hù)理人才質(zhì)量接軌。
[Abstract]:Purpose The purpose of this study was to understand the status quo of job competence oriented knowledge and skills among English nursing students (English nursing students), and the differences of job competence oriented practice ability among English nursing students at different levels. It provides the basis for improving the current foreign nursing education and improving the competence of English nursing students. Method Through cluster stratified sampling, 204 British nursing students from 51 participating colleges and universities were selected in August 2012, the first National Nursing students (English) competence Competition sponsored by the Ministry of Health Talent Center. Among them, 19 undergraduate teams participate in 32 higher vocational colleges (hereinafter referred to as higher vocational) teams. Firstly, 204 British nursing students were tested on the same level of competence, and the anesthetic bed, clinical nursing technique and first aid technique were selected in the three aspects of basic nursing service, clinical nursing technique and emergency treatment technique, and the closed intravenous infusion was carried out, respectively, in the basic nursing service, the clinical nursing technique and the first aid technique. Adult barehanded cardiopulmonary resuscitation (single-handed cardiopulmonary resuscitation) is represented by nursing cases. Emphasis is placed on the post competence, humanistic care and English communication ability of English nursing students. Descriptive analysis and t test were used to analyze the scores of theory test, English application level and skill examination. Result 1. The theoretical test scores of the British nursing students were at the excellent level of 80 / 100, 70 / 70, 60 / 60 and 60 / 60 respectively), which accounted for 5.26% of the total number of students in this group, and 2.63 / 19.74 / 72.37 respectively. (2) the scores of theoretical tests of English nursing students in higher vocational colleges were in the middle, passing and failing levels, respectively, which accounted for 0.78% of the total number of students in this group, and 8.60% and 90.622% of the total number of students in this group respectively. 3. There were significant differences in the theoretical test scores between the British nursing students and the English nursing students in higher vocational colleges, and the theoretical test scores of the English nursing students were better than those of the English nursing students in higher vocational colleges. 4. There were no significant differences in English expression, communication ability and three skills between English nursing students of undergraduate and those of English nursing students in higher vocational colleges (P 0.05). (5) the results of anaesthetized bed laying method aimed at investigating the basic nursing service based on post competence of British nursing students were excellent, medium, passing and failing level were 58.82% 29.41% and 9.80% 1.96 respectively. 6. The results of closed intravenous infusion were excellent, moderate, passing and failing in 41.173.37 and 23.5323.533.92, respectively, in order to investigate the clinical nursing technique of British nursing students based on post competence. 7. The scores of unarmed cardiopulmonary resuscitation aimed at investigating the post competence oriented first-aid technique of British nursing students were excellent, moderate, passing and failing. The scores were 29.90 and 29.41 and 13.731.96, respectively. Conclusion Through the analysis of the scores of English nursing students, it is concluded that the level of knowledge and skills of English nursing students at all levels is not high. In order to enhance the post competence of English nursing students and improve the present situation of foreign nursing education in China, the nursing colleges and universities may refer to the above suggestions on the cultural differences and English application level of foreign nursing education. The nursing theory and skill teaching should be improved in order to improve the quality of foreign nurses in our country.
【學(xué)位授予單位】：遼寧醫(yī)學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：R47-4

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