School of Nursing, Guizhou Medical University, Guiyang, China.
Clinical School of Medicine, Guizhou Medical University, Guiyang, China.
Ann Palliat Med. 2022 May;11(5):1786-1798. doi: 10.21037/apm-22-471.
The traditional nursing undergraduate curriculum is deeply influenced by the medical curriculum, and there are problems such as uneven distribution of theoretical and practical class hours, and a high proportion of subject-related knowledge points. The lack of nursing characteristics is not conducive to improving the competency of nursing students. After two rounds of Delphi consultation, the opinions of the expert group tended to be concentrated, and finally a comprehensive curriculum system for undergraduate nursing was constructed according to the future development trend of nursing in China.
The research is carried out in three stages: (I) the literature on comprehensive nursing undergraduate comprehensive curriculum construction at home and abroad in the past 5 years is reviewed to understand the current situation of domestic and foreign nursing undergraduate comprehensive curriculum construction; (II) conduct semi-structured interviews with nursing education experts and nursing professional teachers to preliminarily determine the indicators of the comprehensive curriculum system for nursing undergraduate majors based on competency; (III) experts who are proficient in nursing undergraduate education knowledge are invited to conduct two rounds of modified Delphi surveys, and finally complete the construction of the curriculum system of this research.
On the basis of interviews with experts and teachers, 5 course groups (first-level indicators) and 16 professional comprehensive courses (second-level indicators) were finally constructed after two rounds of expert consultation. The coefficient of variation of index was 0.000-0.112. The effective recovery rate of the two rounds of expert consultation questionnaires was 100%, the expert authority coefficients was 0.940 and 0.961, the expert opinion coordination coefficient was 0.263 and 0.275, P<0.001. The highest weight of the first-level indicators in this study is the professional core course group (0.333). Among the secondary indicators, nursing humanistic cultivation and professionalism (0.750) and nursing education theory and practice (0.528) accounted for a relatively high proportion.
Correspondence experts in this study are highly motivated, coordinated, and authoritative, and the indicators constructed are scientific and reliable. This study is expected to provide a curriculum framework for the construction of a comprehensive curriculum system for undergraduate nursing in China.
传统的护理本科课程深受医学课程的影响，存在理论与实践课时分配不均、学科相关知识点比例高、缺乏护理特色等问题，不利于提高护理学生的能力。经过两轮 Delphi 咨询，专家组的意见趋于集中，最终根据中国护理未来发展趋势构建了综合护理本科的综合课程体系。
研究分三个阶段进行：（一）回顾过去 5 年国内外综合护理本科综合课程建设的文献，了解国内外护理本科综合课程建设的现状；（二）对护理教育专家和护理专业教师进行半结构式访谈，初步确定基于能力的护理本科专业综合课程体系指标；（三）邀请精通护理本科教育知识的专家进行两轮修改 Delphi 调查，最终完成本研究课程体系的构建。
在专家和教师访谈的基础上，经过两轮专家咨询，最终构建了 5 个课程群（一级指标）和 16 个专业综合课程（二级指标）。两轮专家咨询的指标变异系数为 0.000-0.112。两轮专家咨询问卷的有效回收率均为 100%，专家权威系数分别为 0.940 和 0.961，专家意见协调系数分别为 0.263 和 0.275，P<0.001。本研究中一级指标的权重最高为专业核心课程群（0.333）。在二级指标中，护理人文素养与职业精神（0.750）和护理教育理论与实践（0.528）占比较高。
本研究的对应专家积极性高、协调性好、权威性高，构建的指标科学可靠。本研究有望为构建中国本科护理综合课程体系提供课程框架。
