Abstract:

Objective To investigte the work status of nursing teachers in colleges and universities under the background of online education,including problems and difficulties. Methods A self-designed questionnaire “national survey on online teaching quality of undergraduate nursing education（teacher version）” was used to conduct among 1 223 nursing teachers and clinical teachers from June 10 to June 30,2020. Results Among the investigated teachers,783 teachers（64.0%） had no experience of online teaching before February 2020,but 1 114 teachers（83.8%） accepted online teaching. From February to June 2020,teachers could provide students with all-round learning support and rich teaching activities. Compared with the theory teaching,259（57.9%） and 109（44.7%） teachers thought that the effect of experimental teaching and clinical practice teaching was worse. Network failure （72.4%）,uncontrollable online classroom state（60.8%） and inactive interaction of students（56.6%）were the main difficulties of online teaching. The overall level of teachers’ self-evaluation of online teaching quality was satisfied,and the score of teaching preparation was the highest,with an average score of 4.1±0.7. Conclusion Most teachers lack online teaching experience,but they had a positive attitude towards online education. The effects of online experiment teaching and practice teaching were not ideal. The quality of self-evaluation teaching was satisfactory. It is suggested that nursing teachers should provide better nursing education through the combination of online and offline education in the future.

Key words: Nursing Teachers, Undergraduate, Online Education, Education Quality, Cross-sectional Study

摘要：

目的 了解1 223名本科院校护理教师线上教学的情况,分析线上教学现存的问题和困难,及时总结经验和成果,为线上教学改革奠定基础。 方法 自设我国护理学类专业本科教育线上教学质量调查（教师版）问卷,2020年6月10日—30日,利用问卷星调查了1 223名本科院校护理教师、临床教学医院护理教师线上教学情况。 结果 2020年2月前,783名（64.0%）护理教师没有线上教学经历,1 114名（91.1%）护理教师对线上教学表示接受或非常接受。2020年2月—6月,1 109名（90.7%）护理教师线上教学1~3门课程,线上教学时,护理教师能为学生提供全方位的学习支持和丰富的教学活动。相较于理论课教学,259名（57.9%）和109名（44.7%）护理教师分别认为实验教学、临床教学的效果更差。网络问题（72.4%）,线上课堂状态不易控制（60.8%）和学生互动不积极（56.6%）是护理教师线上教学的主要困难。护理教师对线上教学质量的自我评价整体水平较好,其中教学准备方面得分最高,为（4.1±0.7）分。 结论 2020年2月前,多数护理教师缺乏线上教学经历,但护理教师对线上教育态度积极,线上实验教学和实践教学效果不够理想,护理教师总体自评教学质量较高。建议护理教师今后通过线上线下相结合的教育方式,提供更优质的护理教育。

关键词: 护理教师, 本科, 线上教育, 教育质量, 横断面研究