Survey Study Of Cognitive Status On The Hidden Curriculum Of Nursing Teachers In Colleges And Universities

Objective:Through the investigation of nursing teachers in colleges and universities,to understand the status quo of nursing teachers'cognition of hidden curriculum,to explore the influencing factors,to analyze the existing problems in the cognitive and application of hidden subjects,and to put forward reasonable suggestions.Relevant institutions provide data support and reference.Through the investigation of nursing teachers in colleges and universities,to understand the status quo of nursing teachers'cognition of hidden curriculum,to explore the influencing factors,to analyze the existing problems in the cognitive and application of hidden subjects,and to put forward reasonable suggestions.Relevant institutions provide data support and reference.Methods:A questionnaire survey was conducted among 264 nursing professional teachers in 10 colleges and universities in Jilin Province by using the self-made questionnaire“Nursing teachers'recessive curriculum cognition status questionnaire”.All data of the surveyed subjects were double-checked by Epidata3.1 software.Statistical analysis was performed using SPSS22 software,which obeys the normal distribution of measurement data,and is described by~—x±s deviation.The measurement data that do not obey the normal distribution adopts the median.The number and interquartile range are described.The count data is described by the composition ratio.Univariate analysis and multiple linear regression analysis were used.Results:1.The nursing teachers in colleges and universities accounted for 54%of the concept of recessive curriculum and related factors,but did not know its meaning.36.8%of“There is some understanding of its meaning,but it has not been used consciously in practical teaching.9.2%of“the ability to apply it consciously to the actual teaching work”.21.1%of the views on the relationship between explicit and implicit courses are considered to be primary and secondary,4.2%It is a parallel relationship,and 74.7%think it is a mutual promotion relationship.2.The results of single factor analysis showed that the influence of different ages,teaching age,unit nature,and whether there were more than half a year of clinical nursing job experience on the cognitive status of recessive curriculum was statistically significant(P<0.05).3.Multiple linear regression analysis was used,and the stepwise regression method was used to screen the variables(?_?=0.05,?_?=0.1).The final regression equation results show that the factors affecting the total score are mainly the age of the teacher,whether there is more than half a year of clinical work experience,The total score of teachers aged from 25 to 35 was 4.06(95%confidence interval was-0.72,8.83)higher than that of teachers aged 25 to 35.The total score of teachers aged 46 to 55 was 11.05(95%confidence interval was 4.42,17.67)higher than that of teachers aged 25 to 35.The total score of teachers aged 56 to 60 was 10.35(95%confidence interval was-5.70,26.4)higher than that of teachers aged 25 to 35.The total score of teachers without more than half a year's clinical work experience is 5.33 lower than that of teachers with more than half a year's clinical work experience(95%confidence interval is-10.00,-0.66)).Conclusion:1.The nursing professional teachers in colleges and universities in Jilin Province have a high level of cognition of the recessive curriculum.Most of them understand and understand the connotation,but the situation that can be applied to the actual teaching is at a low level.College teachers in the region have a better understanding of the relationship between explicit and implicit courses.2.The breadth and depth of cognition of recessive curriculum for nursing teachers in institutions such as Jilin Province,especially how to consciously apply the recessive curriculum to practical teaching work still needs to be improved.3.The nursing teachers in colleges and universities in Jilin Province are related to the level of cognition of the recessive curriculum and the age,teaching age,nature of the work unit,professional ranks and titles and whether there are more than half a year of clinical nursing job experience.4.The training content of nursing professional teachers in colleges and universities in Jilin Province should be formulated according to factors such as the nature of different units,different ages and teaching ages,and different clinical working years.