Study On The Current Situation Of The Curriculum System For Master Of Nursing Specialist In China

Objective:Through the quantitative and qualitative analysis of various aspect of the curriculum system of master of nursing specialist(MNS)in domestic universities,to understand the current situation of the curriculum system construction of domestic MNS,clarify the existing problems,and provides reference for optimizing the postgraduate curriculum system of MNS in China.Methods:This study is a descriptive study in non-experimental research,using such as literature and content analysis methods.The literature method mainly uses the electronic resource database and the Internet to conduct literature search to understand the the domestic and foreign research status of the postgraduate course system of MNS;the content analysis method is mainly used for the horizontal comparison of the status quo of the postgraduate course system of MNS in domestic colleges.The paper analyzes the training objectives,curriculum and evaluation system of the 30postgraduate course of MNS,to clarify the shortcomings in the construction of the postgraduate course system of MNS in China,and to provide reference for the improvement of the professional degree postgraduate course system in higher nursing colleges.Results:(1)In terms of talent orientation,the frequency of high-level nursing talents,specialist nursing talents,and applied nursing talents was 83.3%,80.0%,and 76.7%.(2)In terms of training basic requirements,the"basic knowledge of Nursing","professional knowledge of Nursing"and"research knowledge" in the knowledge column appear frequently;the "ideological and political quality" and "professional morality" in the quality column the frequency of occurrence reached 96.7%,and the frequency of "humanistic literac" was 56.7%.In the capacity column,the frequency of "clinical specialty nursing ability","scientific research ability,and "evidence-based nursing ability" all reached more than 80%.The probability of"capabiIity",“communication ability","clinical analysis and thinking ability”is more than 50%.(3)In terms of research direction setting,the clinical nursing and nursing management direction was set at 41.7%,and the community nursing and internal medicine nursing direction settings were all above 30.0%,with less interdisciplinary research directions.(4)In terms of the classification of the curriculum structure,there is no uniform standard for the curriculum structure.The second,third and fourth classifications of the curriculum are mainly used.The "degree courses,non-degree courses"and the three types of divisions are classified into the second category.Among the "degree courses,non-degree courses,compulsory courses(practical education)"are the most common.The proportion of course structure is quite different.(5)In terms of the number of courses,from the perspective of public compulsory courses,all colleges and universities have basically established the study of socialism with Chinese characteristics,Marxism-Leninism theory and philosophy,etc.;from the professional compulsory courses,medical statistics courses such as academics,advanced health assessment,pharmacotherapeutics,pathophysiology,evidence-based nursing,and advanced nursing practice training have a higher rate of more than 50%.In terms of clinical practice,the practice arrangement is based on a total practice time of 24 months,and the 12-month mode of practice in the specialist and related fields,accounting for 39.1%.There are 14 institutions that stipulate that the total practice time is between 18 and 24 months,and the practice in the specialist field is more than 9 months,accounting for 77.8%;the practice arrangements in related fields are obviously different,with a minimum of 6 months and a maximum of 21 months.(6)In the assessment and evaluation system,it generally includes three parts:course assessment,clinical ability assessment and dissertation.Course assessment includes written examinations,essays,reports,etc.;the dissertation includes research papers,case analysis,systematic evaluation,etc;clinical assessment evaluation generally includes two aspects:procedural evaluation and final evaluation.Conclusion:(1)The training objectives of MNS in each college are clear but not specific,and the phenomenon of homogenization is serious;the curriculum structure is different,the proportion of public compulsory courses is too high,the core courses of professional courses are not reached consensus,and the clinical practice arrangements are homogeneous.The degree of content discrimination is not obvious.The institutions have formulated assessment and evaluation systems according to their own conditions,and the differences are obvious,there are no effective and practical standards in the country.(2)The training goal emphasizes the specialization and application of talents,but the curriculum can not fully reflect the teaching philosophy of training specialist nursing talents,and there is a phenomenon that is separated from the training objectives.(3)The demand for nursing professionals in China is great,but the current development of the curriculum system in colleges and universities is slightly lagging behind.Influenced by the traditional culture of "emphasizing study over skill" and other factors,MNS education attaches great importance to the inheritance of knowledge.To some extent,the cultivation of students undefined practical skills has been neglected.