A Research On The Clinical Dual-qualification Nursing Teachers' Stressors, Related Factors And Countermeasures

【Background and Objective】With the development of the global health care industry along with human health needs getting higher, augmenting of the clinical dual-qualification nursing teachers staff is a (top) priority and the school's development strategic infrastructure. The proportion of dual-qualification nursing teachers is an important index to measure teachers strength and structure rationality. As a special group, clinical dual-qualification nursing teachers shoulder demanding clinical nursing work, which takes up a lot of time and energy for teaching. Most the teachers have inadequate teaching experience which incurs many problems in the choice of teaching methods and organization of teaching contents. With the development of medical science together with science and technology in other fields, and with the diversification of information and the rapid updating of knowledge, dual-qualification nursing teachers are required to command the cutting-edge information. Moreover, as international nursing communication gaining momentum, we need the teachers that are capable of bilingual teaching so as to produce international nurses. However, most dual-qualification nursing teachers' English are not qualified, thus they face tremendous challenges and pressure.Because of the stressors with the strong industry or vocational characteristic, at present the research on stressors are generally for particular groups. The current international research area is specific groups mainly concentrated in the teachers, enterprise employees, police, students, staff, patient groups etc. What are the dual-qualification nursing teachers'the primary stressors? And how level is the pressure? But in China, there is no relevant research on the stressors of such teachers. So, the study will explore stressors and the relevant factors on the dual-qualification nursing teachers, understand their teaching needs, and guide them to appropriate response measures to mitigate or alleviate the pressure to ensure their physical and mental health, improve clinical and teaching quality.【Methods】Based on literature review, semi-structured interview and the Delphi , first of all, the item pool was made up, then the pre-test scale was formatted. 167 dual-qualification nursing teachers participated in this investigation. Finally, the official scale was formed after measuring its reliability and validity. Making on-site investigation to 452 dual-qualification nursing teachers ' stressors and teaching needs by using Self-made questionnaire.【Results】The scale was made up of six dimensions and 25 items. The Cronbachαwas 0.652 ~ 0.903, and the Intraclass Correlation Coefficient was 0.716 ~ 0.921. The top five source of stressors are: doing research, enhancing the professional title, no time to preparation for teaching, the pressure and heavy duty of clinical nursing works, teaching high requirements, changes quickly, worried about job errors;And stresses related to workload was the most serious pressure. There were significantly differences in different age groups, length of service as a nurse, technical job titles, administrative duties and marital status (P <0.01). 56.7% of those teachers are willing to take teaching with 30% not willing and 13.3% neutral. There are statistically significant with different marital status and job title. The top five demands are: given plenty of preparing time, providing relevant teacher training, reducing clinical work during teaching, increasing welfare benefits and leadership support.【Conclusions】The process of this scale is scientific, rational, rigorous. The scale has good psychometric characteristics and can be used for the stress assessment of dual-qualification nursing teachers. The pressure of clinical dual-qualification nursing teachers can not be ignored. The relevant departments should pay attention to the major stressors, take targeted decompression measures according to the individual characteristics. In Maslow's Need Hierarchy Theory guidance, related departments should put great importance to the survey results and conduct appropriate policy reforms to ensure nursing educational business healthy and rapid development teaching demands.