| Objective:This study aimed to build a set of guiding teaching and learning undergraduate nursing curriculum evaluation system which could accord with the contents of nursing curriculum reform and and provide scientific basis to promote the professional growth and development of teachers and students.Method:The dimensions,the first level and the second level indicators of undergraduate nursing course evaluation system in this study were confirmed by theory analysis and literature research. The nursing undergraduate professional course evaluation system and indicators at all levels of were revised by Delphi method.After that the preliminary evaluation system and index were determined.Through the method of analytic hierarchy process, the weight coefficient of each dimension and various indexes were confirmed and consistency test has been done.After that the evaluation index system was constructed.The degree of concern on the subject, authority of expert, coordination degree of the experts were tested through the experts questionnaire recovery rate calculation, coordination coefficient and the authority coefficient of experts. the test-retest reliability test and correlation analysis method were used to detect the content validity and reliability of index system.Results:1.An initial undergraduate nursing curriculum evaluation system was created, which included 17 of the primary index, and 51 of the secondary indicators. The first round of the questionnaire delete 3 of the primary index, 9 second-class indexes, increase 2 of the primary index, 6 of secondary indicators, modify 2 of secondary indicators.the indexes of the second round of the questionnaire were number between the 3.778~4.833 were >3.5, coefficient of variation between the 0.079~0.214 were >0.25. After two rounds of questionnaire requests, the feedback was 95% and 100%,.were >60%. It evaluated the authority of experts based on the analysis of expert's personal circumstances and found the experts' coefficient was between 0.833 ~ 0.933,were >0.7. Kendall 's W of two rounds of questionnaire are 0.463 and 0.481, and the results are statistically significant(p < 0.01).2. The final formation of the undergraduate nursing curriculum evaluation system,included 17 first-level indexes and 51 secondary indexes by the three dimensions of the curriculum evaluation, teacher evaluation, student evaluation. Among these three dimensions, students' evaluation dimension weight up to 0.637, followed by the teacher evaluation dimension of 0.258, and courses dimension of 0.105. The course evaluation dimension contained five elements including course target, teaching outline, teaching material, curriculum assessment, skills. Among them, the course target weighted the most(0.620). Teacher evaluation dimension included the teaching attitude, communication, teaching preparation, teaching content, teaching methods, bilingual teaching, and teaching ability of the 7 evaluation indexes. Among which, the teaching method weighted the maximum as 0.371. The students' evaluation dimensions includes knowledge, skill, emotion, learning attitude, and ability as total of five evaluation indexes, which weighted the most 0.393. Among the total of 17 indicators in the current evaluation system, the course objective weighted the most, which is 0.168.Conclusion:1. An initial undergraduate nursing curriculum evaluation system was created, which included 18 of the primary index, and 54 of the secondary indicators. The evaluation criteria of each index and the authority coefficient of each index were established. The result of the coordination coefficient proved that the expert consultation representation and credibility were high.2. This evaluation system provides a scientific basis for curriculum setting, implementation and evaluation, to promote the consolidation of undergraduate nursing students' professional knowledge and the training of professional ability.3. The system is helpful to evaluate the quality and system of undergraduate nursing courses. It has some effect on improving the rationality of undergraduate courses and the training quality of students. |
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