Exploration On The Construction Of Comprehensive Nursing Curriculum System For The Whole Life Cycle Nursing Based On Competency

Objective:By comparing and summarizing the characteristics of nursing undergraduate training objectives and curriculum settings in medical colleges and universities at home and abroad,this study understands the opinions and suggestions of nursing professional teachers and nursing education experts on the curriculum setting of nursing undergraduate courses in China at this stage.Based on the integration of the final results of expert consultation,a competency-based comprehensive nursing course system for the whole life cycle of nursing.Methods:Through literature analysis,guided by life cycle curriculum model theory and competency theory,based on qualitative interviews with 9 nursing pedagogy experts and teachers,a competency-based full-life cycle nursing undergraduate nursing comprehensive curriculum is formulated system,using the Delphi method to conduct2 rounds of correspondence to 22 experts in the fields of nursing education,nursing management and clinical nursing in China.Finally,a comprehensive nursing course system for the whole life cycle of nursing based on competency was constructed.The main methods are as follows:1.Literature analysis method:Check the relevant literature on nursing competency theory and nursing undergraduate curriculum reform,compare the current situation and research progress of nursing competency theory and nursing undergraduate curriculum reform at home and abroad,and analyze the current situation of nursing undergraduate curriculum reform in China,the United States,the United Kingdom and other foreign top universities.2.Comparative method:In this study,log in to the official websites of first-class universities in China,the United States,the United Kingdom and other foreign top universities and the official websites of international nursing education institutions,inquire and download relevant materials and literature,and summarize the characteristics of domestic and foreign universities’training goals and curriculum according to the research theme and experience.3.Interview method:Semi-structured interviews were conducted with 9 nursing teachers and nursing education experts around the current curriculum setting of nursing undergraduates in China,and the topics of the interviews were extracted,and the meaning of the topics was described and explained.To understand the views and suggestions of nursing professional teachers on the comprehensive curriculum of nursing undergraduates in China and explore its necessity.Based on the above analysis and summary,referring to the competency theory and the life cycle curriculum model theory,the entry pool of the comprehensive nursing course system for the whole life cycle nursing based on competency has been initially formed.4.Expert consultation method(Delphi method):An expert consultation form was prepared,and 22 experts in the fields of nursing education,nursing management and clinical nursing were consulted according to the expert inclusion criteria.Through consulting experts’opinions and the results of data statistics,and through analysis and discussion by the members of the research group,a comprehensive nursing course system for the whole life cycle of nursing based on competency is finally constructed.5.Analytic Hierarchy Process:According to the proposed competency-based full-life-cycle nursing undergraduate nursing comprehensive curriculum system,a hierarchical structure model was established,a judgment matrix was constructed,the weight coefficient was calculated,and the weight of each level was analyzed.Results:By comparing the characteristics of nursing undergraduate training objectives and curriculum settings in domestic and foreign universities,on the basis of interviews with experts and teachers,5 course groups(first-level indicators)and 16 professional comprehensive courses(second-level indicators)were finally constructed after two rounds of expert consultation.The coefficient of variation of primary index was0.000～0.042 and that of secondary index was 0.042～0.112.The effective recovery rate of the two rounds of expert consultation questionnaires was 100%,the expert authority coefficients was 0.940 and 0.961,the expert opinion coordination coefficient was 0.263 and 0.275,P<0.001 by theχ~2test.The weights of the five first-level indicators are:professional core course group(0.333),professional basic course group(0.167),professional skills course group(0.167),professional values course group(0.167),and professional role development course group(0.167).In the secondary indicators of this study,nursing humanistic accomplishment and professional spirit(0.750),nursing education theory and practice(0.528),basic and intermediate nursing technology application(0.429),and adult and elderly health promotion(0.415)accounted for a relatively high proportion.Conclusions:1.This research compares the training objectives of nursing undergraduates in domestic and foreign colleges and universities by means of comparison and literature analysis,and concludes that most colleges and universities in China focus on cultivating high-quality nursing undergraduates,and their training objectives include the following four core connotations:(1)All-round development of morality,intelligence,body,beauty and labor,with good professional values and professional ethics;(2)Have relatively solid basic theories,knowledge and skills of natural science,humanities and social sciences and nursing;(3)Have clinical nursing ability,nursing management ability,nursing teaching ability and nursing research ability;(4)innovative spirit.Foreign colleges and universities mainly focus on cultivating leaders in the field of nursing with outstanding abilities.The training objectives have the following four core connotations:(1)Have the ability to promote the development of the nursing profession;(2)Be proficient in the basic knowledge and skills of nursing;(3)Have nursing practice ability,nursing education ability,nursing management ability,innovation ability and leadership ability;(4)have good interpersonal communication and teamwork skills.The training goals of most domestic and foreign colleges and universities mainly focus on ability training and career orientation,but the expression of the knowledge,skills and related qualities that nursing undergraduates should have is not comprehensive enough.By comparing the curriculum settings of domestic and foreign colleges and universities,it can be seen that with the continuous development of nursing disciplines,domestic and foreign colleges and universities have adjusted the nursing undergraduate professional courses to varying degrees,and they prefer to integrate courses in the form of course modules or course sections.Compared with foreign nursing undergraduate professional courses,domestic nursing undergraduate professional courses are relatively simple,generally internal medicine nursing,surgical nursing,obstetrics and gynecology nursing and pediatric nursing;medical basic courses are more comprehensive.,but the curriculum content is highly overlapping,and there are few nursing humanities courses;the knowledge of medical and health care and health education is weak,and the knowledge system is not complete enough,which is not conducive to the further development of modern nursing.2.The semi-structured interview method was used to obtain the opinions and suggestions of nursing professional teachers and nursing education experts on the curriculum setting of nursing undergraduate courses in China at this stage,and to explore the necessity of building a comprehensive nursing course system for the whole life cycle nursing based on competency.The entry pool of the comprehensive nursing course system for the whole life cycle nursing based on competency is initially drawn up.Finally,the expert consultation method is used to construct and explore the comprehensive nursing course system of the whole life cycle nursing based on competency.A competency-based comprehensive nursing course system for undergraduate nursing in the whole life cycle is constructed,including 5 first-level indicators(professional basic course group,professional core course group,professional skills course group,professional value course group and Professional role development course group),16 second-level indicators(nursing foundation and development,maternal and infant nursing medical foundation,child and adolescent nursing medical foundation,adult and elderly nursing medical foundation,maternal and infant health promotion and nursing,children and adolescents health promotion and nursing,adult and elderly health promotion and nursing,public health care and rehabilitation nursing,basic nursing technology application,intermediate nursing technology application,advanced nursing technology application,nursing humanities and professionalism,nursing ethics,laws and regulations,nursing research design,nursing management and clinical decision-making and nursing education theory and practice)and their curriculum profiles.The degree of enthusiasm,coordination and authority of the correspondence experts are all high,and the constructed indicators are scientific and reliable,which can provide direction for the construction of comprehensive nursing undergraduate courses in China.