【作者】 李芳芳；

【导师】 姜安丽；

【作者基本信息】 第二军医大学 ， 护理学， 2012， 博士

【摘要】 目的了解和分析我国护理学硕士研究生专业课程资源匮乏与浪费的现象及其原因；了解护理学硕士研究生对现有专业课程资源的满意度；寻找解决专业课程资源匮乏与浪费的途径；探索护理学硕士研究生专业课程资源共享的有效模式及其运行机制；实施共享模式并不断修正运行中出现的问题；评价该模式的运行效果；探讨该模式对改善专业课程资源匮乏状况的作用。方法本研究以行动研究为框架，研究共分成发现问题、分析问题、形成计划、实施计划、评价结果五个阶段。在第一阶段，研究者在本校护理学硕士研究生培养实践中发现并提出了护理学硕士研究生专业资源匮乏与浪费现象并存的问题；第二阶段，通过文献研究和调查研究两种方式，研究者确认了这种现象存在的广泛性，并分析总结了问题产生的原因和可能途径，指出资源共享是解决这一问题的最佳途径；第三阶段，研究者应用教育经济学和教育公平理论对问题进行分析，提出实行专业课程资源共享是解决资源匮乏与浪费现象的最佳途径，并通过对国内外共享理论和模式的研究，提出了以构建区域性护理院校联合体为基础，在联合体内以课程互认、学分互换以及新课程共建为内核的护理学硕士研究生专业课程资源共享体系的构建方案；第四阶段，研究选择上海地区三所护理院校参与共享体系的构建，通过专家会议法构建并开展了专业课程资源共享体系运行，运行中通过观察法、质性访谈法收集运行中出现的问题以及参与研究生的意见和建议，结合研究者的反思共同提交专家会议进行讨论和解决。通过运行，形成了专业课程体系的整套管理制度并设计和制作了共享课程的网络平台，用于共享课程的管理和运行保障；第五阶段，研究通过对参与课程学习的研究生的访谈，评价了共享体系给研究生学习带来的效益，并结合运行过程中教师的反馈，讨论了共享给课程及教师带来的有益影响。研究通过体系第二轮运行的实践评价了构建成的体系的运行顺畅程度，验证了体系构建的成效。本研究的对象为体系构建的过程。行动的参与者包括参与体系构建的三校护理研究生教育主管和研究生教学管理人员、共享课程主讲教师、研究者本人以及参与体系构建的学习的研究生。采用的方法包括观察法、访谈法、调查研究法、文献研究法、专家会议法。结果护理学硕士研究生专业课程资源匮乏与浪费是我国护理研究生教育中普遍存在的现象，资源匮乏表现在课程数量少、质量不高，不能满足硕士研究生的学习需求；资源浪费表现在单一课程选修人数少，甚至达不到开课标准。造成这一现象的原因一是我国护理学研究生教育还处在起步阶段，学科地位低、师资力量弱，国家对学科的整体投入不足；第二是研究生教育自身的精英性质，社会对护理学研究生整体需求少，招生数量少。与此同时，我国护理学硕士研究生专业课程设置还存在缺乏明确的培养目标指导，课程设置混乱，无法与培养类型和研究方向相匹配等问题，而这一问题的瓶颈在于护理学学科定位的混乱。随着护理学一级学科地位的确立，这一问题有了突破的希望，但仍需要展开专项研究对二级学科设置等等问题予以明确。在根本原因暂时无法去除的情况下，教育资源共享是解决资源匮乏与浪费有效途径。通过区域内优质专业课程资源共享，可以增加本地区护理学硕士研究生专业课程的供应量，改善资源匮乏的局面，并可因共享增加了课程选修人数、提高了研究生培养质量提高现有资源的利用效率，改善资源浪费的现象。在教育资源共享的过程中，资源的互补、竞争和成本等因素是影响资源共享的主要因素，而参与共享的院校建立的从合作到协作的关系也影响到资源共享的程度。国外护理教育界进行资源共享的常见模式——“联盟”可以在共享院校间建立深层次的协作关系，在当前护理学硕士研究生教育缺乏标准的现况下，建立联盟有助于学校间形成合力引导研究生教育的改革。此外，根据研究生课程学习采用学分制的特点，学校间教育资源共享的常见方式——学分互换也有显著的参考意义。在行动小组的推动下，上海三校签署协议，共同构建了护理学硕士研究生专业课程资源共享体系。体系设管理委员会和管理办公室两级机构，前者负责决策管理，后者负责运行管理。通过体系实际运行，解决了共享课程选择标准、共享课程选课方法、共享课程文档系统建立、信息传递、学分认定、网络课程建设、课程教学管理、违规学生处理、以及共享课程管理制度等问题，形成了由五门优质课程组成的共享课程体系，一整套共享课程运行的保障制度，并总结了共享形成的关键性因素，包括有力的共享发起者和推动者、志同道合的参与者、合理的问题解决方法和有效的激励机制，为其它护理单位进行课程共享提供了有益的经验。迄今为止，共享体系已经运行三个教学年度，共有180人次选修了外校课程，参与共享学习。通过共享，参与研究生认为自己既获得了知识，又领略到了不同院校、不同教师的特色和魅力，既共享了有形资源，又共享了无形资源。其次，通过共享给不同学校的研究生之间搭建起的沟通的桥梁，也扩大了院校间共享的范围，拓展了课程共享的深度和广度。研究也发现，由共享所带来的对课程、教师和学科发展的效益也是显著的。结论构建护理学硕士研究生专业课程共享体系是解决当前我国护理学硕士研究生专业课程资源匮乏与浪费并存现象的有效途径。体系可以为区域研究生教育提供更多的优质课程，实现区域护理学研究生教育的质性公平；共享还可以提升师资水平，提高课程建设水平并最终影响到护理学科的整体建设；通过体系还可以整合区域资源，发展新的研究生课程，在共享的课程中，参与院校的紧密协作也将带动和引领区域研究生教育的改革，将对我国护理学研究生教育产生更大的影响。共享体系的运行是持久的过程，进一步的激励机制的构建、相关政策法律问题、共享文化的建设、共享网络平台的运行管理等等问题，都将随着体系的持续运行逐渐浮现，因此目前完成的体系构建还只是初步的结果，研究者还需在今后的运行中继续加以研究。更多还原

【Abstract】 AimsThe specific aims of this study were to understand the situation of resources scarcityand waste in nursing postgraduates’professional curriculum and its reasons; to find out thepostgraduates’satisfaction to their professional curriculum resources；to seek the pathwayto solve the problems of professional curriculum resources scarcity and waste; to explorean effective model of professional curriculum resources sharing and its operationmechanism；to implement the model and solve the problems rising during implementation;to evaluate the operating efficiency of the model；to explore the effects of the model forsolving the resources scarcity problem of professional curriculum.MethodsAn action research approach which included5stages was applied in this study. In thefirst stage the problem of resources scarcity and waste in nursing postgraduates’professional curriculum was raised from the educational practice of nursing postgraduates.Using theoretical research method, the researcher defined the core concepts of this study;In the second stage, literature review and investigation were conducted to confirm thebreadth of the problem, analyse the reasons of the problem and possible way to solve theproblem. Through this process of research, the researcher pointed out that the best way tosolve problem is resources sharing；In the third stage, the researcher used educationeconomics and education equality theories to explain why resource sharing is the best wayto solve the problem. And through the research on educational resources sharing theory andpractice, the researcher raised a construction plan of nursing postgraduats’professionalcurriculum resources sharing system；In the forth stage, three nursing schools in Shanghaiarea were chosen to form the resources sharing system, and expert meeting method wereused to discuss and solve the problem during system construction. After that, a two yearssystem operation was conducted, and observation, interview methods were used to collectthe information and find the problems, reflection and expert meeting were used to analysisand solve the problems; In the fifth stage, students interview and meeting records analysiswere used to find the effects of the operation of the system. Participants in the study covered the postgraduate education directors and postgraduate affair managers of eachschool, the teachers of each sharing curriculum and those pastgraduates who attended thesharing curriculum. Data were collected by observation, interview, investigation, expertmeeting and literatures review.ResultsScarcity and waste of nursing postgraduates’ professional curriculum resources is acommon phenomenon. Resources scarcity means small quantity, low quality and can’t meetthe graduate student’s learning needs; Waste of resources means that the number of thestudents taking the course is small, even can’t reach the minimum class scale. The reasonsof this phenomenon are that the nursing postgraduate education in China is still at thebeginning stage, the nursing discipline is weak; the quantity of teachers is insufficient; thediscipline investment is insufficient; and recruit students number is small. At the same time,as the training objectives of nursing postgraduates are still unclear, there is no standardprofessional curriculum system to direct the schools to develope their curriculum.As the fundamental reasons can’t remove quickly, education resource sharing is themost effective way to solve the problem. High quality professional curriculum resourcessharing can increase the supply of curriculum for nursing postgraducates, and as the recruitstudent number increased, the efficiency of the resources also improved.In the process of education resources sharing, resources complementary, competitionand cost factors are the main factors to influence resources sharing. The relationshipbetween participating institutions is whether cooperation or collaboration can also affectthe degree of the sharing. A“consortium” model which is often used in American is helpfulto build a collaboration relationship. In addition, credit transfer also has referencesignificance for curriculum resources sharing.Under the work of action group, three universities in Shanghai signed an agreement toestablish the nursing postgraduates’ professional curriculum resources sharing system. Amanagement committee and a management office were built. The former is responsible fordecision-making, the latter is responsible for the operation management. Through systemoperation, the researcher solved the problems such as shared course selection criteria,selection method, sharing document system establishing, information transmission, creditauthentication, network platform construction, teaching management and so on. A sharedcourse system which includes five high quality courses was formed. A set of sharing system management regulation was built. The researcher also summarized the keyfactors of the formation of the sharing system, which provided beneficial experiences forother schools.So far, sharing system has already operated for three years.180postgraduates tooksharing courses of other schools. The postgraduates valued the model very much, theythink that they not only learned knowledge for the courses, but also found the differencesbetween schools, teachers and students. The sharing system also provided them theopportunity to knew each other and help them to sharing other information on research andlearning. The study also found that, sharing also brought development to the courses,teachers and the nursing discipline.ConclusionConstruction of nursing postgraduates’ professional curriculum resources sharingsystem is an efficient way to solve the problem of resources scarcity and waste. The systemcan provide more high quality courses for the students, and helps to realize the qualitativeequality in regional nursing postgraduate education. It can promote the teachers teachinglevel, improve the course construction level and ultimately affect the overall constructionof nursing discipline. The system also helps to integrate regional resources, develop newcourses. The close collaboration between the participating schools will also drive and leadthe postgraduate education reform in this region, and will have great impact on nursinghigher education in China. The operation of the system will last for a long period. With thedevelopment of the system, further problems such as incentive mechanism construction,related policies and legal issues, sharing culture construction, operation of networkplatform all need the researcher group to continue their study.更多还原