医教融合型学校卫生保健教师核心能力调查

侯晓静; 冯诗颖

doi:10.16835/j.cnki.1000-9817.2024317

医教融合型学校卫生保健教师核心能力调查

doi: 10.16835/j.cnki.1000-9817.2024317

侯晓静¹,
冯诗颖^{1, 2}

1.
上海杉达学院国际医学技术学院卫生教育系，上海 201209
2.
上海市浦东新区观澜小学综合学科组

基金项目:

上海市教育科学研究一般项目 C2022252

详细信息

作者简介:
侯晓静(1969-)，女，陕西咸阳人，博士，教授，主要研究方向为儿童保健、学校健康教育、教师教育政策

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G478.2 G627.8 G515.1
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- 被引次数: 0
出版历程
- 收稿日期: 2024-06-14
- 修回日期: 2024-08-26
- 网络出版日期: 2024-11-02
- 刊出日期: 2024-10-25

Core competence of school health teachers with medicine-education integrated background

HOU Xiaojing¹,
FENG Shiying^{1, 2}

1.
Department of Health Education, School of International Medical Technology, Sanda University, Shanghai (201209), China

摘要

摘要: 目的基于医教融合型学校卫生保健教师核心能力视角对中国首个卫生教育专业本科毕业生进行调研，为提升人才培养质量提供依据。方法采用学校卫生保健教师核心能力标准设计问卷，于2023年1—5月选取92名就职于中小幼学校的上海杉达学院卫生教育本科毕业生进行问卷调研，了解对毕业时核心能力达成度、目前核心能力表现度和核心能力条目重要性的评价。组间比较采用t检验或方差分析，开放性问题采用词云图分析。结果在九大核心能力维度中，毕业生对师德修养、意外事件应急处置、学校公共卫生事件防控3个能力维度的达成度(4.52±0.59，4.38±0.61，4.32±0.70)和表现度评分(4.58±0.55，4.49±0.62，4.50±0.61)均位居前三。相比于毕业时的达成度，核心能力目前表现度的评分均值除健康教育基本素养外，其他各维度的目前表现度均上升(t=2.28~4.69，P值均 < 0.05)；其中“健康教育基本素养”的顺位较毕业时下降(从第5顺位下降到第8顺位)，“学校卫生管理与改进”顺位上升(从第8顺位上升到第5顺位)。不同届毕业生在核心能力毕业时达成度(F=0.56~1.45)、目前表现度方面的评价差异均无统计学意义(F=0.73~1.23)(P值均>0.05)。毕业生认为最为重要的核心能力主要集中于意外事件的应急处置、传染病防控、常见疾病症状的识别和健康管理、师德修养方面。结论医教融合型学校卫生保健教师的核心能力发展尚不均衡，不同届卫生教育本科毕业生的核心能力表现度具有相对同质性。医学相关能力和师德修养是毕业生认为最为重要的核心能力。
- 公共卫生 /
- 卫生人员 /
- 专业能力 /
- 方差分析
Abstract: Objective To understand towards core competence of integrated medicine-education health teachers of graduates with undergraduate major of health education in China, so as to provide evidence for improving the quality of teaching workforce. Methods From January to May 2023, a questionnaire survey was conducted on 92 primary and secondary school health teachers who graduated from Sanda University. All the participants reported the achievement of core competence after graduation, the performance of core competence at present and the importance of competencies. Group comparisons were conducted by using t-test or analysis of variance, while open-ended questions were analyzed by using word cloud analysis. Results In the nine dimensions of core competency, the top three dimensions among scores of achievement and performance were general quality as a teacher, emergency response to accidents(4.52±0.59, 4.38±0.61, 4.32±0.70), and prevention and control of public health events in schools (4.58±0.55, 4.49±0.62, 4.50±0.61). Compared with the achievement after graduation, the mean score of the current performance of core competence has increased in all dimensions except for basic health education literacy (t=2.28-4.69, P < 0.05). Among them, the rank of Basic Literacy of Health Education decreased significantly compared to graduation time (ranking down from 5th to 8th), and School Health Management and Improvement increased significantly (ranking up from 8th to 5th). There were no statistically significant differences in the achievement and the current performance scores of the core competence among graduates with different graduation years (F=0.56-1.45, 0.73-1.23, P>0.05). According to the respondents, the most important competencies were associated with emergency response to accidents, prevention and control of infectious diseases, identification and management of common disease symptoms, and teachers' moral cultivation. Conclusions The development of core competencies for healthcare teachers in integrated medical and educational schools is not yet balanced, the core competency performance of graduates with major of health education varied significantly by graduation time. Medical related abilities and professional ethics are considered the most important core competencies for graduates.
- Public health /
- Health presonnel /
- Professional competence /
- Analysis of variance
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图 1 不同毕业年份毕业生核心能力毕业时达成度自评均值

Figure 1. Mean self-evaluation on the achievement of core competence at graduation time of respondents in different graduation years

下载: 全尺寸图片幻灯片

图 2 不同毕业年份毕业生核心能力目前表现度自评均值

Figure 2. Mean self-evaluation on the current performance of core competence of respondents in different graduation years

下载: 全尺寸图片幻灯片

图 3 调研对象认为非常重要但在校学习时学习机会不足的内容

Figure 3. Opinion of respondents on the critical content but having insufficient opportunities to learn at university

下载: 全尺寸图片幻灯片

表 1 调研对象核心能力各维度毕业时达成度和目前表现度得分比较(x±s)

Table 1. Comparison of the core competence of the respondents between the achievement at graduation time and the current performance(x±s)

组别	基本素养		学校卫生保健服务			学校健康教育		学校卫生管理		总体系
组别	师德修养	专业通识素养	基本健康维护	特定健康问题应对	意外事件应急处置	健康教育基本素养	健康教育实施与改进	学校公共卫生事件防控	学校卫生管理与改进	总体系
毕业时达成度	4.52±0.59	4.16±0.77	4.29±0.73	4.12±0.85	4.38±0.61	4.27±0.65	4.24±0.64	4.32±0.70	4.14±0.84	4.27±0.71
目前表现度	4.58±0.55	4.30±0.64	4.49±0.61	4.28±0.76	4.49±0.62	4.29±0.67	4.31±0.67	4.50±0.61	4.32±0.73	4.40±0.65
t值	2.28	2.88	4.69	3.56	2.78	0.70	2.70	4.03	3.98	4.68
P值	0.03	0.01	< 0.01	< 0.01	0.01	0.48	0.01	< 0.01	< 0.01	< 0.01

下载: 导出CSV

表 2 调研对象对核心能力重要性评价前15位条目(x±s)

Table 2. The top 15 items for evaluating the importance of core competencies among the respondents(x±s)

排序	核心能力条目	得分
1	熟悉常见外伤和紧急意外伤害的现场急救技术	4.67±0.56
2	在突发急症和伤害事件时冷静判断，选择适当的处理措施	4.65±0.64
3	掌握常见传染病的预防控制知识与技术	4.64±0.57
4	提供基本卫生服务，如外伤处理、包扎固定、冷热敷等	4.63±0.62
5	为人师表，教书育人，自尊自律	4.62±0.55
6	识别学生常见疾病的典型症状与体征	4.62±0.53
7	发生意外事件时，现场施救并组织妥善转诊	4.62±0.53
8	主动与班主任/任课教师等相关人员沟通，共同维护学生健康	4.60±0.65
9	熟悉学生常见病、慢性病的健康管理方法	4.59±0.61
10	指导/培训学校相关人员应对传染性疾病	4.59±0.54
11	制订传染病预防与控制方案	4.59±0.58
12	关注特异体质儿童的保护	4.57±0.63
13	尊重学生隐私	4.55±0.72
14	具有职业担当和责任心	4.54±0.69
15	富有爱心、耐心、细心、亲和力	4.54±0.75

下载: 导出CSV

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