Current status and problem analysis on cultivating master of nursing specialist in 28 universities

目的：分析我国护理硕士专业学位研究生培养存在的问题，探索护理硕士专业学位研究生教育改革的措施。方法选择参加2014年护理硕士专业学位授权点专项评估的28所护理院校，收集2011—2015年护理硕士专业学位研究生培养条件、招生规模、培养目标、课程设置、临床实践等方面的资料，进行描述性分析。结果调查院校护理硕士专业学位研究生专业实践基地校均为7．1家，专业学位研究生占硕士生招生比例稳步上升，2015年达到48．2％，培养院校确立了护理硕士专业学位应用型人才的培养目标，普遍实施课程学习、临床实践、科研训练三段式培养方式。不同院校间学科条件和基础差异较大，师资队伍建设仍需加强，存在招生数量较少、培养目标不明确、课程设置缺乏特色等问题。结论建议从完善学科建设、加强师资队伍建设、明确培养定位并结合行业需求适度扩展培养方向，加强课程体系的规范化建设，以护理岗位胜任力为导向强化临床实践能力等方面大力推进护理硕士专业学位研究生教育改革。Objective To analyze the problem on cultivating master of nursing specialist (MNS)in China and to explore the measures on education reform for them.Methods We selected 28 nursing schools which participated in special evaluation for MNS in 2014.And then,we collected and descriptively analyzed relevant data on MNS during 2011 -2015 on culturing conditions,enrollment scale,training objective,course offered,clinical practice and so on.Results The average professional practice base of MNS was 7.1 among investigated schools.Besides,the enrollment proportion of master with professional degree rose steadily which reached 48.2% in 2015.Cultivating schools established training objective for practical talents of MNS.A three-stage cultivating mode of course learning,clinical practice and scientific research training was universally applied. However,there were also many problems involving that subject conditions and foundation among different schools were largely different;the construction of teaching staff still needed to be strengthened,the number of enrollment was small,training objective was not clear,course offered was lack of characteristics.Conclusions Education reform for MNS can be promoted in improving the discipline construction,strengthening the construction of teaching staff,identifying cultivation orientation,extending cultivation direction by combining industry needs, strengthening standardization construction of curriculum system,enhancing clinical practice ability guided by competence of nursing position and so on.中国学位与研究生教育学会研究课题中国科技核心期刊(ISTIC)172374-2377,23782