Construction of an evaluation index system for undergraduate nursing teachers’ curriculum humanistic competence: a Delphi study in China

Abstract

Background The curriculum humanistic competence of nursing teachers is important to cultivate the humanistic qualities of undergraduate nursing students. However, there are no evaluation tools for the curriculum humanistic competence of undergraduate nursing teachers in China. Objective To develop an index system to evaluate the curriculum humanistic competence of undergraduate nursing teachers. Design This research conducted a Delphi study. Participants Semi-structured interviews were held with 19 experts, and Delphi rounds were conducted with 18 experts. Settings This study was conducted in 12 universities and 4 Grade A tertiary hospitals in China. Methods A literature review and semi-structured interviews were conducted to develop an initial framework. A two-round Delphi survey was employed to build the index system for undergraduate nursing teachers’ curriculum humanistic competence. Results After two rounds of consultation, the index system included 5 first-level indicators, 11 second-level indicators and 41 third-level indicators. The Cr for two rounds of consultation were 0.929 and 0.923, and Kendall’s W was 0.152(P<0.001). Conclusions The index system for the evaluation of undergraduate nursing teachers’ curriculum humanistic competence offers guidelines for undergraduate nursing teachers in China. It can be used in practice to develop high humanistic qualities in undergraduate nursing teachers.

Nursing Dilemmas in Chemotherapy-Induced Peripheral Neuropathy: A Qualitative Study of a Tertiary Hospital in China

“…Studies have shown that knowledge level, as one of the core competencies of oncology nurses, and nursing staff with extensive expertise are more competent in CIPN care. 24 Knowledge-attitude-behavior theory (KAP) refers to the idea that individuals can form beliefs and eventually achieve behavioral change through repeated reflection after acquiring knowledge, 25 and this theory has made an important contribution to the long development of nursing. Hospital administrators can hold relevant trainings based on this theory to enhance the professional level of nursing staff, clarify professional knowledge through teaching, and contextual training to achieve the integration of knowledge and practice.…”