临床护理教师智能素养现状及影响因素分析

Analysis of the Current Status and Influencing Factors of Intelligent Literacy among Clinical Nursing Teachers

摘要: 目的：调查临床护理教师智能素养现状，分析其影响因素。方法：随机选取昆明市内三甲综合医院临床护理教师562人，采用自行设计的一般资料问卷及彭玉兰等人研发的教师智能素养问卷对临床教师进行调查。结果：收回有效问卷560份，临床护理带教教师智能素养得分(58.65 ± 14.55)，组间差异分析显示不同学历、职称、信息技术培训参与频率、跨学科培训经历、学习智慧工具的意愿程度的带教教师其智能素养不同，差异有统计学意义(P < 0.05)。多元逐步回归分析结果显示，学习智慧工具意愿程度、信息技术培训频率、最高学历是影响临床带教教师智能素养的主要因素(P < 0.05)。结论：临床教师智能素养处于中上水平，智慧化学习意愿程度、信息技术培训参与频率及学历是其主要影响因素，高校及教学医院应建立长效激励机制、优化智慧化培训体系、构建智慧学习团队以提升临床护理教师智能素养。

Abstract: Objective: To investigate the intellectual literacy status of clinical nursing teachers and analyze its influencing factors. Methods: A total of 562 clinical nursing teachers with comprehensive willingness from tertiary hospitals in Kunming City were randomly selected. A self-designed general information questionnaire and a teacher intelligence literacy questionnaire developed by Peng Yulan and others were used to investigate clinical teachers. Results: A total of 560 valid questionnaires were retrieved. The score of intellectual literacy of clinical nursing instructors was (58.65 ± 14.55). The analysis of differences between groups showed that instructors with different educational qualifications, professional titles, participation frequencies in information technology training, interdisciplinary training experiences, and willingness to learn intelligent tools had different intellectual literacy, and the differences were statistically significant (P < 0.05). The results of multiple stepwise regression analysis showed that the willingness to learn smart tools, the frequency of information technology training, and the highest educational attainment were the main factors affecting the smart literacy of clinical teaching instructors (P < 0.05). Conclusion: The intelligence literacy of clinical teachers is at a moderate to high level. The degree of willingness to learn intelligently, the frequency of participation in information technology training, and educational background are the main influencing factors. Universities and teaching hospitals should establish long-term incentive mechanisms, optimize intelligent training systems, and build intelligent learning teams to enhance the intelligence literacy of clinical nursing teachers.