核工业卫生学校护理“双师型”教师培养现状研究

A Study on the Current Status of Nursing “Dual-Qualified” Teacher Training in Nuclear Industry Health Schools

摘要: 本研究以核工业卫生学校为例，对中职护理专业“双师型”教师培养现状进行调查。通过文献综述与问卷调查(有效问卷196份，回收率98.0%)发现：师资队伍存在年龄梯队断层、来源渠道单一(61.7%教师无医疗机构任职经历)、数字化教学能力薄弱等结构性问题；同时面临教学负荷过重(50.5%教师周均课时超20节)、校院协同机制不健全、评价体系对临床实践重视不足等困境。据此提出对策：深化“医教协同”机制，完善临床轮训措施；构建“职前–职后”一体化培养体系；建立多维评价指标体系，并辅以差异化激励机制，以促进“双师型”教师队伍高质量发展。

Abstract: This study investigates the current status of “dual-qualified” teacher training in vocational nursing programs at a nuclear industry health school. Through literature review and questionnaire survey (196 valid questionnaires, 98.0% response rate), the study found structural problems in the teaching staff, including an age gap, a single source of teachers (61.7% of teachers lack experience working in medical institutions), and weak digital teaching skills. Simultaneously, the study faces challenges such as excessive teaching load (50.5% of teachers have an average of over 20 class hours per week), an incomplete school-hospital collaboration mechanism, and insufficient emphasis on clinical practice in the evaluation system. Based on these findings, the study proposes the following countermeasures: deepening the “medical-educational collaboration” mechanism and improving clinical rotation training measures; constructing an integrated “pre-service-in-service” training system; and establishing a multi-dimensional evaluation index system supplemented by a differentiated incentive mechanism to promote the high-quality development of the “dual-qualified” teacher team.