我国护理学博士研究生教育培养目标的探索性研究
摘要
护理博士研究生教育是当代国际上公认的高等护理教育的最高层次，其教育质量是衡量一个国家高等护理教育发达程度和发展水平，及其潜力和前景的重要标志。有研究表明，护理博士研究生教育开展较晚的国家，其护理学科的发展也较为滞后。甚至有学者认为目前护理教育面临的最重要的问题就是如何培养好护理博士研究生。
培养目标是指各级各类学校、各专业培养人才的具体质量规格与培养要求。培养目标一经确定，院校的各项教育教学活动都要紧紧围绕这一目标而展开。作为整个教育实践活动的理论指南，培养目标决定着教育实践活动的性质、形式、内容和方向。培养目标不同，教育形式、教育内容、教育方法和教育评价也不同。护理教育的培养目标是指护理院校培养人才的具体质量规格与培养要求，是一切护理教育活动的出发点和归宿。根据实际需要，制定科学、合理的培养目标是开展护理教育工作的必要前提，可以为护理教育发展提供方向和评价依据。
纵观我国内地护理博士研究生教育的发展，虽然起步较晚，仅在2004年才开始招收护理学博士研究生，但却呈现出较快的发展趋势和较大的发展空间。至2010年，我国内地能够招收护理学博士研究生的院校已发展至20余所。但由于我国护理博士生教育发展历程短，存在许多不完善之处，尤其在护理博士研究生培养目标方面显得尤为突出，仍达不到可操作性、专业化、标准化、规范化和等级化等要求，各院校自成体系，对护理博士研究生培养的基本规格和质量标准要求尚不明确。
本研究主要采用文献分析法，对国内外护理博士研究生教育发展现状进行了分析，明确了护理博士研究生教育的发展趋势，以及存在的问题；在此基础上，采用质性访谈法，从学习者、护理学科以及社会等多个层面及视角了解了我国护理博士研究生教育的培养需求，初步架构了我国护理博士的角色定位、基本能力要求，以及培养要求，进而运用Delphi专家咨询法对其进行验证、预测与筛选，明确了我国护理博士研究生教育培养目标的定位；根据培养目标要素、结构、特点等理论分析结果，遵循培养目标理论概括的相关路径，最终从护理博士培养的基本规格和质量标准要求的角度对我国科学学位和专业学位两种培养类型的护理博士研究生教育培养目标进行了理论概括，为发展与完善我国的护理博士研究生教育提供了理论依据。
本文主要包括五部分内容：
第一部分：研究的理论基础与研究方案
阐述了课题研究的理论基础，对研究问题进行了凝练，明确了研究目的、研究内容与研究方法，同时，对相关概念进行了描述与界定，并介绍了课题的研究思路与研究线索，即综合运用文献分析法、质性访谈法、专家咨询法以及理论分析法，遵循提出问题、析出假设、数据支撑以及理论概括等途径对我国护理博士研究生教育的培养目标进行探索。
第二部分：国内外护理博士研究生教育发展过程研究
从世界范围看，护理博士研究生教育是一部各国之间相互学习、相互借鉴与融合、交流的历史，也是护理博士研究生教育与各个国家和地区的政治、经济、文化状况相适应的过程。护理博士研究生教育在不同国家的不同历史时期发展情况有所不同，本部分选择了护理博士研究生教育历史较为悠久、发展较为成熟、教育质量较高的美国做为参照对象，通过梳理国内外护理博士研究生教育发展现状与趋势，了解了国内外护理博士研究生教育的培养目标、课程设置与管理等情况，明确了护理博士研究生教育的发展规律、影响因素以及发展趋势，以便对培养目标进行深入的系统研究。
通过对比分析，明确了我国护理博士研究生教育需要迫切解决的三大问题，即确定培养目标、构建基本能力培养要求及课程体系。但由于中国和美国在文化教育背景、医疗卫生政策、护理学科的发展实际等方面存在差异，因此，如何借鉴国外护理博士研究生教育的发展，并立足于我国的现状与实际需求，明确定位我国护理博士研究生教育的培养目标，发展其基本能力，并以此为基础构建科学系统的、具有我国护理专业特色的博士研究生教育课程体系，是目前我国护理博士研究生教育发展中面临的主要问题。
第三部分：我国护理博士研究生教育培养需求研究
培养目标是教育最终要达到的目的的说明，对培养目标的制定需要分析本专业的要求，并考虑社会的需要，在此基础上，提出本专业人员应具备的基本能力之后，逐步归纳而成。因此，了解本专业及社会对护理博士能力的需求，对明确护理博士研究生教育培养目标十分必要。本部分主要采用质性研究方法，从学习者、护理学科（主要从护理专家角度考察，包括：院校护理教育专家、临床护理及护理管理专家）、社会需求（主要从医护合作需求角度考察）三个角度，探讨和描述了护理专业和社会对护理博士研究生教育的培养需求，初步构建护理博士应具备的基本能力，为培养目标的制定奠定基础。
根据访谈结果，初步架构了护理博士研究生教育培养目标的定位，以及护理博士的能力框架，提出我国护理博士研究生教育培养目标的定位应该多元化，以满足社会和护理学科发展对人才需求的多元化，以及个体学习者执业领域期望的多样化；并且，护理博士研究生教育培养目标的制定应该体现差异性，不同培养类型的护理博士研究生教育应各有侧重，以满足不同执业领域对护理博士任职需求的差异性；同时，护理博士研究生教育培养目标应该强调综合素养的提高。作为护理高等教育的最高阶段，护理博士研究生教育的首要任务是培养高层次的护理人才。所谓高层次的护理人才，不仅应该在护理教育体系中居于顶端，而且也应在知识、素质、能力上居于最高层次，体现出较于护理本科生及护理硕士生更强的科学研究能力、实践能力以及更高的综合素质，能够引领护理学科及护理专业的发展；此外，护理博士研究生教育培养目标的实现需加强配套条件建设，包括导师及学术队伍建设、课程体系建设等。
第四部分：我国护理博士研究生教育培养目标定位研究
在前述文献分析及质性研究的基础上，本部分通过德尔菲法对初步架构起来的护理博士研究生的能力框架和培养目标定位进行验证、预测与筛选，明确不同培养类型护理博士的角色定位、角色功能，以及其应具备的基本能力及知识体系的具体要求，以作为进一步分析、归纳和提炼我国护理博士研究生教育培养目标的依据。
研究结果显示：目前我国现阶段科学学位护理博士应主要承担“护理研究者”和“护理教育者”角色，而专业学位护理博士则应承担“护理执业者”和“护理教育者”角色，并且二者发挥的角色功能应各有侧重，科学学位护理博士应主要进行护理理论及护理教育研究，能够从事护理院校教学工作，并对护理工作进行理论指导，发挥学术带头作用，而专业学位护理博士应能够实施专科护理技术，从事护理实践研究，解决护理工作中的疑难问题，改进护理工作，实施健康教育、紧急救护等工作；两种培养类型护理博士需具备的能力和知识涵盖护理科研、护理执业、护理教学、护理管理、专业发展及自我发展等领域，但侧重点有所不同，科学学位护理博士研究生在教学领域需具备更多的能力和知识，专业学位护理博士研究生在执业领域和管理领域需具备更多的能力和知识，而在科研领域、专业发展领域及自我发展领域二者要求大同小异。因此，两种类型护理博士研究生培养目标定位应建立在科研领域、专业发展领域及自我发展领域基础上，体现在教学、执业及管理领域的差异。
第五部分：我国护理博士研究生教育培养目标的理论概括
通过对培养目标的要素、结构、特点等理论进行分析，进一步明确了护理博士研究生教育培养目标理论概括的政策依据、理论依据与现实依据，在此基础上，结合文献比较、理论分析、质性访谈，以及专家函询等部分的研究结果，遵循培养目标制定的指导原则，以及培养目标理论概括的相关路径，在对我国护理博士研究生教育培养目标的知识、能力和素质要素进行分析的基础上，最终对我国护理博士研究生教育的培养目标进行了理论概括。
当然，由于我国护理博士研究生教育尚处于起步阶段，各院校对护理博士研究生教育的培养目标制定均处于摸索阶段，加之培养目标本身具有复杂性以及动态性等特点，可以随着护理学科的发展以及社会对护理人才需求的变化而不断发生改变，因此，需要护理教育工作者不断对其进行动态调整。本研究对护理博士研究生教育培养目标的理论概括只是探索性研究，是否妥当，还需要在护理教育实践中进行验证和完善。
Nursing doctoral education is the highest level of nursing education throughout the world.Its quality is one of the important indicators of the degree and the level of development, thepotential, and the prospect of higher nursing education for a country. According to someresearches, in a country where nursing doctoral education began late, nursing disciplinedeveloped slowly too. Some experts even consider that how to train nursing doctoral studentsis the most serious problem faced by nursing education currently.
Training objectivities refer to the specific requirements for quality training of varioustypes and levels of educational institutions or majors. Once the training objectivities havebeen defined, all educational activities to be undertaken should serve the purpose of achievingthem. As a theoretical guide of practical activity of education, training objectivities determineits nature, forms, content, and direction. So, different training objectivities will lead todifferent educational forms, content, methods and evaluation among educational institutionsor majors. In nursing education, training objectivities refer to the specific quality requirementof nursing training, which is the starting point and end-result of all nursing educationalactivities. Setting a scientific and reasonable objectivities according to actual needs is aprerequisite for carrying out nursing educational activities, which can provide developmentdirection and evaluation standard on them.
An overall view of history of nursing doctoral education in mainland China reveals thatthe enrolment of nursing doctoral students started in2004. Although it begins late, it showsfast development trend and large development space, and by2010there are more than20universities that have offered nursing doctoral programs. However there are still lots ofimperfections, especially in the aspect of training objectivities, which is far from operable,specialised, standardised, normalised and hierarchical, and each institution established theirown system, and the specific quality requirement of training is still unclear.
By means of literature review, this paper studies the status in quo of nursing doctoraleducation both in China and American, and explores its development tendency and some problems confronted by it. Based on this, in-depth interview was used to understand trainingneeds of nursing doctoral education from multiple aspects including learner, nursing expertsand physicians, and the role location, fundamental competence and training requirements ofnursing doctorate were established initially, which were eventually verified, predicted, andfiltered by experts using Delphi method. Thus, the positioning of training objectivities ofnursing doctoral education in China was defined. According to results of theoretical analysisof training objectivities, such as definition, nature, elements, structure, etc., and following itsrelative pathway of theoretical generalization, this paper, from the specific qualityrequirement of training, finally concluded training objectivities of two-type nursing doctoraldegree, i.e., scientific degree and professional degree, in China, which provide a theoreticalbasis for the development of nursing doctoral education in China.
This paper consists of five parts, which are shown as follows:
Part One: Theoretical basis and research plan
In this part, theoretical basis of the research and problems to be solved were elaboratedupon. The purpose, the content and the method of the study were also described, and relatedconcepts and terms were defined, and research ideas and clues were introduced, whichfollowed the pathway of question-finding, hypotheses-proposing, data-supporting, andtheoretical generalization. Approaches applied in this study were comprehensively utilized,which include literature analysis, in-depth interview, Delphi technique and theoretical analysismethod.
Part Two: Study on developing process of nursing doctoral education in the UnitedStates and in China
From the global perspective, nursing doctoral education is a history of mutual learning,reference and integration, and an exchange among nations. It is also an adaptive process withpolitical, economic, and cultural situation of each country or region. Its degree ofdevelopment is variable in different periods of history and in different country. In this part, theUnited States was chosen to be a reference, whose nursing doctoral education comparativelyhas a long history, and is well-developed, and high-quality. Through combing the status quoand the development trend of nursing doctoral education between the United States and China, this part tried to identify its law of development, influential factors, and the developmenttrend,, so as to provide the basis for systematic and deep study of its training objectivities.
Based on the result of comparative analysis, this part identified three problems to besolved urgently in China: training objectivities, fundamental competence requirement, andcurriculum setting. The United States has ample experiences in solving these problems;however because of different cultural and educational background, medical policy, anddevelopment situation of nursing discipline, it is not possible for us to follow their experiencedirectly. Therefore, how to learn from the process of nursing doctoral education in the UnitedStates, and based on our current situation and actual demand, locating precisely the trainingobjectivities, developing the fundamental competence, and furthermore establishing thescientific, systematic, and professional characteristic curriculum system, are main problemsbeing faced by Chinese nursing doctoral education.
Part Three: Study on training needs of nursing doctoral education in China
Training objectivities are the statements of the final goals to be achieved by education.To establish the training objectivities, requirements of the profession must be analyzed, andneeds of society addressed, and on this basis, fundamental competencies put forward, fromwhich the training objectivities are gradually to be summarized. Therefore, in order to developtraining objectives, understanding requirements of the profession and society becomes reallynecessary. In this part, an in-depth interview was conducted to explore and then describe thetraining needs of the nursing profession and social needs from the perspective of learners, thenursing discipline (mainly from nursing experts including collegial experts, clinical expertsand clinical managers), and society (mainly from the perspective of the cooperation betweendoctors and nurses), and fundamental competence required by nursing doctorate was initiallyconstructed, which provided basis for the establishment of the training objectivities.
According to the results of the interview, the positioning of training objectivities and theframe of competence of nursing doctorate were identified preliminarily, and the followingopinions were put forward: firstly, the location of the training objectivities should bediversified so as to meet the multifarious needs of society and the nursing discipline fortalents, and the diversity of expectation of learners on practice areas. Secondly, the trainingobjectivities should be pluralistic. Different types of nursing doctorate should have different emphasis during education so as to meet the diverse requirement of different practice areas.Thirdly, the training objectivities of nursing doctoral education should focus on theimprovement of comprehensive quality of nursing doctorate. As the highest level of nursingeducation, the most important task of nursing doctoral education is to cultivate high-levelnursing talents, who should be on the top level not only in the structure of nursing education,but also in knowledge, competence, and quality. Compared with holders of a bachelor’sdegree and a master’s in nursing, they should show higher scientific research competence,practical competence, and comprehensive quality, and have the ability to lead thedevelopment of the nursing discipline and the nursing profession. Finally, the achievement oftraining objectivities of nursing doctoral education needs to strengthen the construction ofrelated condition, including supervision, academic team, and curriculum system.
Part Four: Study on location of training objectivities of nursing doctoral educationin China
Based on the above results of literary analysis and in-depth interview, this part willfurther test, predict, and sift from the preliminarily constructed competence and the locationof training objectivities using Delphi method, and identify nursing doctorate’s role location,function, and the specific requirement of fundamental competence and knowledge system, soas to provide the basis for further analyzing, concluding, and extracting the trainingobjectivities of nursing doctoral education in China.
The result of this part demonstrates that nursing doctorate between the two types ofdoctoral degree should have different roles to play and different functions to perform. Nursingdoctorate with scientific degree should mainly undertake roles of nursing researcher andnursing educator, and mainly perform the research on nursing theory and nursing education,teaching task in college, theoretical guidance to nursing practice, and function of academicleaders. While nursing doctorate with professional degree should mainly undertake roles ofnursing practitioner and nursing educator, and mainly perform specialized nursing care,practice research, solving problematic issues, practice improvement, health education, andemergency care etc. Competence and knowledge requirements of nursing doctorate with thetwo types’ degree contain areas in nursing research, practice, teaching, management,professional development, and self development, but their emphases are different. Nursing doctorate with scientific degree should possess more competence and knowledge in teachingareas, while nursing doctorate with professional degree should possess more competence andknowledge in areas of practice and management, and they have much in common in areas ofresearch, professional development, and self development. Therefore, the location of trainingobjectivities for the two types nursing doctorate should be alike in areas of research,professional development, and self development, and should be different in areas of teaching,practice, and management.
Part Five: Theoretical summarization of training objectivities of nursing doctoraleducation in China.
Through theoretical analysis on the elements, structure, characteristic of trainingobjectivities, this part further identified the policy, theory, and reality basis, integrated theresults of the aforementioned studies, followed the principle and pathway of theoreticalsummarization of training objectivities, analyzed the requirement of knowledge, competence,and quality of nursing doctorate. Finally, the training objectivities of nursing doctoraleducation in China were summarized.
However, nursing doctoral education in China is still at the starting stage, and its trainingobjectivities are all at an exploratory stage for nursing colleges. Besides, the trainingobjectivities themselves have the characters of complexity and dynamics which can changewith the development of the nursing discipline and society. So, it is necessary for nursingeducators to make dynamic adjustments continuously. This study is just a pilot one which willbe tested by the practice.
培养目标是指各级各类学校、各专业培养人才的具体质量规格与培养要求。培养目标一经确定，院校的各项教育教学活动都要紧紧围绕这一目标而展开。作为整个教育实践活动的理论指南，培养目标决定着教育实践活动的性质、形式、内容和方向。培养目标不同，教育形式、教育内容、教育方法和教育评价也不同。护理教育的培养目标是指护理院校培养人才的具体质量规格与培养要求，是一切护理教育活动的出发点和归宿。根据实际需要，制定科学、合理的培养目标是开展护理教育工作的必要前提，可以为护理教育发展提供方向和评价依据。
纵观我国内地护理博士研究生教育的发展，虽然起步较晚，仅在2004年才开始招收护理学博士研究生，但却呈现出较快的发展趋势和较大的发展空间。至2010年，我国内地能够招收护理学博士研究生的院校已发展至20余所。但由于我国护理博士生教育发展历程短，存在许多不完善之处，尤其在护理博士研究生培养目标方面显得尤为突出，仍达不到可操作性、专业化、标准化、规范化和等级化等要求，各院校自成体系，对护理博士研究生培养的基本规格和质量标准要求尚不明确。
本研究主要采用文献分析法，对国内外护理博士研究生教育发展现状进行了分析，明确了护理博士研究生教育的发展趋势，以及存在的问题；在此基础上，采用质性访谈法，从学习者、护理学科以及社会等多个层面及视角了解了我国护理博士研究生教育的培养需求，初步架构了我国护理博士的角色定位、基本能力要求，以及培养要求，进而运用Delphi专家咨询法对其进行验证、预测与筛选，明确了我国护理博士研究生教育培养目标的定位；根据培养目标要素、结构、特点等理论分析结果，遵循培养目标理论概括的相关路径，最终从护理博士培养的基本规格和质量标准要求的角度对我国科学学位和专业学位两种培养类型的护理博士研究生教育培养目标进行了理论概括，为发展与完善我国的护理博士研究生教育提供了理论依据。
本文主要包括五部分内容：
第一部分：研究的理论基础与研究方案
阐述了课题研究的理论基础，对研究问题进行了凝练，明确了研究目的、研究内容与研究方法，同时，对相关概念进行了描述与界定，并介绍了课题的研究思路与研究线索，即综合运用文献分析法、质性访谈法、专家咨询法以及理论分析法，遵循提出问题、析出假设、数据支撑以及理论概括等途径对我国护理博士研究生教育的培养目标进行探索。
第二部分：国内外护理博士研究生教育发展过程研究
从世界范围看，护理博士研究生教育是一部各国之间相互学习、相互借鉴与融合、交流的历史，也是护理博士研究生教育与各个国家和地区的政治、经济、文化状况相适应的过程。护理博士研究生教育在不同国家的不同历史时期发展情况有所不同，本部分选择了护理博士研究生教育历史较为悠久、发展较为成熟、教育质量较高的美国做为参照对象，通过梳理国内外护理博士研究生教育发展现状与趋势，了解了国内外护理博士研究生教育的培养目标、课程设置与管理等情况，明确了护理博士研究生教育的发展规律、影响因素以及发展趋势，以便对培养目标进行深入的系统研究。
通过对比分析，明确了我国护理博士研究生教育需要迫切解决的三大问题，即确定培养目标、构建基本能力培养要求及课程体系。但由于中国和美国在文化教育背景、医疗卫生政策、护理学科的发展实际等方面存在差异，因此，如何借鉴国外护理博士研究生教育的发展，并立足于我国的现状与实际需求，明确定位我国护理博士研究生教育的培养目标，发展其基本能力，并以此为基础构建科学系统的、具有我国护理专业特色的博士研究生教育课程体系，是目前我国护理博士研究生教育发展中面临的主要问题。
第三部分：我国护理博士研究生教育培养需求研究
培养目标是教育最终要达到的目的的说明，对培养目标的制定需要分析本专业的要求，并考虑社会的需要，在此基础上，提出本专业人员应具备的基本能力之后，逐步归纳而成。因此，了解本专业及社会对护理博士能力的需求，对明确护理博士研究生教育培养目标十分必要。本部分主要采用质性研究方法，从学习者、护理学科（主要从护理专家角度考察，包括：院校护理教育专家、临床护理及护理管理专家）、社会需求（主要从医护合作需求角度考察）三个角度，探讨和描述了护理专业和社会对护理博士研究生教育的培养需求，初步构建护理博士应具备的基本能力，为培养目标的制定奠定基础。
根据访谈结果，初步架构了护理博士研究生教育培养目标的定位，以及护理博士的能力框架，提出我国护理博士研究生教育培养目标的定位应该多元化，以满足社会和护理学科发展对人才需求的多元化，以及个体学习者执业领域期望的多样化；并且，护理博士研究生教育培养目标的制定应该体现差异性，不同培养类型的护理博士研究生教育应各有侧重，以满足不同执业领域对护理博士任职需求的差异性；同时，护理博士研究生教育培养目标应该强调综合素养的提高。作为护理高等教育的最高阶段，护理博士研究生教育的首要任务是培养高层次的护理人才。所谓高层次的护理人才，不仅应该在护理教育体系中居于顶端，而且也应在知识、素质、能力上居于最高层次，体现出较于护理本科生及护理硕士生更强的科学研究能力、实践能力以及更高的综合素质，能够引领护理学科及护理专业的发展；此外，护理博士研究生教育培养目标的实现需加强配套条件建设，包括导师及学术队伍建设、课程体系建设等。
第四部分：我国护理博士研究生教育培养目标定位研究
在前述文献分析及质性研究的基础上，本部分通过德尔菲法对初步架构起来的护理博士研究生的能力框架和培养目标定位进行验证、预测与筛选，明确不同培养类型护理博士的角色定位、角色功能，以及其应具备的基本能力及知识体系的具体要求，以作为进一步分析、归纳和提炼我国护理博士研究生教育培养目标的依据。
研究结果显示：目前我国现阶段科学学位护理博士应主要承担“护理研究者”和“护理教育者”角色，而专业学位护理博士则应承担“护理执业者”和“护理教育者”角色，并且二者发挥的角色功能应各有侧重，科学学位护理博士应主要进行护理理论及护理教育研究，能够从事护理院校教学工作，并对护理工作进行理论指导，发挥学术带头作用，而专业学位护理博士应能够实施专科护理技术，从事护理实践研究，解决护理工作中的疑难问题，改进护理工作，实施健康教育、紧急救护等工作；两种培养类型护理博士需具备的能力和知识涵盖护理科研、护理执业、护理教学、护理管理、专业发展及自我发展等领域，但侧重点有所不同，科学学位护理博士研究生在教学领域需具备更多的能力和知识，专业学位护理博士研究生在执业领域和管理领域需具备更多的能力和知识，而在科研领域、专业发展领域及自我发展领域二者要求大同小异。因此，两种类型护理博士研究生培养目标定位应建立在科研领域、专业发展领域及自我发展领域基础上，体现在教学、执业及管理领域的差异。
第五部分：我国护理博士研究生教育培养目标的理论概括
通过对培养目标的要素、结构、特点等理论进行分析，进一步明确了护理博士研究生教育培养目标理论概括的政策依据、理论依据与现实依据，在此基础上，结合文献比较、理论分析、质性访谈，以及专家函询等部分的研究结果，遵循培养目标制定的指导原则，以及培养目标理论概括的相关路径，在对我国护理博士研究生教育培养目标的知识、能力和素质要素进行分析的基础上，最终对我国护理博士研究生教育的培养目标进行了理论概括。
当然，由于我国护理博士研究生教育尚处于起步阶段，各院校对护理博士研究生教育的培养目标制定均处于摸索阶段，加之培养目标本身具有复杂性以及动态性等特点，可以随着护理学科的发展以及社会对护理人才需求的变化而不断发生改变，因此，需要护理教育工作者不断对其进行动态调整。本研究对护理博士研究生教育培养目标的理论概括只是探索性研究，是否妥当，还需要在护理教育实践中进行验证和完善。
Nursing doctoral education is the highest level of nursing education throughout the world.Its quality is one of the important indicators of the degree and the level of development, thepotential, and the prospect of higher nursing education for a country. According to someresearches, in a country where nursing doctoral education began late, nursing disciplinedeveloped slowly too. Some experts even consider that how to train nursing doctoral studentsis the most serious problem faced by nursing education currently.
Training objectivities refer to the specific requirements for quality training of varioustypes and levels of educational institutions or majors. Once the training objectivities havebeen defined, all educational activities to be undertaken should serve the purpose of achievingthem. As a theoretical guide of practical activity of education, training objectivities determineits nature, forms, content, and direction. So, different training objectivities will lead todifferent educational forms, content, methods and evaluation among educational institutionsor majors. In nursing education, training objectivities refer to the specific quality requirementof nursing training, which is the starting point and end-result of all nursing educationalactivities. Setting a scientific and reasonable objectivities according to actual needs is aprerequisite for carrying out nursing educational activities, which can provide developmentdirection and evaluation standard on them.
An overall view of history of nursing doctoral education in mainland China reveals thatthe enrolment of nursing doctoral students started in2004. Although it begins late, it showsfast development trend and large development space, and by2010there are more than20universities that have offered nursing doctoral programs. However there are still lots ofimperfections, especially in the aspect of training objectivities, which is far from operable,specialised, standardised, normalised and hierarchical, and each institution established theirown system, and the specific quality requirement of training is still unclear.
By means of literature review, this paper studies the status in quo of nursing doctoraleducation both in China and American, and explores its development tendency and some problems confronted by it. Based on this, in-depth interview was used to understand trainingneeds of nursing doctoral education from multiple aspects including learner, nursing expertsand physicians, and the role location, fundamental competence and training requirements ofnursing doctorate were established initially, which were eventually verified, predicted, andfiltered by experts using Delphi method. Thus, the positioning of training objectivities ofnursing doctoral education in China was defined. According to results of theoretical analysisof training objectivities, such as definition, nature, elements, structure, etc., and following itsrelative pathway of theoretical generalization, this paper, from the specific qualityrequirement of training, finally concluded training objectivities of two-type nursing doctoraldegree, i.e., scientific degree and professional degree, in China, which provide a theoreticalbasis for the development of nursing doctoral education in China.
This paper consists of five parts, which are shown as follows:
Part One: Theoretical basis and research plan
In this part, theoretical basis of the research and problems to be solved were elaboratedupon. The purpose, the content and the method of the study were also described, and relatedconcepts and terms were defined, and research ideas and clues were introduced, whichfollowed the pathway of question-finding, hypotheses-proposing, data-supporting, andtheoretical generalization. Approaches applied in this study were comprehensively utilized,which include literature analysis, in-depth interview, Delphi technique and theoretical analysismethod.
Part Two: Study on developing process of nursing doctoral education in the UnitedStates and in China
From the global perspective, nursing doctoral education is a history of mutual learning,reference and integration, and an exchange among nations. It is also an adaptive process withpolitical, economic, and cultural situation of each country or region. Its degree ofdevelopment is variable in different periods of history and in different country. In this part, theUnited States was chosen to be a reference, whose nursing doctoral education comparativelyhas a long history, and is well-developed, and high-quality. Through combing the status quoand the development trend of nursing doctoral education between the United States and China, this part tried to identify its law of development, influential factors, and the developmenttrend,, so as to provide the basis for systematic and deep study of its training objectivities.
Based on the result of comparative analysis, this part identified three problems to besolved urgently in China: training objectivities, fundamental competence requirement, andcurriculum setting. The United States has ample experiences in solving these problems;however because of different cultural and educational background, medical policy, anddevelopment situation of nursing discipline, it is not possible for us to follow their experiencedirectly. Therefore, how to learn from the process of nursing doctoral education in the UnitedStates, and based on our current situation and actual demand, locating precisely the trainingobjectivities, developing the fundamental competence, and furthermore establishing thescientific, systematic, and professional characteristic curriculum system, are main problemsbeing faced by Chinese nursing doctoral education.
Part Three: Study on training needs of nursing doctoral education in China
Training objectivities are the statements of the final goals to be achieved by education.To establish the training objectivities, requirements of the profession must be analyzed, andneeds of society addressed, and on this basis, fundamental competencies put forward, fromwhich the training objectivities are gradually to be summarized. Therefore, in order to developtraining objectives, understanding requirements of the profession and society becomes reallynecessary. In this part, an in-depth interview was conducted to explore and then describe thetraining needs of the nursing profession and social needs from the perspective of learners, thenursing discipline (mainly from nursing experts including collegial experts, clinical expertsand clinical managers), and society (mainly from the perspective of the cooperation betweendoctors and nurses), and fundamental competence required by nursing doctorate was initiallyconstructed, which provided basis for the establishment of the training objectivities.
According to the results of the interview, the positioning of training objectivities and theframe of competence of nursing doctorate were identified preliminarily, and the followingopinions were put forward: firstly, the location of the training objectivities should bediversified so as to meet the multifarious needs of society and the nursing discipline fortalents, and the diversity of expectation of learners on practice areas. Secondly, the trainingobjectivities should be pluralistic. Different types of nursing doctorate should have different emphasis during education so as to meet the diverse requirement of different practice areas.Thirdly, the training objectivities of nursing doctoral education should focus on theimprovement of comprehensive quality of nursing doctorate. As the highest level of nursingeducation, the most important task of nursing doctoral education is to cultivate high-levelnursing talents, who should be on the top level not only in the structure of nursing education,but also in knowledge, competence, and quality. Compared with holders of a bachelor’sdegree and a master’s in nursing, they should show higher scientific research competence,practical competence, and comprehensive quality, and have the ability to lead thedevelopment of the nursing discipline and the nursing profession. Finally, the achievement oftraining objectivities of nursing doctoral education needs to strengthen the construction ofrelated condition, including supervision, academic team, and curriculum system.
Part Four: Study on location of training objectivities of nursing doctoral educationin China
Based on the above results of literary analysis and in-depth interview, this part willfurther test, predict, and sift from the preliminarily constructed competence and the locationof training objectivities using Delphi method, and identify nursing doctorate’s role location,function, and the specific requirement of fundamental competence and knowledge system, soas to provide the basis for further analyzing, concluding, and extracting the trainingobjectivities of nursing doctoral education in China.
The result of this part demonstrates that nursing doctorate between the two types ofdoctoral degree should have different roles to play and different functions to perform. Nursingdoctorate with scientific degree should mainly undertake roles of nursing researcher andnursing educator, and mainly perform the research on nursing theory and nursing education,teaching task in college, theoretical guidance to nursing practice, and function of academicleaders. While nursing doctorate with professional degree should mainly undertake roles ofnursing practitioner and nursing educator, and mainly perform specialized nursing care,practice research, solving problematic issues, practice improvement, health education, andemergency care etc. Competence and knowledge requirements of nursing doctorate with thetwo types’ degree contain areas in nursing research, practice, teaching, management,professional development, and self development, but their emphases are different. Nursing doctorate with scientific degree should possess more competence and knowledge in teachingareas, while nursing doctorate with professional degree should possess more competence andknowledge in areas of practice and management, and they have much in common in areas ofresearch, professional development, and self development. Therefore, the location of trainingobjectivities for the two types nursing doctorate should be alike in areas of research,professional development, and self development, and should be different in areas of teaching,practice, and management.
Part Five: Theoretical summarization of training objectivities of nursing doctoraleducation in China.
Through theoretical analysis on the elements, structure, characteristic of trainingobjectivities, this part further identified the policy, theory, and reality basis, integrated theresults of the aforementioned studies, followed the principle and pathway of theoreticalsummarization of training objectivities, analyzed the requirement of knowledge, competence,and quality of nursing doctorate. Finally, the training objectivities of nursing doctoraleducation in China were summarized.
However, nursing doctoral education in China is still at the starting stage, and its trainingobjectivities are all at an exploratory stage for nursing colleges. Besides, the trainingobjectivities themselves have the characters of complexity and dynamics which can changewith the development of the nursing discipline and society. So, it is necessary for nursingeducators to make dynamic adjustments continuously. This study is just a pilot one which willbe tested by the practice.
引文
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