Abstract：Objective To explore the construction mechanism of “double-qualified” teaching staff in local undergraduate universities. Methods The nursing department was selected as the pilot. In September 2016, 47 nursing teachers and 65 students who look for final-year bachelor from the Department of Medicine, Hubei University of Arts and Sciences were selected by cluster sampling method. Since January 1, 2017 intervention measures for teachers have been implemented to implement the “four modernizations” construction mechanism. In 2019, statistical analysis was conducted on the basic situation of teachers, students’ evaluation of teaching effects and evaluation results of teaching satisfaction before and after intervention. Results After the intervention, the quality of double teachers, professional title structure, scientific research projects, and paper publication indexes were higher than those before the intervention, and the differences were statistically significant (P ＜ 0.05). The students’ recognition rate of each content of the teaching effect after intervention reached 76.92% to 90.77%; the teaching satisfaction after intervention was higher than that before intervention (P ＜ 0.05). Conclusion The adoption of the “four modernizations” mechanism to build the “double-qualified” nursing teaching staff in local undergraduate colleges can improve the basic situation of the teaching staff, improve the overall quality of the teaching staff, improve the teaching level of the teachers, and realize the long-term development of the teaching staff in local application-oriented undergraduate colleges, which is worth learning from peers.
孔令瑜 毛春 关思虞▲. 地方本科院校“双师型”师资队伍建设效果分析[J]. 中国医药导报, 2022, 19(31): 88-91.
KONG Lingyu MAO Chun GUAN Siyu▲. Analysis on the construction effect of “double-qualified” teaching staff in local undergraduate colleges. 中国医药导报, 2022, 19(31): 88-91.
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