摘要
目的 本研究旨在构建基于多视角下护理研究生临床导师核心能力指标体系。方法 运用文献研究法构建护理研究生临床导师的核心能力评价体系，通过专家函询法，对一级指标和二级指标进行评价与优化。运用Likert 5级评分法评估指标重要性，并通过权威系数、变异系数和肯德尔和谐系数等指标分析专家意见的一致性和可靠性。结果 第一轮和第二轮轮专家函询的有效回收率为80%和100%，，第一轮和第二轮专家权威系数分别为0.8875和0.856，两者均高于0.7，专家意见趋于一致。一级指标、二级指标的肯德尔和谐系数分别为0.236，0.221。两轮函询变异系数均小于0.172，肯德尔和谐系数在0.206~0.542之间，最终形成包含6个一级指标和38个二级指标的核心能力评价体系。结论 该研究构建的护理研究生临床导师核心能力指标体系兼具科学性和可行性，为培养护理临床导师，促进护理服务质量提供相应参考。
关键词： 多视角；核心能力体系；护理临床导师；方案构建
Abstract
Objective This study aims to construct a core competence index system of clinical tutors for nursing postgraduates based on multiple perspectives. Methods The core competence evaluation system of clinical tutors for nursing postgraduates was constructed by literature research method, and the primary and secondary indicators were evaluated and optimized by expert letter inquiry method. The Likert 5-level scoring method was used to evaluate the importance of indicators, and the consistency and reliability of expert opinions were analyzed by authority coefficient, coefficient of variation and Kendall harmony coefficient. Results The effective recovery rates of the first and second rounds of expert letter inquiries were 80% and 100%, respectively. The authority coefficients of the first and second rounds of experts were 0.8875 and 0.856, respectively, both of which were higher than 0.7, and the expert opinions tended to be consistent. The Kendall harmony coefficients of the primary and secondary indicators were 0.236 and 0.221, respectively. The coefficient of variation of the two rounds of inquiries was less than 0.172, and the Kendall harmony coefficient was between 0.206 and 0.542. Finally, a core competency evaluation system consisting of 6 primary indicators and 38 secondary indicators was formed. Conclusion The core competency indicator system for clinical tutors of nursing postgraduates constructed in this study is both scientific and feasible, and provides a corresponding reference for cultivating nursing clinical tutors and promoting the quality of nursing services.
Key words： Multi-perspective; Core competency system; Nursing clinical tutor; Program construction
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