Development of an Evaluation Index System for the Quality of Clinical Practice Education in Master of Nursing Specialist Programs

Abstract

Objective: Objective To establish an evaluation framework for clinical practice teaching quality in Master of Nursing Science (MNS) programs, providing an assessment tool for cultivating high-level nursing professionals.

Methods: Through literature review, semi-structured interviews, and two rounds of expert consultation, the ordinal ranking method was employed to calculate indicator weights.

Results: A final framework comprising 4 primary indicators, 13 secondary indicators, and 42 tertiary indicators was established, covering practice base structure and resources, teaching process and management, teaching effectiveness and evaluation, and feedback and improvement. Expert scoring indicated mean indicator importance ＞4.0, coefficient of variation＜0.25, expert authority coefficient of 0.84, and statistically significant increases in Kendall's W value across rounds (P＜0.05), demonstrating the system's scientific rigor and stability.

Conclusions: This evaluation system is comprehensive in content and well-structured. It provides a quantitative basis for assessing the quality of clinical practice teaching, facilitating instructional improvements, and fostering competency development among MNS graduate students. It also serves as a reference for reforming domestic nursing graduate education and cultivating high-level talent.