{"title":"应用Kotter的变化模型在临床教学查房中实施建设性的服务评估","authors":"Rong Liu, Ying Wang, Ronghui Huang, Haina Xing, Meitao Wang, Xinjun Jiang, Xiaofei Wu","doi":"10.1111/jep.70076","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Rationale</h3>\n \n <p>Clinical nursing education is crucial for developing competent nursing professionals, and the evolution of teaching methodologies is essential for this development. There is a growing concern about the inadequacy of teaching capabilities among clinical instructors, leading to a significant disparity between students’ theoretical understanding and their practical application in real-world clinical settings. This is a study of the systematic application of Kotter's 8 steps to bring about major changes in the skills, behaviors and motivations of clinical faculty. It is also a study to identify specific patterns of teaching activity that are more to the practice of teaching rounds through the use of the constructive alignment framework.</p>\n </section>\n \n <section>\n \n <h3> Aims and Objectives</h3>\n \n <p>The study aims to develop and implement a clinical faculty development program using constructive alignment (CA) as a framework. Objectives include identifying weaknesses in teaching rounds, conducting a gap analysis based on preprogram self-efficacy surveys, and aligning teaching practices with learning outcomes to improve the effectiveness of clinical education. Kotter's change model has been effectively utilized to navigate and sustain transformation within faculty development initiatives.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>The study used a mixed methods approach, integrating qualitative research through Participatory Action Research with quantitative data from self-efficacy surveys. A group of researchers conducted pre- and post-program self-efficacy surveys, teacher training and interviews over the course of a year. The project was structured into three phases—diagnostic, intervention and evaluation—and we mapped all phases onto Kotter's 8 steps to promoting change. We navigated clinical teachers to conduct teaching rounds under the constructive alignment framework, subsequently employing inductive thematic analysis to meticulously assess the effectiveness of our intervention strategies.</p>\n </section>\n </div>","PeriodicalId":15997,"journal":{"name":"Journal of evaluation in clinical practice","volume":"31 3","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Applying Kotter's Change Model to Implement Constructive Alignment in Clinical Teaching Rounds for Service Evaluation\",\"authors\":\"Rong Liu, Ying Wang, Ronghui Huang, Haina Xing, Meitao Wang, Xinjun Jiang, Xiaofei Wu\",\"doi\":\"10.1111/jep.70076\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Rationale</h3>\\n \\n <p>Clinical nursing education is crucial for developing competent nursing professionals, and the evolution of teaching methodologies is essential for this development. There is a growing concern about the inadequacy of teaching capabilities among clinical instructors, leading to a significant disparity between students’ theoretical understanding and their practical application in real-world clinical settings. This is a study of the systematic application of Kotter's 8 steps to bring about major changes in the skills, behaviors and motivations of clinical faculty. It is also a study to identify specific patterns of teaching activity that are more to the practice of teaching rounds through the use of the constructive alignment framework.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Aims and Objectives</h3>\\n \\n <p>The study aims to develop and implement a clinical faculty development program using constructive alignment (CA) as a framework. Objectives include identifying weaknesses in teaching rounds, conducting a gap analysis based on preprogram self-efficacy surveys, and aligning teaching practices with learning outcomes to improve the effectiveness of clinical education. Kotter's change model has been effectively utilized to navigate and sustain transformation within faculty development initiatives.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>The study used a mixed methods approach, integrating qualitative research through Participatory Action Research with quantitative data from self-efficacy surveys. A group of researchers conducted pre- and post-program self-efficacy surveys, teacher training and interviews over the course of a year. The project was structured into three phases—diagnostic, intervention and evaluation—and we mapped all phases onto Kotter's 8 steps to promoting change. We navigated clinical teachers to conduct teaching rounds under the constructive alignment framework, subsequently employing inductive thematic analysis to meticulously assess the effectiveness of our intervention strategies.</p>\\n </section>\\n </div>\",\"PeriodicalId\":15997,\"journal\":{\"name\":\"Journal of evaluation in clinical practice\",\"volume\":\"31 3\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-04-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of evaluation in clinical practice\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jep.70076\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of evaluation in clinical practice","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jep.70076","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
Applying Kotter's Change Model to Implement Constructive Alignment in Clinical Teaching Rounds for Service Evaluation
Rationale
Clinical nursing education is crucial for developing competent nursing professionals, and the evolution of teaching methodologies is essential for this development. There is a growing concern about the inadequacy of teaching capabilities among clinical instructors, leading to a significant disparity between students’ theoretical understanding and their practical application in real-world clinical settings. This is a study of the systematic application of Kotter's 8 steps to bring about major changes in the skills, behaviors and motivations of clinical faculty. It is also a study to identify specific patterns of teaching activity that are more to the practice of teaching rounds through the use of the constructive alignment framework.
Aims and Objectives
The study aims to develop and implement a clinical faculty development program using constructive alignment (CA) as a framework. Objectives include identifying weaknesses in teaching rounds, conducting a gap analysis based on preprogram self-efficacy surveys, and aligning teaching practices with learning outcomes to improve the effectiveness of clinical education. Kotter's change model has been effectively utilized to navigate and sustain transformation within faculty development initiatives.
Method
The study used a mixed methods approach, integrating qualitative research through Participatory Action Research with quantitative data from self-efficacy surveys. A group of researchers conducted pre- and post-program self-efficacy surveys, teacher training and interviews over the course of a year. The project was structured into three phases—diagnostic, intervention and evaluation—and we mapped all phases onto Kotter's 8 steps to promoting change. We navigated clinical teachers to conduct teaching rounds under the constructive alignment framework, subsequently employing inductive thematic analysis to meticulously assess the effectiveness of our intervention strategies.
期刊介绍：
The Journal of Evaluation in Clinical Practice aims to promote the evaluation and development of clinical practice across medicine, nursing and the allied health professions. All aspects of health services research and public health policy analysis and debate are of interest to the Journal whether studied from a population-based or individual patient-centred perspective. Of particular interest to the Journal are submissions on all aspects of clinical effectiveness and efficiency including evidence-based medicine, clinical practice guidelines, clinical decision making, clinical services organisation, implementation and delivery, health economic evaluation, health process and outcome measurement and new or improved methods (conceptual and statistical) for systematic inquiry into clinical practice. Papers may take a classical quantitative or qualitative approach to investigation (or may utilise both techniques) or may take the form of learned essays, structured/systematic reviews and critiques.
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