Confidence occupational behavior evaluation platform and method based on electronic information platform

Abstract

A confidence occupational behavior evaluation platform and method based on an electronic information platform belong to the technical field of digital data processing, a Chinese MNS graduate student EPAs evaluation tool based on the electronic information platform is developed through a content analysis method, an expert conference method and focus group interviews, the content meets the MNS graduate student cultivation requirements, and a clinical practice environment is combined. Meanwhile, based on the advantages of convenience, data intercommunication and the like of an electronic information platform, the EPAs evaluation tool is expected to better realize core competency evaluation in clinical teaching evaluation, and powerful support can be provided for education and cultivation of MNS graduate students. In the future, the application condition of the EPAs evaluation tool in the clinical practice ability evaluation of MNS graduate students can be further explored according to the EPAs evaluation tool.

Description

Technical Field

[0001] The present invention belongs to the technical field of digital data processing, and specifically relates to a platform and method for evaluating the professional behavior of a person with a confidence level based on an electronic information platform, and in particular relates to a platform and method for evaluating the professional behavior of a nursing master's degree graduate student based on an electronic information platform. Background Art

[0002] As mentioned in the prior art solution with patent publication number "CN2616950Y," the application of electronic information platforms is becoming increasingly widespread. Recently, the need to vigorously develop professional degree graduate education and strengthen the assessment of professional degree graduate students' practical abilities necessitates the active development of the nursing service industry to meet the public's growing medical and health needs. In this context, the training and development of Master of Nursing Specialist (MNS) graduates has become even more important, and MNS training should focus on cultivating advanced nursing practical abilities. The core competencies of MNS graduates encompass knowledge, skills, emotional values, legal and ethical practices, judgment, and personal traits, and are essential for achieving work goals in nursing practice [5-6]. However, the current concept of competence is relatively abstract and unclear, making it difficult for clinical instructors to intuitively and accurately define the competence level of nursing master degree graduates. Summary of the Invention

[0003] In order to solve the defects in the existing technology, the present invention proposes a trusted professional behavior evaluation platform and method based on an electronic information platform, which effectively avoids the defect in the existing technology that clinical instructors find it difficult to intuitively and accurately define the ability level of nursing master's degree students.

[0004] The present invention utilizes the following technical solutions.

[0005] A method for evaluating trustworthy professional behavior based on an electronic information platform, comprising: Step 1: Conduct content analysis on nursing master's degree students; Step 2: Implement expert meetings for nursing master's degree students; Step 3: Construct an electronic information platform; Step 4: Use focus groups to evaluate the confident professional behaviors of nursing master's degree students.

[0006] Preferably, step 1 specifically includes: Step 1-1: Conduct literature search; Step 1-2: Use the inclusion and exclusion criteria to include and exclude the retrieved literature; Steps 1-3: Conduct content analysis of the included literature.

[0007] Preferably, in step 1-1, a literature search is performed using search terms formed by combining subject terms and free terms, and the literature search is performed in PubMed, Cochrane Library, Web of Science, Scope, EMBASE, CNKI, Wanfang database, and VIP database.

[0008] Preferably, in step 1-1, the search terms include Chinese search terms and English search terms, with "trusted professional behavior", "delegable professional activities", and "evaluation tools / systems" being the Chinese search terms, wherein "trusted professional behavior" is the subject word of the Chinese search terms, and "delegable professional activities" and "evaluation tools / systems" are free words of the Chinese search terms; The English search terms “entrustable professional activities”, “EPA”, “assessment tool”, “assessment tool”, “development”, “application” and “implementation” were used, among which “entrustable professional activities” and “EPA” were the subject words of the English search terms, and “assessmenttool”, “assessment tool”, “development”, “application” and “implementation” were the free words of the English search terms.

[0009] Preferably, in step 1-1, the search time limit is from database creation to the current date.

[0010] Preferably, in steps 1-2, the inclusion criteria for the retrieved literature are as follows: ① the research subjects are medical professionals; ② the research content: the literature content involves the development, application, feedback, effect evaluation or optimization and improvement of EPAs evaluation tools; ③ the research type: including research articles, reviews, and guidelines; ④ the language is Chinese or English; The exclusion criteria for the retrieved literature were as follows: ① incomplete literature information and inability to obtain the full text; ② duplicate publication; ③ news reports, conference abstracts, editorials, reviews, case reports and other non-peer-reviewed literature.

[0011] Preferably, in steps 1-3, content analysis is performed on the included literature, that is, each included literature is coded independently by two coders, and coding differences are resolved through discussion and consensus. If there are any disagreements, they are reviewed and confirmed by a third coder.

[0012] Preferably, step 2 specifically includes: Step 2-1: Select experts for nursing master's degree students; Step 2-2: Conduct expert meeting.

[0013] Preferably, in step 2-1, the expert selection criteria are: ① having a bachelor's degree or above; ② deputy chief nurse / deputy chief physician or associate professor or above; ③ having 10 years or more of nursing clinical or teaching experience; ④ being a master's tutor and responsible for clinical teaching of master's students; ⑤ being willing to participate in the trustworthy professional behavior evaluation of nursing master's degree students, being able to provide reference-worthy opinions, and being able to continuously participate in the entire discussion process.

[0014] Preferably, in step 2-2, the expert meeting is conducted offline. One week before the expert meeting, relevant materials including the included literature are sent to each expert in advance. On the day of the meeting, the evaluation tools are introduced to the experts in detail, and two project team members record the experts' modification suggestions. After the meeting, the expert modification suggestions as expert opinions are summarized and integrated on the same day to form a written version of the materials.

[0015] Preferably, in step 3, the electronic information platform consists of a computer terminal and a mobile program terminal. The computer terminal is for clinical instructors of the MNS graduate program and integrates data visualization functions for data management and evaluation result analysis; the mobile program terminal is for students, clinical instructors and tutors to facilitate real-time viewing, evaluation and feedback of students' performance in clinical practice.

[0016] Preferably, step 4 specifically includes: Step 4-1: Determine the research subjects; Preferably, in step 4-1, a purposive sampling method is used to select 9 MNS graduate students and 10 clinical instructors as interview subjects. The 9 2023 MNS graduate students and 10 clinical instructors among the interview subjects are numbered N1 to N9 and G1 to G10, respectively.

[0017] Step 4-2: Determine the interview outline; Preferably, in step 4-2, an interview outline is formed from the perspectives of user interface, operating functions and evaluation content by consulting literature.

[0018] Step 4-3: Data collection and analysis.

[0019] A trustworthy professional behavior evaluation platform based on an electronic information platform, comprising: An analysis module was used to conduct content analysis on Master of Nursing degree students; An implementation module for implementing expert meetings for Master of Nursing degree students; A construction module, which is used to construct an electronic information platform; An evaluation module was developed to assess the confidence in professional behavior of nursing master's degree students using focus groups.

[0020] The beneficial effects of the present invention are that, compared with the prior art, the technical effects of the present invention include: To improve the efficiency and accuracy of core competency assessments for Master of Nursing Specialist (MNS) graduates, a tool for assessing Entrustable Professional Activities (EPAs) was developed based on an electronic information platform. This tool utilizes content analysis, expert consultations, and focus group interviews. Content analysis led to the initial draft of the tool, and the development of the information platform was completed. Expert consultations and focus groups were then organized to finalize and optimize the EPAs assessment tool based on the electronic information platform. The EPAs assessment form includes three sections: EPA description, confidence level, and narrative feedback. The electronic information platform includes both desktop and mobile applications, and includes user roles such as clinical instructors, graduate students, project clinical instructors, and mentors. It enables functions such as applying for assessments, initiating assessments, viewing historical assessments, and managing assessment information. This convenient and efficient tool for assessing MNS graduate students based on the electronic information platform facilitates clinical instructors in accurately defining and assessing the comprehensive performance of multiple competencies in MNS graduate students, thereby promoting their professional growth. Based on the results of this invention, we can further explore the application effect of this evaluation tool in the evaluation of clinical practice ability of MNS postgraduates in the future to promote the practice of EPAs in nursing master's education. BRIEF DESCRIPTION OF THE DRAWINGS

[0021] Figure 1 It is a flow chart of the method for evaluating trustworthy professional behavior based on an electronic information platform described in the present invention; Figure 2 This is a partial structural diagram of the trusted professional behavior evaluation platform based on the electronic information platform described in the present invention; Figure 3 It is a logical structure diagram of the computer side of the present invention; Figure 4 This is a logical structure diagram of the mobile terminal of the present invention; Figure 5 is a schematic diagram of an appointment application page of the present invention; Figure 6 is a schematic diagram of the instant evaluation page of the present invention; Figure 7 is a schematic diagram of a reservation evaluation page of the present invention; Figure 8 is a schematic diagram of a historical evaluation page of the present invention; Figure 9is a schematic diagram of the EPA data management page of the present invention; Figure 10 It is a schematic diagram of the student EPA query page on the computer side of the present invention. DETAILED DESCRIPTION

[0022] To make the purpose, technical solutions and advantages of the present invention more clear, the following will be combined with the drawings in the embodiments of the present invention to clearly and completely express the technical solutions of the present invention. The embodiments expressed in this application are only some embodiments of the present invention, not all embodiments. According to the spirit of the present invention, other embodiments obtained by those skilled in the art without making creative work shall fall within the scope of protection of the present invention.

[0023] like Figure 1 As shown, the method for evaluating trustworthy professional behavior based on an electronic information platform of the present invention includes: In 2005, Dutch medical education experts proposed Entrustable Professional Activities (EPAs), which refer to professional practice activities that learners perform independently under conditions of trust. EPAs assess relatively abstract abilities through relatively concrete and easily accessible clinical behaviors, and assign corresponding authority and responsibilities to learners based on the evaluation results. EPAs were initially used primarily to assess the competence of residents during postgraduate medical education. In 2014, the Association of American Medical Colleges (AAMC) released 13 core EPAs for residents. In recent years, theoretical research and practical exploration of EPAs have been conducted in the nursing field both domestically and internationally. Foreign research has focused on the construction and application of EPAs at multiple levels, including advanced practice nurses, undergraduates, and graduate students. Domestic research on EPAs has focused primarily on the development of EPA frameworks for undergraduate, graduate, and specialist nurses. Yang et al. constructed EPAs for Chinese MNS graduate students from a core competency perspective, covering 12 key activities that MNS graduates should be able to perform independently upon graduation. With the development of digital technology, EPAs evaluation has gradually become electronic and has demonstrated powerful functions, such as the prePAred mobile application for anesthesiology residents and the E-Portfolio system for EPAs for emergency residents. The vigorous development of EPAs theoretical research in the nursing field also urgently needs in-depth exploration at the practical level. Therefore, the present invention aims to develop an EPA evaluation tool suitable for the training requirements of Chinese MNS graduate students based on the EPAs framework for Chinese MNS graduate students, and embed it into an electronic information platform to provide a path for conducting more scientific and systematic MNS core competency evaluations and better support the professional growth and development of MNS graduate students. The present invention specifically includes: Step 1: Conduct content analysis on nursing master's degree students; In a preferred but non-limiting embodiment of the present invention, step 1 specifically comprises: Step 1-1: Conduct literature search; In a preferred but non-limiting embodiment of the present invention, in step 1-1, a literature search is performed using search terms formed by combining subject terms and free terms. The literature search is performed in PubMed, Cochrane Library, Web of Science, Scope, EMBASE, CNKI, Wanfang database, and VIP database.

[0024] In a preferred but non-limiting embodiment of the present invention, in step 1-1, the search terms include Chinese search terms and English search terms, and "trusted professional behavior", "delegable professional activities", "evaluation tools / systems", etc. are used as Chinese search terms, wherein "trusted professional behavior" is the subject word of the Chinese search terms, and "delegable professional activities" and "evaluation tools / systems" are free words of the Chinese search terms; The English search terms “entrustable professional activities”, “EPA”, “assessment tool”, “assessment tool”, “development”, “application” and “implementation” were used, among which “entrustable professional activities” and “EPA” were the subject words of the English search terms, and “assessmenttool”, “assessment tool”, “development”, “application” and “implementation” were the free words of the English search terms.

[0025] In a preferred but non-limiting embodiment of the present invention, in step 1-1, the search time limit is from database creation to the current date, and the current date is, for example, May 10, 2025.

[0026] Step 1-2: Use the inclusion and exclusion criteria to include and exclude the retrieved literature; In a preferred but non-limiting embodiment of the present invention, in steps 1-2, the inclusion criteria for the retrieved literature are as follows: ① the research subjects are medical professionals (including medical students at all levels, residents, etc.); ② the research content: the literature content involves the development, application, feedback, effect evaluation, or optimization and improvement of EPAs evaluation tools; ③ the research type: including research articles, reviews, and guidelines; ④ the language is Chinese or English; The exclusion criteria for the retrieved literature were as follows: ① incomplete literature information and inability to obtain the full text; ② duplicate publication; ③ non-peer-reviewed literature such as news reports, conference abstracts, editorials, reviews, and case reports.

[0027] Steps 1-3: Conduct content analysis of the included literature.

[0028] In a preferred but non-limiting embodiment of the present invention, in steps 1-3, content analysis is performed on the included literature. Specifically, each included literature is independently coded by two coders. Coding discrepancies are resolved through discussion and consensus. Any disagreements are reviewed and confirmed by a third coder. Independent coding can be performed using label coding.

[0029] Step 2: Implement expert meetings for nursing master's degree students; In a preferred but non-limiting embodiment of the present invention, step 2 specifically comprises: Step 2-1: Select experts for nursing master's degree students; In a preferred but non-limiting embodiment of the present invention, in step 2-1, the expert selection criteria are: ① having a bachelor's degree or above; ② being a deputy chief nurse / deputy chief physician or associate professor or above; ③ having 10 years or more of nursing clinical or teaching work experience; ④ being a master's tutor and responsible for clinical teaching of master's students; ⑤ being willing to participate in the trustworthy professional behavior evaluation of nursing master's degree students, being able to provide reference-worthy opinions, and being able to continuously participate in the entire discussion process.

[0030] Step 2-2: Conduct expert meeting.

[0031] In a preferred but non-limiting embodiment of the present invention, in step 2-2, the expert meeting is implemented offline. One week before the expert meeting, relevant materials including the included literature are sent to each expert in advance. On the day of the meeting, the evaluation tool is introduced to the experts in detail, and two project team members record the expert modification suggestions. After the meeting, the expert modification suggestions as expert opinions are summarized and integrated on the same day to form a text version of the material.

[0032] Step 3: Construct an electronic information platform; In a preferred but non-limiting embodiment of the present invention, in step 3, the electronic information platform uses a Windows Server server. The electronic information platform operating framework adopts a B / S architecture with front-end and back-end separation (Browser / Server, or applet / server). The mobile program front-end framework uses Vue.js, which can implement component-based development, two-way data binding, virtual DOM, and other functions, making the front-end code more concise and easy to maintain. The front-end web framework uses JavaScript and HTML development languages, and the electronic information platform page adopts LayUI's minimalist modular Web UI style. The back-end interface uses Java development language and Spring Boot service framework. Data cache uses Redis 7.0, and the database uses MySQL 5.7. The electronic information platform consists of a computer terminal and a mobile program terminal. The computer terminal is designed for clinical instructors of the MNS graduate program and integrates data visualization functions for data management and evaluation results analysis. The mobile program terminal is designed for students, clinical instructors, and tutors to facilitate real-time viewing, evaluation, and feedback on students' performance in clinical practice.

[0033] In modern education management, especially in graduate program management, effective data management and real-time feedback are crucial. Existing management systems often suffer from information silos, delayed data updates, and untimely feedback, preventing clinical instructors from keeping abreast of students' clinical practice performance. Previous systems were mostly single-port, lacking data visualization capabilities, making effective results analysis difficult. Furthermore, communication between students and instructors is often limited by time and space, impacting the quality and efficiency of clinical practice. Therefore, an integrated electronic information platform is urgently needed to improve data management efficiency and provide real-time feedback.

[0034] The electronic information platform of this invention aims to address existing issues in graduate program management, such as inconvenient data management, delayed feedback, and information silos. By integrating desktop and mobile platforms, the platform enables centralized data management and visual analysis, helping clinical instructors better assess students' clinical performance. Furthermore, the mobile platform provides convenient real-time viewing and feedback for students, clinical instructors, and mentors, fostering communication and collaboration among all parties, thereby improving the overall quality and efficiency of clinical practice.

[0035] Specific application methods of the electronic information platform include: STEP 1: The computer terminal integrates data visualization functions to support multi-dimensional data management and evaluation result analysis, helping project clinical instructors quickly obtain key information.

[0036] The computer terminal integrates a set of advanced data visualization features designed to support multi-dimensional data management and evaluation results analysis (different data sources constitute different dimensions). This feature displays key data through a graphical interface, allowing project clinical instructors to intuitively access and understand information. The specific implementation method includes the following steps: Data Collection and Integration: The platform first collects data from various data sources (such as students' clinical practice records, evaluation feedback, and assessment results). This data can be structured (such as tabular data in a database) or unstructured (such as text feedback). Data cleaning and preprocessing ensure data accuracy and consistency.

[0037] Data Storage: Cleaned data is stored in a centralized database, using either a relational database (such as MySQL) or a non-relational database (such as MongoDB) to facilitate subsequent queries and analysis. The database design should consider the multidimensionality of the data to ensure it can support complex query requirements.

[0038] Data analysis: Use statistical analysis methods to process the collected data. For example, statistics such as mean and variance can be used to evaluate student performance. For the analysis of evaluation results, the following formula can be used to calculate the student's comprehensive score: Among them, S is the comprehensive score of the students, n is the number of evaluation dimensions, is the weight of the i-th dimension, is the evaluation result of the i-th dimension. By adjusting the weight according to specific requirements, clinical instructors can optimize the score according to different evaluation criteria.

[0039] Data visualization: Using data visualization tools (such as D3.js and Chart.js), analysis results can be presented graphically. Common visualization formats include bar charts, pie charts, and line charts, which can help clinical instructors quickly identify trends and anomalies. For example, a bar chart can be used to display the performance of different students across various evaluation dimensions, while a line chart can illustrate the performance changes of a single student over a period of time.

[0040] User Interaction: Clinical instructors can use the interactive interface to select different dimensions and time ranges to dynamically update the visualization results. This interactivity allows clinical instructors to deeply analyze the data, identify potential problems, and take timely measures.

[0041] Figure 3 It is a logical structure diagram on the computer side, showing the relationship between various components.

[0042] During the specific implementation process, clinical instructors can follow the steps below: Data input: Upload students' clinical practice records and evaluation feedback through the system interface, and the system will automatically clean and integrate the data.

[0043] Data query: Managers can select a specific time period and evaluation dimension, and the system will extract relevant data from the database.

[0044] Result analysis: Use the above formula to calculate the students' comprehensive scores and generate corresponding statistical reports.

[0045] Visualization: Select the appropriate chart type and the system will automatically generate visualization results. Managers can quickly identify student performance trends through the chart.

[0046] Feedback and adjustment: Based on the visualization results, managers can discuss with clinical instructors and students and adjust teaching and guidance strategies in a timely manner to improve students' clinical practice capabilities.

[0047] By following the above steps, clinical instructors can effectively utilize data visualization functions to improve their ability to manage and analyze student performance.

[0048] STEP 2. The mobile app provides students with real-time viewing capabilities, allowing them to understand their clinical practice performance at any time and conduct self-evaluation.

[0049] The mobile app provides students with a real-time viewing function, allowing them to access their clinical practice performance at any time and conduct self-evaluation. The implementation of this function includes the following key steps: User Identity Verification: When students first use the mobile app, the platform will ask them to complete an identity verification process. Students will need to enter their registered username and password, which will be compared against the platform's database to ensure the user's legitimacy. Upon successful authentication, students will be directed to their personal profile page.

[0050] Data Acquisition: Once a student successfully logs in, the platform automatically extracts relevant clinical practice data from a centralized database. This data includes the student's practice records, instructor evaluations, and peer feedback. To ensure data is up-to-date, the platform regularly synchronizes with the database to ensure students have access to the latest information.

[0051] Data display: The extracted data will be displayed through a user-friendly interface. The interface design should be concise and clear, using a combination of charts and text to enable students to intuitively understand their performance. For example, the platform can use a line chart to show the changes in student performance over different time periods, or use a radar chart to display the scores of each evaluation dimension. The specific calculation formula is as follows: in, is the average score of students on the i-th evaluation dimension, m is the number of evaluations under this dimension, is the score of the jth evaluation on the i-th evaluation dimension. In this way, students can clearly see their performance trends in each dimension.

[0052] Self-evaluation: The mobile app also offers a self-evaluation feature, allowing students to rate themselves based on their practical experience and feedback. The platform guides students through self-ratings based on pre-set evaluation criteria and provides feedback. The results of the self-evaluation are recorded in a database for subsequent analysis and comparison.

[0053] Feedback and Interaction: Students can send feedback to their instructors through the mobile app, asking about their performance or requesting advice. The platform automatically generates a feedback report containing the student's self-evaluation results and historical performance data, enabling instructors to provide targeted guidance.

[0054] Figure 4 It is a logical structure diagram of the mobile terminal, showing the relationship between various components.

[0055] In the specific implementation process, students can follow the steps below: Log in to the platform: Open the mobile app and enter your username and password for authentication.

[0056] View performance: After successful login, the platform automatically loads the student's clinical practice data, and students can view their performance, including scores and historical changes in various evaluation dimensions.

[0057] Conduct self-evaluation: Based on their own practical experience, students can self-evaluate on the platform, and the platform will provide corresponding evaluation criteria and suggestions.

[0058] Send feedback: Students can choose to interact with their instructors and send feedback requests. The platform will generate a feedback report to help instructors understand students' self-evaluation and performance.

[0059] Get guidance: After receiving feedback, teachers can reply to students through the platform and provide targeted guidance and suggestions to help students further improve their clinical practice skills.

[0060] Through the above steps, the mobile program terminal provides students with a comprehensive self-management and feedback platform to help them understand their clinical practice performance in real time and conduct effective self-evaluation and improvement.

[0061] STEP 3. Clinical instructors and mentors can provide real-time feedback on student performance through mobile apps, ensuring timely communication and guidance.

[0062] Clinical instructors and mentors can provide real-time feedback on student performance through mobile apps, enabling efficient communication and guidance. This feature is implemented in the following key steps: Teacher Identity Verification: When a teacher or tutor uses the mobile app for the first time, they will be asked to complete an identity verification process. The teacher will enter their registered username and password, which will be compared against the system's database to ensure the user's legitimacy. Upon successful authentication, the teacher will be directed to their profile page, displaying a list of their students.

[0063] Student Performance Review: Once a teacher successfully logs in, the system automatically loads the clinical practice data of their students. Teachers can review each student's performance, including self-evaluation, instructor evaluation, and peer feedback. To ensure real-time information, the system regularly synchronizes with the database to ensure teachers have access to the latest student performance data.

[0064] Feedback function: Teachers can provide feedback on each student's performance. The system provides a simple feedback interface where teachers can select preset evaluation criteria and provide specific feedback. Feedback can include affirmation of student performance, suggestions for improvement, and future learning goals. The teacher's feedback score will be recorded in the database for students and other teachers to view. The calculation formula for the teacher's feedback score is as follows: in, is the teacher's feedback score on the jth evaluation dimension of the i-th student, is the performance score of the jth evaluation dimension of the i-th student, is the preset teacher's evaluation weight for the jth evaluation dimension of the i-th student, is the self-evaluation score of the i-th student on the j-th evaluation dimension. In this way, teachers can consider multiple factors and give more comprehensive feedback.

[0065] Real-time Interaction: Teachers can interact with students in real time through the mobile app. They can send instant messages to inquire about students' progress or offer suggestions. The system automatically generates a record of these interactions for easy tracking and analysis.

[0066] Data Analysis and Reporting: The system also provides data analysis capabilities, allowing teachers to view student performance trends over time, helping them better understand their students' learning progress. The system can also generate regular reports summarizing student performance and teacher feedback, facilitating overall assessment.

[0067] During the specific implementation process, teachers can follow the steps below: Log in to the system: Open the mobile app and enter your username and password for authentication.

[0068] View student performance: After successful login, the system automatically loads the clinical practice data of the students supervised by the teacher. The teacher can view the performance of each student, including self-evaluation and peer feedback.

[0069] Provide feedback: Teachers can select a student, enter the feedback interface, and provide feedback based on the preset evaluation criteria. The system will record the feedback content.

[0070] Interaction: Teachers can communicate with students through instant messaging to inquire about their learning progress or provide suggestions.

[0071] Analyze data: Teachers can regularly view the changing trends of student performance, and the system will generate reports to help teachers conduct overall evaluation and guidance.

[0072] Through the above steps, the mobile program provides clinical instructors and tutors with an efficient feedback and communication platform, ensuring that they can understand students' performance in a timely manner and provide targeted guidance and support.

[0073] STEP 4. The system supports centralized storage and management of data, avoiding information silos and ensuring that all parties have access to the latest data.

[0074] The platform's centralized storage and management capabilities are key to ensuring information flow and data sharing, eliminating information silos and ensuring all stakeholders have real-time access to the latest data. This functionality can be implemented in the following key steps: Data is centrally stored: The platform uses cloud storage technology to centrally store all data in a secure cloud database. When choosing a cloud database, consider its scalability and security, such as those provided by Amazon Web Services (AWS) or Google Cloud Platform (GCP).

[0075] The database structure is designed as a relational database, which contains multiple tables to store different types of data, such as student information table, teacher information table, clinical practice record table, etc. Each table is linked through foreign keys to ensure data integrity and consistency.

[0076] Data access control: The platform implements role-based access control (RBAC), ensuring that different users (such as students, teachers, and administrators) can only access data within their scope of authority. Each user is assigned a role upon registration, and the platform defines access rights based on the role.

[0077] For example, teachers can access the clinical practice data of their students, while students can only view their own data. Administrators have access to all data for management and maintenance.

[0078] Data synchronization mechanism: To ensure that all parties have access to the latest data, the platform implements a data synchronization mechanism. This mechanism regularly synchronizes data with external data sources (such as hospital management platforms and education management platforms) to ensure that the data in the database is always up to date.

[0079] The synchronization process adopts an incremental update strategy, only updating the data that has changed since the last synchronization to improve efficiency and reduce the burden on the platform.

[0080] Data backup and recovery: The platform performs regular data backups to prevent data loss. Backup data is stored in different geographical locations to ensure rapid recovery in the event of a catastrophic event.

[0081] Data recovery procedures should include regular testing to ensure the integrity and availability of backup data.

[0082] Data Visualization and Analysis: The platform integrates data visualization tools, allowing users to view data analysis results in real time through charts and dashboards. Users can customize views and select different data dimensions for analysis.

[0083] For example, teachers can view student performance trends over different time periods to help them develop more effective instructional strategies.

[0084] During the specific implementation process, platform users can follow the steps below: Data entry: All relevant data (such as student information, clinical practice records, etc.) are entered into the platform through a unified input interface to ensure consistent data format.

[0085] Role assignment: When a user registers, the platform automatically assigns the corresponding role based on their identity (student, teacher, administrator) and sets access rights.

[0086] Data synchronization: The platform regularly synchronizes with external data sources to ensure that the data in the database is kept up to date. Users can view the most recent synchronization records in the platform.

[0087] Data backup: The platform automatically performs data backup, and users can view the backup status and history in the settings.

[0088] Data Analysis: Users can generate reports through data visualization tools to analyze student performance trends. The platform will provide a variety of chart options for users to choose from.

[0089] Through the above steps, the platform's centralized storage and management functions can effectively eliminate information silos, ensuring that all parties can access the latest data in real time, thereby improving communication efficiency and decision-making quality.

[0090] STEP 5. The platform is designed with user experience in mind, with a user-friendly interface and easy operation to ensure that different user groups can quickly get started and use it effectively.

[0091] The platform is designed with user experience in mind, aiming to provide a user-friendly interface and simple operation process to ensure that different user groups (such as students, clinical instructors, and project managers) can quickly get started and use it effectively. The specific implementation methods are as follows: User Interface Design: Adopt a responsive design so that the platform looks good across different devices, such as desktops, tablets, and phones. Use a CSS framework like Bootstrap or Tailwind CSS to implement an adaptive layout, ensuring a consistent user experience across all screen sizes.

[0092] Interface elements (such as buttons, menus, and input boxes) use a unified style and color scheme to enhance visual consistency. Use icons and intuitive labels to help users quickly understand the purpose of each function.

[0093] User guidance and help: Integrate a beginner's guide into the platform to provide step-by-step instructions during first-time use to help users familiarize themselves with the platform's basic functions. For example, use modals or tooltips to explain the function of each functional module.

[0094] Provide online help documents and FAQs that users can refer to at any time to solve problems encountered during use. The documents should include examples with pictures and text to facilitate user understanding.

[0095] Operation process optimization: Design streamlined workflows to reduce the number of steps required to complete tasks. For example, when entering data, use a step-by-step wizard to guide users through filling in the necessary information, avoiding the hassle of displaying too many fields at once.

[0096] Implement an auto-save function to ensure that users do not lose information due to accidentally closing the page while entering data. The platform can periodically save the data entered by users to temporary storage, and users can continue unfinished operations after re-login.

[0097] Feedback mechanism: After users complete an action, the platform should provide immediate feedback, such as a success message or error message, to help users understand the results of their actions. Use color coding (e.g., green for success, red for error) and concise language to make feedback easy to understand.

[0098] Allow users to evaluate the platform's functionality and interface, and collect user feedback for continuous improvement. This can be done through regular user surveys or feedback forms to obtain user opinions and suggestions.

[0099] Personalization: Provide user personalization options, allowing users to adjust the interface layout, theme color, and notification preferences according to their needs. For example, users can choose dark mode or light mode to adapt to different usage environments.

[0100] The platform can intelligently recommend relevant functions or data based on user usage habits to improve user efficiency.

[0101] First login: When the user logs in for the first time, the system will automatically pop up a novice guide, which will gradually introduce the usage of each functional module. The user can operate according to the prompts.

[0102] Data entry: When entering data, the system will guide users step by step to ensure that each step is clear and understandable. During the filling process, the system will automatically save the user's input to avoid data loss.

[0103] Interface adjustment: Users can select their favorite interface theme in the settings, adjust the font size and layout to suit their personal usage habits.

[0104] Feedback submission: When users encounter problems during use, they can submit their opinions through the feedback form. The system will regularly collect and analyze these feedbacks for subsequent improvements.

[0105] Through the above steps, the platform design can effectively improve the user experience, allowing different user groups to quickly get started and use the system efficiently, thereby achieving better data management and communication effects.

[0106] Step 4: Use focus groups to evaluate the confident professional behaviors of nursing master's degree students.

[0107] In a preferred but non-limiting embodiment of the present invention, step 4 specifically comprises: Step 4-1: Determine the research subjects; In a preferred but non-limiting embodiment of the present invention, in step 4-1, a purposive sampling method was used to select 9 MNS graduate students of the class of 2023 and 10 clinical instructors as interview subjects. The 9 MNS graduate students of the class of 2023 and 10 clinical instructors among the interview subjects were numbered N1 to N9 and G1 to G10, respectively.

[0108] Step 4-2: Determine the interview outline; In a preferred but non-limiting embodiment of the present invention, in step 4-2, an interview outline is formed from the perspectives of user interface, operating functions and evaluation content by consulting literature. The outline contents of the student group are listed as follows: ① What do you think of the mobile program interface design? ② Do you think the functions currently provided by the mini program can meet your needs for process evaluation? ③ Do you think the form and process of initiating EPAs evaluation need to be improved? How to improve it? The outline contents of the clinical instructor group are listed as follows: ① In clinical scenarios, which EPAs items do you think are more common and more convenient to evaluate? ② How do you think the current functions of the mini program help you make confident decisions? What other basis or reference is needed? Step 4-3: Data collection and analysis.

[0109] In a preferred but non-limiting embodiment of the present invention, in step 4-3, in December 2024, two groups were interviewed separately using the focus group interview method. The purpose and significance of the present invention were explained to the interviewees before the formal interview, and the interview process was recorded and videotaped after the interviewees agreed and signed the informed consent form. The entire interview was carried out based on the outline. The researcher did not exert any pressure or inducement, and encouraged students and clinical instructors to express themselves truthfully. The researcher listened carefully during the interview, asked questions and confirmed any doubtful information in a timely manner, and ensured the integrity and accuracy of the interview data. The present invention adopts the theme analysis method. The researcher transcribed the interview data into text data word by word within 24 hours after the end of the interview, and repeatedly read the text for initial coding. The initial theme was formed by comparison and classification, and the transcribed text was returned for theme inspection and naming.

[0110] The method of the present invention is further described below with corresponding specific embodiments: The first draft of the MNS Graduate EPA Evaluation Tool is shown below: 1. Content Analysis: After searching, 39 articles were finally included. Through content analysis of the 39 articles, the EPA evaluation form was summarized into three parts: EPA description, confidence level, and narrative feedback.

[0111] 2. Draft EPA Assessment Tool: Based on the EPAs framework for Chinese MNS graduate students constructed by Yang et al., the draft of the EPAs evaluation form was initially determined to consist of three parts, namely EPA description, confidence level, and narrative feedback. Among them, the EPA description contains 8 elements

[22] : ① EPA title; ② Description and limitations; ③ Potential risks in the event of failure; ④ Most relevant competency areas; ⑤ Knowledge, skills, attitudes and experience; ⑥ Type and number of information sources to provide confidence in the decision; ⑦ Expected confidence level; ⑧ Validity period.

[0112] The evaluation plan for the electronic information platform has been preliminarily finalized. The specific evaluation process is as follows: ① Evaluation Initiation: During clinical rotations, MNS students will initiate an EPA evaluation based on their own capabilities; ② Pre-evaluation Preparation: Faculty and students will jointly determine the cases involved in the evaluation, evaluation methods, and specific evaluation time; ③ Evaluation Application Completion: Students will submit a new evaluation application via the mobile app; ④ Evaluation Implementation: Clinical instructors will conduct the evaluation via the mobile app and determine the confidence level based on the student's actual performance.

[0113] The final version of the MNS Graduate EPA Evaluation Tool is shown below: 1. Expert Meeting: A total of 5 experts participated in the expert meeting, including 1 senior professional title, 4 associate senior professional titles, 1 doctoral supervisor, and 4 master's supervisors. The experts' research directions cover community nursing, clinical nursing and nursing education. The experts put forward modification opinions on language expression, EPA description, evaluation items and evaluation methods. The meeting lasted 90 minutes. After discussion, the project team adopted 20 expert opinions. For example, because some EPAs items are not applicable in the community environment, "applicable to community implementation" was deleted from "restrictions"; some EPAs items "potential risks of failure" caused patients to experience "pain" because the reference was unclear, so it was changed to "pain and discomfort"; it was recommended that the "experience" part of the evaluation form be determined according to the clinical activities that MNS graduate students can complete; and a variety of evaluation methods were added to "types of information sources that provide confidence decisions" to enrich the way to determine the confidence level. The final MNS graduate student confidence professional behavior evaluation form is shown in Table 1 EPA1 Health Assessment Evaluation Table (taking EPA1 health assessment as an example). Table 1

[0114]

[0115] 2. Focus Group Interviews: 2.1 Theme 1: Page Design and Functionality Improvement Interview results indicate that the mobile app's page design is generally clear and its content is well-defined. N2: "The mobile app is easy to use in a clinical setting." N4: "The data presentation within the mobile app is excellent." G3: "The content on each page is very clear." However, specific evaluation functions still need improvement. For example, some teachers and students mentioned the need for features like "viewing previous evaluations" and "prompt boxes for describing the content of EPAs." N5: "Currently, teachers cannot see students' previous evaluation information, and feedback from different departments lacks interoperability, making management difficult and inconsistent. We recommend that teachers add a function to view students' historical evaluations so that they can provide targeted guidance to students based on this information." G4: "It is recommended that a prompt box describing the content of each EPA be added before selecting an EPA for evaluation, to facilitate understanding before starting the evaluation."

[0116] 2.2 Theme 2: Compatibility of evaluation methods with EPAs scenarios Interviewees suggested enriching assessment methods to better align with real-world scenarios, thereby better evaluating the clinical practice abilities of MNS graduate students. N6: "Scenario simulation assessments are a common method in current clinical practice, particularly applicable to critical care and adverse drug event scenarios." G2: "During outpatient rotations, it is recommended that health education videos filmed in the clinic be used as a form of assessment during mini-lectures." G8: "It is recommended that operational guides be added to mobile apps to guide assessments."

[0117] 2.3 Theme 3: Convenience and Optimization of Evaluation Process Interview results indicate that the current evaluation process in the mobile app is generally smooth, but requires more convenient operation in specific clinical settings. G4: "The design of the evaluation process in the mobile app is relatively easy to understand and operate." N1: "In addition to scheduled evaluations, which means MNS graduate students proactively apply, it is recommended to add an instant evaluation portal so that teachers can more conveniently conduct evaluations when encountering new patients or emergencies in the clinic." 3. Develop the final version of the MNS postgraduate EPA evaluation tool based on the electronic information platform The electronic information platform consists of two parts: a mobile terminal (including the teacher terminal and the student terminal) and a computer terminal management platform. Students can complete a complete evaluation process on the mobile terminal, including the evaluation application function, the evaluation start function, and the review of historical evaluation functions. The "Evaluation Application" can be used to schedule the evaluation application stage. That is, MNS graduate students communicate with their supervisors in advance to determine the evaluation EPAs, evaluation methods and time, and the students fill in the application on the mobile terminal, such as Figure 5As shown. "Start Evaluation" can complete instant evaluation and scheduled evaluation. Instant evaluation is suitable for busy clinical scenarios, that is, to start evaluation directly. During the evaluation, the clinical instructor reviews the most relevant competency areas of EPAs, knowledge, skills and attitude lists, etc., selects the confidence level based on the student's performance, uploads on-site pictures, and fills in narrative feedback, and finally completes the evaluation submission. Figure 6 、 Figure 7 “View Historical Evaluations” provides information on all previous evaluations, evaluation progress, and detailed evaluation feedback from clinical instructors, allowing for self-reflection and improvement. Figure 8 shown.

[0118] The computer management platform has the functions of MNS graduate student information management, clinical instructor information management, evaluation data aggregation, evaluation progress monitoring, etc., which facilitates efficient management and back-end supervision of the entire evaluation process. Figure 9 、 Figure 10 shown.

[0119] The EPAs evaluation tool provides a scientific basis for comprehensively evaluating the clinical practice ability of MNS postgraduates: EPAs are an effective competency assessment tool, providing a mechanism for translating competencies into practice. The MNS graduate student EPAs evaluation form constructed in this paper covers three key dimensions: EPA description, confidence level, and narrative feedback. It provides a comprehensive and systematic assessment of MNS graduate students' performance in professional practice. Professor Tencate recommends eight elements for EPA description, providing clear evaluation guidelines for clinical instructors and ensuring a scientific and accurate evaluation process. Furthermore, the rational design and division of confidence levels further enhances the flexibility of the evaluation tool. Confidence levels reflect the instructor's confidence in the student's competency and are primarily determined based on the degree of supervision required during practice. To reflect the differences between graduate and undergraduate training requirements, MNS graduate students are required to achieve a pre-set confidence level for each EPA, such as a level of 2 or 3 at the beginning of the general rotation, thus qualifying them for less supervised or unsupervised practice. Narrative feedback provides a basis for reviewing and reflecting on progress in the evaluation tool. Providing feedback in the clinical setting is the most direct and effective way to enhance learning outcomes. In competency-based medical education, the feedback provided by clinical mentors and the residents' own experience accumulation and reflection are considered to be the two main pillars of this educational concept.

[27] This also makes it more distinctive compared to other traditional time-oriented training models. The narrative feedback in this evaluation form follows the format of "Completed - Unfinished - Suggestions for Improvement", providing clinical instructors with space to express specific opinions, helping MNS students better identify and understand their strengths and weaknesses, thereby promoting their professional growth.

[0120] The electronic information platform provides a feasible path for completing the EPAs evaluation process conveniently and efficiently: The MNS graduate student EPAs evaluation tool developed by this invention, based on an electronic information platform, can significantly improve evaluation efficiency and convenience. When designing the mobile program terminal, the needs of both clinical instructors and MNS graduate students were fully considered, providing an easy-to-use interactive evaluation format that is not limited by traditional paper evaluations or fixed computer terminals. A study on the training of new nurses combined EPAs with electronic tools and incorporated on-the-job training forms to optimize the evaluation process. The results showed that training time was reduced. ] The Association for Medical Education in Europe (AMEE) Guideline No. 154 states that there are multiple forms of evaluation interaction between teachers and students in mobile programs: teacher evaluation, temporary self-evaluation, direct evaluation initiated by students, simultaneous teacher and self-evaluation, and

[19] The interactive format designed by Marty et al. is that after completing EPAs, students select EPAs through the mobile application to start the rating process, and a QR code is generated at the same time. The clinical instructor uses the supervisor version to scan and complete the confidence decision. The results show that the above format allows the evaluation tool to be smoothly integrated into the clinical workflow and has a high user acceptance rate. ] This system adheres to user needs and primarily involves MNS graduate students initiating evaluations. The combination of scheduled and immediate evaluations ensures both planned and orderly evaluations while also addressing the emergent and urgent nature of clinical settings. This flexible evaluation format allows instructors to efficiently complete evaluation tasks alongside their students, even amidst their busy clinical schedules.

[0121] EPAs evaluation tools use mobile technology to provide a platform support for the aggregation and management of evaluation data: Ten Cate summarized seven essential elements to record when using mobile devices for evaluation: learner name or ID, evaluator name or ID, evaluation time, EPAs, specialty rotation, level of supervision provided and / or recommended confidence level scale, narrative feedback, or learning objectives. Young et al. focused on key evaluation data in a mobile app, such as resident and clinical faculty name, evaluation date, psychiatric EPAs, confidence level, narrative feedback, and evaluation time. The EPAs mobile app efficiently completes evaluation tasks and produces high-quality feedback. The mobile app in this invention can collect MNS graduate student names, clinical instructor names, rotation departments, EPAs, confidence levels, and narrative feedback content. This data aligns with Professor Ten Cate's recommendations and is interoperable with desktop data, enabling updated and shared evaluation information among nursing educators, clinical instructors, and MNS graduate students.

[0122] In summary, this study developed an EPAs assessment tool for MNS graduate students based on an electronic information platform through content analysis, expert conferences, and focus group interviews. The tool's content meets the requirements for MNS graduate student training and is integrated with the clinical practice environment. Furthermore, leveraging the convenience and data interoperability of electronic information platforms, the EPAs assessment tool is expected to better assess core competencies in clinical teaching evaluations, potentially providing strong support for the education and training of MNS graduate students. Future research will explore the application of the EPAs assessment tool in evaluating the clinical practice abilities of MNS graduate students.

[0123] The MNS graduate EPAs framework was developed by our research group in the early stage, and specifically includes EPAs 1 health assessment; EPAs 2 determining nursing diagnoses and their priorities; EPAs 3 developing and implementing nursing care plans; EPAs 4 performing basic and specialized nursing skills; EPAs 5 identifying and managing patients' medication needs; EPAs 6 assessing and managing patients' mental health issues; EPAs 7 identifying and assisting in the rescue of critically ill patients; EPAs 8 implementing transfers and handovers; EPAs 9 participating in multidisciplinary team collaborative care; EPAs 10 providing health education and nursing consultation; EPAs 11 developing and implementing discharge plans; and EPAs 12 mentoring nursing students in clinical settings.

[0124] like Figure 2 As shown, the trustworthy professional behavior evaluation platform based on the electronic information platform of the present invention includes: An analysis module was used to conduct content analysis on Master of Nursing degree students; An implementation module for implementing expert meetings for Master of Nursing degree students; A construction module, which is used to construct an electronic information platform; An evaluation module was developed to assess the confidence in professional behavior of nursing master's degree students using focus groups.

[0125] The beneficial effects of the present invention are that, compared with the prior art, the technical effects of the present invention include: To improve the efficiency and accuracy of core competency assessments for Master of Nursing Specialist (MNS) graduates, a tool for assessing Entrustable Professional Activities (EPAs) was developed based on an electronic information platform. This tool utilizes content analysis, expert consultations, and focus group interviews. Content analysis led to the initial draft of the tool, and the development of the information platform was completed. Expert consultations and focus groups were then organized to finalize and optimize the EPAs assessment tool based on the electronic information platform. The EPAs assessment form includes three sections: EPA description, confidence level, and narrative feedback. The electronic information platform includes both desktop and mobile applications, and includes user roles such as clinical instructors, graduate students, project clinical instructors, and mentors. It enables functions such as applying for assessments, initiating assessments, viewing historical assessments, and managing assessment information. This convenient and efficient tool for assessing MNS graduate students based on the electronic information platform facilitates clinical instructors in accurately defining and assessing the comprehensive performance of multiple competencies in MNS graduate students, thereby promoting their professional growth. Based on the results of this invention, we can further explore the application effect of this evaluation tool in the evaluation of clinical practice ability of MNS postgraduates in the future to promote the practice of EPAs in nursing master's education.

[0126] Finally, it should be noted that the above embodiments are only used to illustrate the technical solutions of the present invention rather than to limit it. Although the present invention has been described in detail with reference to the above embodiments, those skilled in the art should understand that the specific implementation methods of the present invention can still be modified or replaced with equivalents, and any modifications or equivalent replacements that do not deviate from the spirit and scope of the present invention should be covered within the scope of protection of the claims of the present invention.

Claims

1. A trustworthy professional behavior evaluation method based on an electronic information platform, characterized in that: include: Step 1: Conduct content analysis on nursing master's degree students; Step 2: Implement expert meetings for nursing master's degree students; Step 3: Construct an electronic information platform; Step 4: Use focus groups to evaluate the confidence in professional behavior of nursing master's degree students; Step 1 specifically includes: Step 1-1: Conduct literature search; Step 1-2: Use the inclusion and exclusion criteria to include and exclude the retrieved literature; Steps 1-3: Conduct content analysis of the included literature.

2. The method for evaluating trustworthy professional behavior based on an electronic information platform according to claim 1, characterized in that: In step 1-1, a literature search was conducted using search terms formed by combining subject terms and free terms in PubMed, Cochrane Library, Web of Science, Scope, EMBASE, CNKI, Wanfang database, and VIP database.

3. The method for evaluating trustworthy professional behavior based on an electronic information platform according to claim 2, characterized in that: In step 1-1, the search terms include Chinese and English search terms, with "trusted professional behavior," "delegable professional activities," and "evaluation tools / systems" being the Chinese search terms. "trusted professional behavior" is the subject term of the Chinese search terms, while "delegable professional activities" and "evaluation tools / systems" are free words within the Chinese search terms. The English search terms "entrustable professional activities", "EPA", "assessment tool", "assessment tool", "development", "application", and "implementation" were used, among which "entrustable professional activities" and "EPA" were the subject terms of the English search terms, and "assessmenttool", "assessment tool", "development", "application", and "implementation" were the free words of the English search terms.

4. The method for evaluating trustworthy professional behavior based on an electronic information platform according to claim 3 is characterized in that: In step 1-1, the search period is from database creation to the current date.

5. The method for evaluating trustworthy professional behavior based on an electronic information platform according to claim 4 is characterized in that: In steps 1-2, the inclusion criteria for the retrieved literature were as follows: ① the research subjects were medical professionals; ② the research content involved the development, application, feedback, effect evaluation, or optimization and improvement of EPAs evaluation tools; ③ the research type included research articles, reviews, and guidelines; ④ the language was Chinese or English; The exclusion criteria for the retrieved literature were as follows: ① incomplete literature information and inability to obtain the full text; ② duplicate publication; ③ news reports, conference abstracts, editorials, reviews, case reports, and non-peer-reviewed literature; In steps 1–3, the included literature was content analyzed, that is, each included literature was independently coded by two coders, and coding discrepancies were resolved through discussion and consensus. In case of disagreement, the third coder reviewed and confirmed the result.

6. The method for evaluating trustworthy professional behavior based on an electronic information platform according to claim 5, characterized in that: Step 2 specifically includes: Step 2-1: Select experts for nursing master's degree students; Step 2-2: Conduct expert meeting.

7. The method for evaluating trustworthy professional behavior based on an electronic information platform according to claim 6, characterized in that: In step 2-1, the selection criteria for experts are: ① Bachelor's degree or above; ② Associate Chief Nurse / Associate Chief Physician or Associate Professor or above; ③ 10 years or more of nursing clinical or teaching experience; ④ Master's degree tutor, responsible for clinical teaching of master's degree students; ⑤ Voluntarily participate in the trustworthy professional behavior evaluation of nursing master's degree students, can provide valuable reference opinions, and can continue to participate in the entire discussion process; In step 2-2, the expert meeting is conducted offline. One week before the expert meeting, relevant materials including the included literature are sent to each expert in advance. On the day of the meeting, the evaluation tools are introduced to the experts in detail, and two project team members record the experts' modification suggestions. After the meeting, the expert modification suggestions are summarized and integrated as expert opinions on the same day to form a written version of the materials.

8. The method for evaluating trustworthy professional behavior based on an electronic information platform according to claim 7, characterized in that: In step 3, the electronic information platform consists of a computer terminal and a mobile terminal. The computer terminal is for clinical instructors of the MNS graduate program and integrates data visualization functions for data management and evaluation result analysis; the mobile terminal is for students, clinical instructors, and mentors to facilitate real-time viewing, evaluation, and feedback on students' performance in clinical practice.

9. The method for evaluating trustworthy professional behavior based on an electronic information platform according to claim 8, characterized in that: Step 4 specifically includes: Step 4-1: Determine the research subjects; In step 4-1, purposive sampling was used to select 9 MNS graduate students and 10 clinical instructors as interviewees. The 9 2023 MNS graduate students and 10 clinical instructors were numbered N1 to N9 and G1 to G10, respectively. Step 4-2: Determine the interview outline; In step 4-2, by consulting literature, an interview outline was formed from the perspectives of user interface, operating functions, and evaluation content; Step 4-3: Data collection and analysis.

10. A trustworthy professional behavior evaluation platform based on an electronic information platform, characterized in that: include: An analysis module was used to conduct content analysis on Master of Nursing degree students; An implementation module for implementing expert meetings for Master of Nursing degree students; A construction module, which is used to construct an electronic information platform; An evaluation module was developed to assess the confidence in professional behavior of nursing master's degree students using focus groups.

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