Abstract: Objective To analyze the weights of the stage evaluation indexes of clinical competence of nursing postgraduates and provide reference for constructing stage clinical competence assessment system. Methods Based on the evaluation index system of clinical competence of nursing postgraduates, a progressive hierarchy of three levels, namely, basic, mid-term and graduation, was established, and the weight of indicators in each level were calculated; semi-structured interviews were conducted in 9 clinical teachers and the results were analyzed using the Colaizzi method. Results Hierarchical analysis showed that the weighting of indicator of Knowledge (0.366) and Attitude (0.366) were similar at the basic level, higher than that of Skills (0.268). The weighting of Skills was the highest at both the mid-term and graduate level, but at the graduate level the weighting was more evenly distributed; Skills was the highest (0.365), followed by Attitudes (0.329) and Knowledge (0.306). Three themes were extracted by qualitative study: Theme 1. Basic knowledge and skills were the focus of assessment at basic level. 2: The mid-term level assessment should focus on the assessment of practical skills. Theme 3: Graduation level assessment should focus on the comprehensive assessment of competency. Conclusion There are significant differences in the weighting of clinical competency evaluation indicators at different levels, suggesting that emphasis should be placed on constructing a staged assessment scheme, guiding students to gradually improve their clinical competency and become competent in the professional field, so as to achieve assessment for learning and assessment for teaching.

Key words: master of nursing specialist, MNS, clinical competence, analytic hierarchy process, qualitative study, weighting analysis