长沙不同教育水平的实习护生护士自我概念、关怀行为和专业承诺的比较

发布时间：2018-07-02 10:19

本文选题：专业自我概念 + 关怀行为　；参考：《中南大学》2014年硕士论文

【摘要】：目的：目前,护士资源短缺来仍是一个全球性问题。由于缺乏专业上的认可和承诺,护生流失率不断上升,有愈演愈烈的趋势,这将直接影响临床照护质量水平。以往许多研究发现,理论学习和临床实践间的差距是导致护理队伍人员流失的重要原因。护士自我概念已被确定为提高护士工作满意度的动力之一。但有关护生临床实践对其护士自我概念、关怀行为和专业承诺的影响研究甚是缺乏。因此,本研究拟采用纵向研究设计,探讨临床实习对专科、本科护生护生专业自我概念、关怀行为和专业承诺的影响。方法：随机选取在长沙市某三级甲等医院实习的115名本科和专科护生作为研究对象,使用一般资料、护士自我概念、关怀行为和专业承诺问卷作为测量工具,于实习前、后(间隔期为8个月)进行测量。使用SPSS16.0统计软件包,进行统计描述、Pearson相关、独立t检验和方差分析,以评估不同学历背景护生实习前后专业自我概念、关怀行为和专业承诺的水平。结果：研究选取实习护生对象中96.5%为女性,平均年龄20.5岁,其中专科文化水平有54.8%(n=63),本科文化水平有45.2%(n=52)。经过临床实践后,实习护生护士自我概念得分、关怀行为得分和专业承诺得分均高于实习前。本研究显示本科和专科护生两组在专业承诺间的差异具有统计学意义(t=5.293,p0.01),并在临床实习结束后这种差异依然存在(t=3.620,p0.01),但专业自我概念、关怀行为间的差异没有统计学意义。同样地,在不考虑临床实习的影响下,组间护生内的专业自我概念水平、关怀行为和专业承诺比较差异没有统计学意义。然而,影响因素如独生子女、担任班长、认为护理具有挑战性、想要成为护士、职业规划课、课程安排满意度、在校老师的关怀、实习满意度和临床老师的关怀都能在一定程度上影响专科、本科护生的专业自我概念、关怀行为和专业承诺。结论：与教育水平一样,临床实习对护生的专业承诺也起着至关重要的作用。上述三个指标的均数在临床实习后均有所提高,但是仅专业承诺的均数在临床实习前后、专科和本科护生间的差异不具有统计学意义。尽管参与者均满意临床实习和临床教学,但其专业自我概念和关怀行为在临床实习前后、专科和本科护生间的差异不具有统计学意义。分析可能的原因是样本数量的限制,数据收集从一个三甲医院进行,以及问卷评估的是护理特定情况的感知而不是特定的实践情况。然而,临床实习中的其他因素对护生的专业自我概念,关怀行为和专业承诺有着促进或抑制作用。因此,建议在今后进一步进行大样本量的研究和本科、专科护生相关态度等方面的研究。
[Abstract]:Objective: at present, the shortage of nurse resources is still a global problem. Due to the lack of professional recognition and commitment, the wastage rate of nursing students is rising, which will directly affect the quality of clinical care. Many previous studies have found that the gap between theoretical learning and clinical practice is an important reason for the loss of nursing staff. Nurse self-concept has been identified as one of the motivation to improve nurses' job satisfaction. However, there is a lack of research on the effect of nursing students' clinical practice on nurses' self-concept, caring behavior and professional commitment. Therefore, this study was designed to explore the effects of clinical practice on professional self-concept, caring behavior and professional commitment of college and undergraduate nursing students. Methods: a total of 115 nursing students were randomly selected from a Grade 3A hospital in Changsha as subjects. General data, nurses' self-concept, caring behavior and professional commitment questionnaire were used as measurement tools before practice. The measurement was carried out later (with an interval of 8 months). Using SPSS 16.0 statistical software package, Pearson correlation, independent t test and variance analysis were used to evaluate the level of professional self-concept, caring behavior and professional commitment of nursing students with different educational background before and after practice. Results: 96. 5% of the nursing students were female, the average age was 20. 5 years old. The college education level was 54.8% (n / 63) and the undergraduate education level was 45.2% (n / 52). After clinical practice, the scores of nurses' self-concept, caring behavior and professional commitment were higher than those before practice. This study showed that the difference of professional commitment between undergraduate and junior nursing students was statistically significant (t5.293p0.01), and the difference still existed after clinical practice (tr 3.620p 0.01), but the difference between professional self-concept and caring behavior was not statistically significant. Similarly, there was no significant difference in professional self-concept, caring behavior and professional commitment among nursing students without considering the influence of clinical practice. However, influencing factors such as only-child, as monitor, think nursing is challenging, want to become a nurse, career planning courses, curriculum satisfaction, care of teachers, The satisfaction of practice and the care of clinical teachers can affect the professional self-concept, caring behavior and professional commitment of undergraduate nursing students to a certain extent. Conclusion: clinical practice plays an important role in professional commitment of nursing students as well as educational level. The average of the above three indexes increased after clinical practice, but only the average of professional commitment before and after clinical practice, the difference between specialty and undergraduate nursing students was not statistically significant. Although participants were satisfied with clinical practice and clinical teaching, there was no significant difference in professional self-concept and caring behavior between college and undergraduate nursing students before and after clinical practice. The possible reasons for the analysis are the limitation of the sample size, the collection of data from a third class hospital, and the questionnaire assessing the perception of a particular situation rather than a particular practice. However, other factors in clinical practice can promote or inhibit professional self-concept, caring behavior and professional commitment of nursing students. Therefore, it is suggested that further research on large sample size and related attitudes of undergraduate and nursing students should be carried out in the future.
【学位授予单位】：中南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：R47

【参考文献】