临床实习护生人文关怀能力与自我和谐及临床沟通能力的相关性研究

发布时间：2018-04-28 11:27

本文选题：护理 + 实习生　；参考：《延边大学》2017年硕士论文

【摘要】：目的:描述临床实习护生人文关怀能力、自我和谐及临床沟通能力的现状;分析临床实习护生人文关怀能力、自我和谐及临床沟通能力在社会人口学资料上的差异;明确临床实习护生人文关怀能力与自我和谐及临床沟通能力的相关性;探讨影响临床实习护生人文关怀能力的因素。方法:本研究属于非实验性研究中的横断面研究。采用便利抽样法,以临床实习护生为调查对象。发放400份问卷,收回366份,收回率为91.5%,其中有效问卷320份,有效收回率为87.4%。调查问卷包括社会人口学资料、护理专业学生人文关怀能力量表、自我和谐量表、临床沟通能力量表四个部分。应用SPSS17.0统计软件对收集的资料进行数据分析,采用描述性统计、t检验、ANOVA检验、Pearson相关分析和多元逐步回归分析的统计分析方法。结果:(1)临床实习护生人文关怀能力总分为127.03±19.05,各维度得分由高到低依次为灌输信念和希望、人道利他价值观、健康教育、促进情感交流、科学解决健康问题、协助满足基本需求、帮助解决困难、提供良好环境;护生的人文关怀能力在性别、民族、教育程度、与父母和同学及临床带教老师的关系、第一志愿是否是护理专业、专业态度上的得分差异均有统计学意义(p0.05)。(2)临床实习护生自我和谐总分为94.84± 14.08,各维度得分由高到低依次为自我的刻板性、自我与经验的不和谐、自我的灵活性;护生的自我和谐程度在教育程度、与父母和同学的关系上的得分差异均有统计学意义(p≤0.05)。(3)临床实习护生临床沟通能力总分为84.70± 11.16,各维度得分由高到低依次为敏锐倾听、确认病人问题、建立和谐关系、验证感受、传递有效信息、共同参与;护生的临床沟通能力在民族、教育程度、与父母和同学的关系、是否是班级干部、专业态度上的得分差异均有统计学意义(p0.05)。(4)Pearson相关分析显示:临床实习护生人文关怀能力及各维度得分与自我和谐得分呈负相关(r=-0.117～-0.344,p0.05),与临床沟通能力得分呈显著正相关(r=0.325～0.581,p0.01)。(5)多元逐步回归分析显示:性别、教育程度、专业态度、自我和谐、临床沟通能力是其人文关怀能力的预测因素,以上变量共解释人文关怀能力得分变异量的42%,人文关怀能力的影响因素按贡献量大小依次为临床沟通能力、专业态度、性别、教育程度、自我和谐。结论:(1)临床实习护生的人文关怀能力整体处于中等水平,在性别、民族、教育程度、与父母、同学、临床带教老师的关系、专业态度、第一志愿是否是护理专业上有差异。(2)临床实习护生的自我和谐程度整体处于中等水平,在教育程度、与父母和同学的关系上有差异。(3)临床实习护生的临床沟通能力在民族、教育程度、与父母、同学、临床带教老师的关系、是否是班级干部、专业态度上有差异。(4)临床实习护生人文关怀能力得分与自我和谐得分呈负相关,与临床沟通能力得分呈显著正相关。(5)性别、教育程度、专业态度、自我和谐、临床沟通能力是影响实习护生人文关怀能力的主要因素。所以必须重视临床护理教学中护生自我和谐及临床沟通能力的提升来提高护生的人文关怀能力。
[Abstract]:Objective: to describe the status of humanistic care ability, self harmony and clinical communication ability of nursing students in clinical practice, and to analyze the differences of humanistic care ability, self harmony and clinical communication ability in social demography data of clinical practice nursing students, and to clarify the correlation between humanistic care ability of clinical practice nursing students and self harmony and clinical communication ability. Methods: This study was a cross-sectional study in the non experimental study. This study was a cross-sectional study in the non experimental study. Using the convenient sampling method, 400 questionnaires were issued, 366 copies were collected, the recovery rate was 91.5%, of which 320 were valid, and the effective recovery rate was 87.4%. questionnaire including society. Demographic data, nursing students' humanistic care capacity scale, self harmony scale and clinical communication ability scale were used in four parts. The data were analyzed with SPSS17.0 statistical software. Descriptive statistics, t test, ANOVA test, Pearson correlation analysis and multivariate stepwise regression analysis were used. 1) the total score of humanistic care for clinical nursing students was 127.03 + 19.05. The scores of all dimensions from high to low were in order to inculcate faith and hope, humanitarianism, health education, promote emotional communication, solve health problems scientifically, help meet basic needs, help solve difficulties and provide good environment, and the humane care ability of nursing students in sex, National, educational level, the relationship with parents and students and clinical teachers, the first volunteer is a nursing profession, the difference in professional attitude scores is statistically significant (P0.05). (2) the total score of self harmony in clinical practice nursing students is 94.84 + 14.08, and the scores from high to low are self stereotyped, self and experience disharmony in each dimension. The degree of self harmony of the nursing students was significant (P < 0.05). (3) the total score of clinical communication ability of nursing students in clinical practice was 84.70 + 11.16, and the scores of each dimension from high to low were the acute listening, confirming the patient's problems, establishing a harmonious relationship and verifying. The clinical communication ability of the nursing students in the nation, the education level, the relationship with the parents and the students, whether the class cadres were the class cadres and the professional attitude were statistically significant (P0.05). (4) Pearson correlation analysis showed that the humanistic care ability of the nursing students in the bed practice and the scores of the dimensions and self harmony were obtained. Negative correlation (r=-0.117 to -0.344, P0.05) was positively correlated with the score of clinical communication ability (r=0.325 to 0.581, P0.01). (5) multivariate stepwise regression analysis showed that gender, educational level, professional attitude, self harmony, and clinical communication ability were the predictors of their humanistic care ability, and the above variables explained the variation of humanistic care ability score. 42%, the influence factors of humanistic care ability are in order of clinical communication ability, professional attitude, gender, education level, self harmony. Conclusion: (1) the humanistic care ability of clinical practice nursing students is at the middle level, in gender, nationality, education, relations with parents, classmates, clinical teachers, professional attitude, There are differences in whether the first volunteer is in the nursing profession. (2) the degree of self harmony in the clinical practice nursing students is at the middle level, the degree of education and the relationship between the parents and the students. (3) the relationship between the clinical communication ability of the clinical practice nurse students, the education level, the relationship with the parents, the students, the clinical teachers and whether it is the class. There are differences in professional attitude. (4) the score of humanistic care ability of clinical practice nursing students is negatively related to the score of self harmony, and has a significant positive correlation with the score of clinical communication ability. (5) gender, education, professional attitude, self harmony, and clinical communication ability are the main factors that affect the ability of caring students to be humane. In order to improve the humanistic care ability of nursing students, nursing students' self consistency and congruence and clinical communication ability are improved.

【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R47-4;G642

【相似文献】