本科护生专业认知变化阶段探索的质性研究

发布时间：2018-09-18 11:13

【摘要】：研究目的:回溯本科实习护生对护理专业认知变化全过程,概括总结本科护生对护理专业认知的变化阶段,为提高本科护生专业认同,增加护理学本科储备人才以及推进护理事业发展做出努力。研究方法:本研究采用Giorgi描述性现象学研究法,通过目的抽样、滚雪球抽样的方法,筛选出来自浙江省11所本科院校的22名处于实习中后阶段的护生进行半结构式、面对面、深入访谈,所有资料均进行录音,并整理成word文档,访谈结束后,撰写备忘录。采用计算机辅助质性研究分析软件Nvivo11.0英文版对收集到的资料进行同步分类编码,建立节点,提炼主题。最终形成关于本科实习护生护理专业认知变化阶段的描述性解释。研究结果:本研究从新入学一年内、专业课程学习、正式实习开始前、医院临床实习四个时间段,归纳出本科护生护理专业认知形成的六个核心阶段,即"单一认知-刻板印象","理论沉淀-动力激发","懵懂无知-情绪波动","身心倦怠-迷惘困惑","动摇调适-共情反思"及"自省慎独-清晰明朗",其中"懵懂无知-情绪波动","身心倦怠-迷惘困惑","动摇调适-共情反思"三个阶段有反复或交叉现象。结论:形成了反映本科护生护理专业认知过程的六大核心阶段,可根据不同阶段的特性,采取相应的应对策略,提高了本科护生对专业认知的把控能力,为护理教育者科学带教策略的制定提供了理论依据。
[Abstract]:Objective: to trace back the whole process of nursing students' cognition change to nursing specialty, summarize the changing stage of undergraduate nursing students' cognition of nursing specialty, in order to improve undergraduate nursing students' professional identity. Increase nursing undergraduate reserves and promote the development of nursing to make efforts. Methods: in this study, Giorgi descriptive phenomenological research method was used to select 22 nursing students from 11 colleges and universities in Zhejiang province to face by means of objective sampling and snowball sampling. In-depth interviews, all materials are recorded, and collated into word documents, after the interview, writing memos. The computer aided qualitative analysis software (Nvivo11.0) is used to synchronously classify and encode the collected data, to establish nodes and to refine the subject. Finally, a descriptive explanation of the cognitive change stage of nursing students in undergraduate nursing practice was formed. Results: this study concludes six core stages of nursing professional cognition of undergraduate nursing students from four periods: one year after admission, four periods before professional course study and formal practice, and four periods of hospital clinical practice. That is, "single cognition-stereotype", "theoretical precipitation-dynamic stimulation", "ignorant ignorance-emotional fluctuation", "mental and physical burnout-confusion", "shaking adjustment-empathy reflection" and "introspection alone-clear and clear", among which "ignorant nothing" There are repeated or intersecting phenomena in three stages: knowledge and emotion fluctuation, mental and physical burnout, confusion and confusion, and shaking adjustment and empathic introspection. Conclusion: six core stages reflecting the cognitive process of nursing specialty of undergraduate nursing students were formed. According to the characteristics of different stages, the corresponding coping strategies were adopted to improve the ability of nursing students to control their professional cognition. It provides a theoretical basis for the formulation of scientific teaching strategies for nursing educators.
【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R47-4;G642

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