实习护生自我导向学习与临床沟通能力相关性研究
发布时间：2018-10-04 22:48
【摘要】：目的了解护理实习生自我导向学习与临床沟通能力的现状,分析两者间的相关性,为教育及管理者培养和提高护生的自我导向学习和临床沟通能力提供参考依据。方法采用便利抽样法,于2014年10月到12月,抽取在河南省某两所三甲医院实习满2个月的护理专业学生500名作为调查对象。调查工具由一般资料调查表、自我导向学习评定量表(SRSSDL)和护理专业学生临床沟通能力测评量表三部分组成。采用Epi Data3.2进行数据录入,SPSS18.0统计分析,单因素采用t检验和方差分析,多因素运用分层回归分析,相关分析。结果1.护理实习生自我导向学习与临床沟通能力现状护理实习生自我导向学习及5个维度的平均得分分别为:自我导向学习(223.82±29.03)分,学习意识(44.87±6.19)分、学习策略(44.42±6.65)分、学习行为(43.51±6.68)分、学习评价(44.48±6.96)分,人际关系技能(46.54±6.82)分。自我导向学习3个等级的分布率为:较差1人,占0.2%;一般205人,占44.4%;良好256人,占55.4%,其中得分良好的人数占比最多。临床沟通能力总均分(86.28±9.38)分,其中建立和谐关系(19.07±2.64)分,敏锐倾听(16.66±2.61)分、确认病人问题(15.92±2.68)分、共同参与(10.67±2.46)分、传递有效信息(8.77±1.54)分、验证感受(15.19±2.55)分。根据临床沟通能力的分级标准,4个等级的分布率为:较差6人,占1.3%;中等203人,占43.9%;良好219人,占47.4%;优秀34人,占7.4%,其中得分率居良好水平的最多。2.不同个体特征实习护生自我导向学习得分比较不同性别、生源地、是否独生子女、父亲教育水平、母亲教育水平、父亲的职业、母亲的职业,得分的差异无统计学意义(P0.05)。不同学历、与父母关系不同的护生除学习意识外其余各维度及自我导向学习得分均具有统计学差异;不同性格类型的护理实习生在学习策略、学习行为、SRSSDL总分有统计学差异;是否学生干部在学习意识、学习行为、学习评价、SRSSDL总分有统计学意义;是否喜欢护理专业、专业课程理论成绩、临床操作技能成绩、与同学的关系、与老师的关系、与临床带教老师的关系在各个维度及SRSSDL总分有统计学差异(P0.05)。3.不同个体特征实习护生临床沟通能力得分比较不同专业课程理论成绩、临床操作技能成绩、与同学的关系、与老师的关系、与临床带教老师的关系、与父母关系不同的实习护生临床沟通能力有统计学意义(P0.05)。专业课程理论成绩、临床操作技能成绩得分越高,护生临床沟通能力越强;与同学、临床带教老师、父母的关系很好的实习护生的临床沟通能力得分高于关系较好组、一般组;与老师的关系很好的实习护生临床沟通能力得分高于关系较好组。4.实习护生自我导向学习与临床沟通能力的关系自我导向学习及各个维度(学习意识、学习策略、学习行为、学习评价、人际关系技能)与临床沟通能力均呈正向相关(r=0.350~0.487,P0.05)。分层回归分析表明性格类型、与老师的关系、与临床带教老师的关系、与父母的关系、自我导向学习及其各个维度是实习护生临床沟通能力的显著影响因素,其中,自我导向学习总分能解释临床沟通能力总变异的25.1%(R2=0.278,F=9.453)。结论1.实习护生自我导向学习处于中等偏上水平,有可提升空间。护理教育及管理人员可以针对实习护生不同个体特征来提高其自我导向学习能力。2.实习护生临床沟通能力总体水平不高,针对其临床沟通能力的提高,管理者可从实习护生的性格类型、与老师、临床带教老师、父母的关系等方面进行干预。3.实习护生自我导向学习可以正向预测其临床沟通能力,说明培养护生的自我导向学习,有助于提高其临床沟通能力。
[Abstract]:Objective To understand the current situation of self-directed learning and clinical communication ability of nursing interns, analyze the correlation between them, and provide reference basis for the training of education and management and the improvement of self-directed learning and clinical communication ability of nursing students. Methods By using convenient sampling method, 500 nursing students were taken from October to December 2014 for two months in Henan Province. The survey tool consists of three parts: general information questionnaire, self-guidance learning scale (SRSSDL) and nursing professional student clinical communication ability evaluation scale. Epi Data3. 2 was used for data entry, SPSS18. 0 statistical analysis, single factor was t-test and variance analysis, multi-factors were analyzed by hierarchical regression analysis and correlation analysis. Result 1. The self-directed learning and the average scores of five dimensions were self-directed learning (223.82-29.03), learning consciousness (44. 87-6.19), learning strategies (44. 42 vs 6.65), respectively. Learning behavior (43. 51, 6.68), learning and evaluation (44. 48/ 6. 96), interpersonal skills (46. 54 vs 6. 82). The distribution rate of 3 levels of self-directed learning was: poor 1, accounting for 0.2%; 205 (44.4%); 256 (54.4%), among which the score was better than most. The clinical communication ability was divided equally (86. 28 to 9. 38), among which the harmonious relationship was established (19. 07-2.64), the acute listening (16.66-2.61) score, the patient's problem was confirmed (15.92-2.68), and the effective information was transmitted (10.67-2.46), and the effective information was transmitted (8.77-2.46), and the feeling was verified (15.19-2.55). According to the classification criteria of clinical communication ability, the distribution rate of 4 grades was: poor 6, accounting for 1. 3%, moderate 203, 43. 9%, good 219, accounting for 47. 4%, excellent 34 people, accounting for 7. 4%, among which the score was the most effective level. There was no significant difference (P <0.05) between the students' self-guidance learning scores of different individual characteristics, whether one-child, father's education level, mother's education level, father's occupation, mother's occupation and score were not statistically significant (P0.05). There were statistical differences among the other dimensions and self-guided learning scores of the nursing students with different educational background and parental relationship except the learning consciousness; the nursing interns with different personality types had statistical differences in learning strategies, learning behaviors and SRSSDL total scores; whether the student cadres were in the learning consciousness; There was a statistical difference between learning behavior, learning evaluation and SRSSDL total score. Whether you like nursing specialty, special course theory achievement, clinical operation skill achievement, relationship with classmates, relationship with teacher, and relationship with clinical teaching teacher have statistical difference in each dimension and SRSSDL total score (P0.05). The scores of clinical communication ability of different individual characteristics are compared with the theoretical scores of different specialty courses, the achievement of clinical operation skills, the relationship with the students, the relationship with the teachers, and the relationship with the teachers. There was a significant difference in clinical communication ability (P0.05). The higher scores of professional courses, the higher the scores of clinical operation skills and the stronger the clinical communication ability of nursing students; Good clinical communication skills with teachers were better than those in the better group. The relationship between self-guided learning and clinical communication ability, self-directed learning and various dimensions (learning consciousness, learning strategy, learning behavior, learning evaluation, interpersonal skills) were positively correlated with clinical communication ability (r = 0.350 ~ 0. 487, P0.05). Stratified regression analysis indicated that personality type, relationship with teachers, relationship with teachers, relationship with parents, self-directed learning and various dimensions were significant factors influencing the clinical communication ability of clinical nursing students, among which, The total score of self-guided learning could account for 25.1% of total clinical communication capacity (R2 = 0.278, F = 9.453). Conclusion 1. The self-guided study of nursing students is in the middle and high level, and there is a lifting space. Nursing education and management personnel can improve their self-guidance learning ability aiming at different individual characteristics of internship protection. In view of the improvement of clinical communication ability, the manager can intervene in the aspect of personality type, teachers, teachers, parents and so on. The self-directed learning of nursing students can predict their clinical communication ability positively, which can help to improve their clinical communication ability.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：R47-4;G642
本文编号：2252183
[Abstract]:Objective To understand the current situation of self-directed learning and clinical communication ability of nursing interns, analyze the correlation between them, and provide reference basis for the training of education and management and the improvement of self-directed learning and clinical communication ability of nursing students. Methods By using convenient sampling method, 500 nursing students were taken from October to December 2014 for two months in Henan Province. The survey tool consists of three parts: general information questionnaire, self-guidance learning scale (SRSSDL) and nursing professional student clinical communication ability evaluation scale. Epi Data3. 2 was used for data entry, SPSS18. 0 statistical analysis, single factor was t-test and variance analysis, multi-factors were analyzed by hierarchical regression analysis and correlation analysis. Result 1. The self-directed learning and the average scores of five dimensions were self-directed learning (223.82-29.03), learning consciousness (44. 87-6.19), learning strategies (44. 42 vs 6.65), respectively. Learning behavior (43. 51, 6.68), learning and evaluation (44. 48/ 6. 96), interpersonal skills (46. 54 vs 6. 82). The distribution rate of 3 levels of self-directed learning was: poor 1, accounting for 0.2%; 205 (44.4%); 256 (54.4%), among which the score was better than most. The clinical communication ability was divided equally (86. 28 to 9. 38), among which the harmonious relationship was established (19. 07-2.64), the acute listening (16.66-2.61) score, the patient's problem was confirmed (15.92-2.68), and the effective information was transmitted (10.67-2.46), and the effective information was transmitted (8.77-2.46), and the feeling was verified (15.19-2.55). According to the classification criteria of clinical communication ability, the distribution rate of 4 grades was: poor 6, accounting for 1. 3%, moderate 203, 43. 9%, good 219, accounting for 47. 4%, excellent 34 people, accounting for 7. 4%, among which the score was the most effective level. There was no significant difference (P <0.05) between the students' self-guidance learning scores of different individual characteristics, whether one-child, father's education level, mother's education level, father's occupation, mother's occupation and score were not statistically significant (P0.05). There were statistical differences among the other dimensions and self-guided learning scores of the nursing students with different educational background and parental relationship except the learning consciousness; the nursing interns with different personality types had statistical differences in learning strategies, learning behaviors and SRSSDL total scores; whether the student cadres were in the learning consciousness; There was a statistical difference between learning behavior, learning evaluation and SRSSDL total score. Whether you like nursing specialty, special course theory achievement, clinical operation skill achievement, relationship with classmates, relationship with teacher, and relationship with clinical teaching teacher have statistical difference in each dimension and SRSSDL total score (P0.05). The scores of clinical communication ability of different individual characteristics are compared with the theoretical scores of different specialty courses, the achievement of clinical operation skills, the relationship with the students, the relationship with the teachers, and the relationship with the teachers. There was a significant difference in clinical communication ability (P0.05). The higher scores of professional courses, the higher the scores of clinical operation skills and the stronger the clinical communication ability of nursing students; Good clinical communication skills with teachers were better than those in the better group. The relationship between self-guided learning and clinical communication ability, self-directed learning and various dimensions (learning consciousness, learning strategy, learning behavior, learning evaluation, interpersonal skills) were positively correlated with clinical communication ability (r = 0.350 ~ 0. 487, P0.05). Stratified regression analysis indicated that personality type, relationship with teachers, relationship with teachers, relationship with parents, self-directed learning and various dimensions were significant factors influencing the clinical communication ability of clinical nursing students, among which, The total score of self-guided learning could account for 25.1% of total clinical communication capacity (R2 = 0.278, F = 9.453). Conclusion 1. The self-guided study of nursing students is in the middle and high level, and there is a lifting space. Nursing education and management personnel can improve their self-guidance learning ability aiming at different individual characteristics of internship protection. In view of the improvement of clinical communication ability, the manager can intervene in the aspect of personality type, teachers, teachers, parents and so on. The self-directed learning of nursing students can predict their clinical communication ability positively, which can help to improve their clinical communication ability.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：R47-4;G642
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