萨提亚团体辅导对护生职业生涯发展规划干预的效果评价

发布时间：2018-05-12 21:08

本文选题：护生 + 职业健康　；参考：《承德医学院》2017年硕士论文

【摘要】：目的:探讨萨提亚家庭治疗模式的团体辅导对护生职业生涯规划干预的适用性和有效性。通过调查评估护生的职业生涯规划水平及其对职业生涯规划的认知程度,构建以萨提亚家庭治疗模式理论为指导的职业生涯发展规划的团体干预方案并检验其效果,旨在为提高护生的职业生涯规划水平提供实施途径,为高等护理院校开展职前教育提供新的视角。方法:本研究于2016年2月~4月,采用公开招募和访谈的方式选取某医学院校护理本科一年级学生为研究对象,在知情同意的基础上,对符合纳入标准的74名护生按随机数字表法分为实验组(n=35)和对照组(n=39),实验组给予每周1次,每次1天(7小时),为期8周的萨提亚家庭治疗模式的团体辅导,对照组在实验组干预期间不进行任何干预,只进行正常的生活和学习。干预前后对2组被试采用大学生职业生涯规划问卷进行测评,数据采用SPSS22.0软件进行数据录入及统计分析,以P0.05为差异有统计学意义。结果:1、实验组和对照组护生在性别、年龄、是否独生子女、父母亲职业、家庭经济状况、父母感情关系、生源地、高中文理科生、是否第一志愿报考本专业、是否为班干部上差异均无统计学意义(P0.05),具有可比性。2、干预前,实验组和对照组护生在职业探索、自我认识、目标计划、自我提升、人际关系、反馈修正及职业生涯规划总分上的得分比较,差异均无统计学意义(t值依次为-0.050,-0.231,0.528,-1.579,0.759,-0.069,0.099,P均0.05)。3、干预后,实验组护生在职业探索、自我认识、目标计划、自我提升、人际关系及职业生涯规划总分上的得分显著高于对照组护生,差异有统计学意义(t值依次为2.583,-4.407,5.104,3.240,2.492,4.468,P均0.05);在反馈修正上2组护生的得分比较,差异无统计学意义(t=1.723,P0.05)。4、干预前后,实验组护生在自我认识、目标计划、及职业生涯规划总分上的得分显著高于干预前,差异有统计学意义(t值依次为-2.659,-3.226,-2.849,P均0.05);在职业探索、自我提升、人际关系、反馈修正上的得分比较,差异均无统计学意义(t值依次为-1.479,-1.576,-1.053,-1.901,P均0.05)。5、干预前后,对照组护生在职业探索、自我认识、目标计划、人际关系、反馈修正及职业生涯规划总分上的得分比较,差异均无统计学意义(t值依次为1.006,1.724,0.206,0.527,0.048,1.256,P均0.05);在自我提升上的得分显著低于干预前,差异有统计学意义(t=3.682,P0.05)。结论:1、萨提亚团体辅导能有效提高护生的职业生涯规划水平,特别是在自我提升和目标计划两个方面效果显著。2、本研究所构建的以萨提亚家庭治疗模式理论为指导的职业生涯规划辅导方案是有效的,具有可行性和适用性。
[Abstract]:Objective: to explore the applicability and effectiveness of group counseling in the family therapy model for nursing students. Through the investigation and evaluation of nursing students' level of career planning and their cognition of career planning, a group intervention scheme of career development planning guided by the theory of family therapy model of Satia was constructed and its effect was tested. The aim of this paper is to provide a new way to improve the career planning level of nursing students and to provide a new perspective for the development of pre-vocational education in nursing colleges and universities. Methods: from February to April 2016, the first year nursing undergraduate students in a medical college were selected by open recruitment and interview, and the subjects were informed consent. Seventy-four nursing students who met the inclusion criteria were divided into two groups according to random number table: the experimental group and the control group. The experimental group was given group counselling of the family therapy model of Satya once a week for 7 hours a day for 8 weeks. In the control group, no intervention was carried out during the intervention period, but only normal life and study. Before and after the intervention, the two groups were assessed by career planning questionnaire of college students, and the data were recorded and analyzed by SPSS22.0 software. The difference was statistically significant with P0.05. Results: 1. The nursing students in the experimental group and the control group were enrolled in the major in gender, age, only child, parents' occupation, family economic status, parental relationships, origin of students, senior high school students in arts and science, whether the first volunteer was enrolled in this major. There was no significant difference between the two groups (P 0.05). Before the intervention, the nursing students in the experimental group and the control group were involved in career exploration, self-awareness, goal planning, self-improvement, interpersonal relationship, etc. The scores of feedback correction and total score of career planning were not statistically significant. The difference was -0.050 ~ 0.231 ~ 0.528 ~ -1.579 ~ 0.759N ~ (-0.069) and 0.099 ~ (9) P, respectively. After the intervention, the nursing students in the experimental group were engaged in career exploration, self-awareness, goal planning, self-improvement, and so on. The scores of interpersonal relationship and career planning total score were significantly higher than those of the control group, and the difference was significant in order of 2.583- 4.407v 5.1043.2402.4924.468p 0.050.There was no significant difference in the scores of the two groups in the feedback correction, there was no significant difference between the two groups before and after the intervention, and there was no significant difference in the scores between the two groups before and after the intervention, and there was no significant difference between the two groups in the scores of the two groups. The scores of self-awareness, goal planning, and total score of career planning in the experimental group were significantly higher than those before intervention, and the difference was -2.659- 3.226- 2.849P respectively, and the scores of self-improvement and interpersonal relationship were 0.05g in career exploration, self-improvement and interpersonal relationship. Compared with the scores of feedback correction, the difference was not statistically significant (-1.479U -1.576U -1.053U -1.901P). Before and after the intervention, the nursing students in the control group were engaged in career exploration, self-awareness, goal planning, interpersonal relationship, and before and after the intervention. The scores of feedback correction and total score of career planning were not statistically significant (1.006U 1.724) 0.206U 0.527 (0.048%) and 1.256g (P < 0.05), and the scores of self-improvement were significantly lower than those before intervention (3.682P0.05). Conclusion: 1. Group counseling in Satia can effectively improve the career planning level of nursing students. Especially in the aspects of self-improvement and goal planning, the career planning and counseling program established in this study, guided by the theory of family therapy model, is effective, feasible and applicable.
【学位授予单位】：承德医学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R47-4;G448

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