《护士人文修养》教学对护理本科生情绪智力影响的研究

发布时间：2018-05-27 22:11

本文选题：护士人文修养 + 教学　；参考：《南昌大学》2017年硕士论文

【摘要】：研究目的:探讨《护士人文修养》课程教学引入情绪智力教育对护理本科生产生的影响,旨在通过该课程教学与情绪智力培养结合后能提高护理本科生的情绪智力和人文关怀能力,为《护士人文修养》课程的教学改革提供新的方向和道路,对其他护理人文课程的教改具有一定的借鉴和启发意义。研究方法:选取某学校独立学院2016级所有护理本科生共100名学生为研究对象,其中男生10名,女生90名,大一新生,年龄为17至21岁,对其开展《护士人文修养》课程教学,并在教学中引入情绪智力培养。在实施课程教学情绪智力培养前后对研究对象进行问卷调查,问卷主要包括情绪智力测量(情绪感知能力、自我情绪控制能力、识别和理解情绪能力、利用情绪能力)四个因素和护理专业大学生人文关怀能力的测量,根据教学前后具体测量结果的分析和对比,探讨该课程授课后对护理本科生在情绪智力和人文关怀能力两个方面的具体影响。本研究采用SPSS17.0统计软件使用配对样本的t检验,前后配对比较采用均数±标准差等进行描述性统计分析,检验两配对总体的均值差异是否具有显著性意义。研究结果:1.该课程授课结束后护理本科生的情绪智力得分与授课前相比有显著提高。首先,提高最明显的是情绪感知能力(t=-24.33,P0.001),在具体问题条目表现在我知道与别人谈话的时机、我理解别人传递的非语言信息、我清楚自己传递的非语言信息三个问题的回答与授课前差异极显著。其次是授课后学生自我情绪控制能力与授课前有明显提高(t=-2.51,P=0.014),具体表现在遇到不良情绪时能管理好自己的情绪,能保持积极的情绪状态这些方面有显著作用。第三,识别理解情绪能力得分(t=-0.49,P=0.63)和利用情绪能力得分(t=-1.06,P=0.29)提高并不显著,两个因素前后比较均无统计学意义。2.授课后护理专业学生的人文关怀能力与授课前有显著性提高(t=-22.16,P0.001),从人文关怀能力具体条目前后的变化可以发现护理本科生对护患关系有了正确的认识,其人文关怀能力在授课后明显提高,可见人文修养课程对其影响极为显著。研究结论:1.从《护士人文修养》教学前后对本科护生情绪智力四个因素的结果来看,提高情绪感知能力方面尤为显著,其次是自我情绪控制力能力有明显改善。2.该课程对护理本科生识别理解情绪能力和利用情绪能力作用不明显,说明在现有的教学内容和教学方式的基础上,人文修养不应仅局限在课堂和固定的教学内容以及教学时间上,应该走向更大和更为广阔的空间,从课内走向课外。3.教学后护理本科生人文关怀能力的显著提高,说明该课程与情绪智力培养相结合的教学模式也能够显著提高护理本科学生人文综合素养,有助于护理本科学生理解护士人文修养中人文关怀的内涵和掌握人文技能,增强学生的综合人文素质。
[Abstract]:Objective: to explore the influence of emotional intelligence education on nursing undergraduate students. The aim of this paper is to improve the emotional intelligence and humanistic care ability of nursing undergraduates through the combination of the teaching of the course and the cultivation of emotional intelligence, and to provide a new direction and way for the teaching reform of the course "Nurses Humanities accomplishment". It has certain reference and enlightening significance to the teaching reform of other nursing humanities courses. Methods: a total of 100 nursing undergraduates, including 10 boys, 90 girls and freshmen, aged from 17 to 21 years, were selected as the subjects of the study. And the introduction of emotional intelligence in the teaching. A questionnaire survey was conducted on the subjects before and after the curriculum teaching emotional intelligence training. The questionnaire mainly included emotional intelligence measurement (emotion perception ability, self-control ability, recognition and understanding of emotion ability). Using emotional ability) four factors and the measurement of humanistic care ability of nursing college students were analyzed and compared according to the specific measurement results before and after teaching. To explore the effect of this course on emotional intelligence and humanistic care ability of nursing undergraduates. In this study, SPSS17.0 statistical software was used to test the t test of paired samples, and the mean 卤standard deviation was used for descriptive statistical analysis before and after pairing to test whether the mean value difference between the two pairs was significant. The result of the study was: 1. The scores of emotional intelligence of undergraduate nursing students increased significantly after the course. First of all, the most obvious improvement in emotional perception is in terms of emotional perception-24.33 / P0.001. the specific question item is that I know when to talk to someone, and I understand the non-verbal message that someone else sends. I know that my non-verbal messages differ significantly from the answers to the three questions before the lecture. Secondly, the students' self-emotion control ability after teaching and before the teaching has obviously improved, the concrete performance is that they can manage their own emotion well and maintain the positive emotional state when they encounter the bad emotion. Third, the scores of recognition and understanding of emotion were 0.63) and those of using emotion were 0.29). There was no significant difference between the two factors before and after the comparison. The humanistic care ability of nursing students after teaching was significantly improved before and after teaching. From the changes of humanistic care ability before and after the specific items, it was found that nursing undergraduates had a correct understanding of the relationship between nurse and patient. Its humanistic care ability is obviously improved after teaching, it can be seen that humanistic accomplishment course has a remarkable influence on it. Conclusion: 1. From the results of the four factors of emotional intelligence of undergraduate nursing students before and after the teaching of Nurses Humanities accomplishment, the improvement of emotional perception ability is particularly significant, followed by the improvement of self-emotional control ability. The effect of this course on the recognition, understanding and utilization of emotional ability of nursing undergraduates is not obvious, which shows that on the basis of the existing teaching contents and teaching methods, Humanistic cultivation should not only be confined to the classroom, the fixed teaching content and teaching time, but also should move towards a larger and broader space, from the classroom to the extracurricular. After teaching, the humanistic care ability of nursing undergraduate students was significantly improved, which indicated that the teaching mode combined with emotional intelligence training could also significantly improve the humanistic comprehensive literacy of nursing undergraduate students. It is helpful for nursing undergraduate students to understand the connotation of humanistic care in nurses' humanistic cultivation and to master humanistic skills to enhance the students' comprehensive humanistic quality.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R47-4;G444

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