中文版护生临床学习环境量表的修订及初步应用

发布时间：2018-03-22 23:41

本文选题：临床学习环境　切入点：临床学习环境评估量表　出处：《山西医科大学》2015年硕士论文　论文类型：学位论文

【摘要】：目的:1.翻译、修订中文版护生临床学习环境评估量表,评价其效度及信度,为评估我国护生临床学习环境质量,进一步提高临床教学质量提供一种科学、有效的工具;2.使用修订后的量表测评护理实习生对临床学习环境的评价,分析临床实习教学和管理中存在的问题。方法:1.经直译、回译、专家咨询和预试验对(CLES+T)进行翻译和文化调试,形成中文版(CLES+T),并通过条目分析和因子分析检验量表的项目鉴别力和结构效度:2.采用中文版临床学习环境问卷对从4所三级甲等医院抽取的313名护生进行调查,数据导入SPSS 19.0软件进行统计学分析,显著性水平为ɑ0.05。结果:1.最终形成的中文版临床学习环境评估量表(CLES+T)包括5个维度共38个条目。①量表总Cronbach'sα系数为0.932,各维度的Cronbach'sα系数为0.669~0.853,重测信度和分半信度分别为为0.922和0.886;②量表的内容效度比为0.96,经过验证性因子分析结果显示,各拟合指数均在可接受范围内;2.①护生临床学习环境评价问卷总均分为(4.00±0.49)分,各维度均分在3.67~4.18分。均分最高的维度:督导关系(4.18±0.58)分,均分最低的维度:科室的教学氛围(3.67±0.67)分;②护生对于临床学习环境的评价在与父母亲的关系、从事护理工作的意愿、带教形式和带教老师的职称上比较差异有统计学意义;③通过多元逐步回归分析发现,影响护生对临床学习环境评价的因素中作用最大为与父母亲的关系,其次为带教形式,影响最小的因素为带教老师的职称。结论:1.调试后的(CLES+T)具有良好的信效度,适合中国文化背景下护生临床学习环境的评估与测量;翻译、修订中文版护生临床学习环境评估量表,评价其效度及信度,为评估我国护生临床学习环境质量,进一步提高临床教学质量提供一种科学、有效的工具;2.护生对于临床学习环境较为满意,影响临床学习环境得分的主要因素是与父母的关系、带教形式、带教老师的职称。
[Abstract]:Objective\\\. 2. Using the revised scale to evaluate the clinical learning environment of nursing interns, and to analyze the problems in clinical practice teaching and management. Expert consultation and pre-test translation and cultural debugging of CLES T, The Chinese version of CLES TX was formed, and 313 nursing students selected from 4 Grade 3A hospitals were investigated by item identification and structural validity of item analysis and factor analysis test scale: 2.The Chinese version of Clinical Learning Environment questionnaire was used to investigate 313 nursing students who were selected from 4 Grade 3A hospitals. The data were imported into SPSS 19.0 software for statistical analysis. Results: 1. The final Chinese version of the Clinical Learning Environment Assessment scale (CLES) consists of 5 dimensions and 38 items. 1 the total Cronbach's 伪 coefficient is 0.932, the Cronbach's 伪 coefficient of each dimension is 0.669 卤0.853, and the test-retest reliability and split-half reliability are respectively. The content validity ratio of 0.922 and 0.886 Sp2 scale was 0.96. The results of confirmatory factor analysis showed that, Each fitting index was within the acceptable range of 2.1 nursing students' clinical learning environment assessment questionnaire, and the average scores of each dimension were 3.67 to 4.18. The highest score was: the supervisory relationship was 4.18 卤0.58, the average score of each dimension was 3.67 ~ 4.18, and the average score of each dimension was 4.18 卤0.58, respectively. The dimension of the lowest average score: the teaching atmosphere in the department was 3.67 卤0.67). The evaluation of clinical learning environment of the nursing students was related to their parents and their willingness to engage in nursing work. There were significant differences between teaching form and teaching teacher's professional title. Through multiple stepwise regression analysis, it was found that the most important factor affecting nursing students' evaluation of clinical learning environment was the relationship with parents, followed by teaching form. Conclusion: the adjusted CLES has good reliability and validity, which is suitable for the evaluation and measurement of clinical learning environment of nursing students in Chinese cultural background. To evaluate the validity and reliability of the Chinese version of nursing students' clinical learning environment assessment scale, to provide a scientific method for evaluating the quality of clinical learning environment of nursing students in China and further improving the quality of clinical teaching. 2. Nursing students are satisfied with the clinical learning environment. The main factors influencing the score of clinical learning environment are the relationship with their parents, the form of teaching and the title of teaching teacher.
【学位授予单位】：山西医科大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G442

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