CAJ | 학술논문

目的：了解护理实习生对多元文化护理的认知状况及影响因素，为多元文化护理教育培训和促进护患沟通提供依据。方法以Bernal和Froman针对护理人员的文化效能量表为基础，自行设计调查问卷，对某三级医院120名护理实习生进行横断面调查。结果(1)护理实习生多元文化护理总体得分为(34.22±9.65)分，处于中下水平。三个维度中，“文化概念与理论知识”得分为(12.61±4.25)分，“风俗习惯与宗教信仰”得分为(12.61±4.25)分，“语言沟通与临床应用”得分为(11.32±3.45)分。(2)多元文化认知总体合格率仅12.5%(其中优秀率为0%,良好率为2.5%，及格率10%)。(3)影响因素分析：①接受过相关多元文化护理相关课程学习或临床教学的实习护士组，相比于未接受过相应课程组，前者的合格率(31.16%)高于后者(0%)，其差异有统计学意义(χ2=36.821， P<0.01)。②不同学习时间组，其合格率的差异也具有统计学意义(χ2=28.298，P<0.01)，且随着学习时间不断积累，实习护士合格率不断增加。③不同文化程度的组别，其合格率的差异也具有统计学意义(χ2=9.168，P<0.05)，且随着实习护士学历提升，其合格率也不断增加。④实习护士沟通能力不同的组别，其合格率的差异也具有统计学意义(χ2=37.163，P<0.01)，且随着实习护士沟通能力的提升，其合格率也不断增加。结论护理实习生多元文化护理的认知水平和应用能力亟待提高，必须采取果断措施加强教育培训与教学管理，增加学习时间，加强实践应用。
목적：료해호리실습생대다원문화호리적인지상황급영향인소，위다원문화호리교육배훈화촉진호환구통제공의거。방법이Bernal화Froman침대호리인원적문화효능량표위기출，자행설계조사문권，대모삼급의원120명호리실습생진행횡단면조사。결과(1)호리실습생다원문화호리총체득분위(34.22±9.65)분，처우중하수평。삼개유도중，“문화개념여이론지식”득분위(12.61±4.25)분，“풍속습관여종교신앙”득분위(12.61±4.25)분，“어언구통여림상응용”득분위(11.32±3.45)분。(2)다원문화인지총체합격솔부12.5%(기중우수솔위0%,량호솔위2.5%，급격솔10%)。(3)영향인소분석：①접수과상관다원문화호리상관과정학습혹림상교학적실습호사조，상비우미접수과상응과정조，전자적합격솔(31.16%)고우후자(0%)，기차이유통계학의의(χ2=36.821， P<0.01)。②불동학습시간조，기합격솔적차이야구유통계학의의(χ2=28.298，P<0.01)，차수착학습시간불단적루，실습호사합격솔불단증가。③불동문화정도적조별，기합격솔적차이야구유통계학의의(χ2=9.168，P<0.05)，차수착실습호사학력제승，기합격솔야불단증가。④실습호사구통능력불동적조별，기합격솔적차이야구유통계학의의(χ2=37.163，P<0.01)，차수착실습호사구통능력적제승，기합격솔야불단증가。결론호리실습생다원문화호리적인지수평화응용능력극대제고，필수채취과단조시가강교육배훈여교학관리，증가학습시간，가강실천응용。
Objective To explore the cognitiong level of multi-culture in intern nurses and its influencing factors, so as to provide a basis for multi-culture nursing education and promote the ability of communication with pa-tients in intern nurses. Methods Basing on the Bernal and Froman's culture scale, multi-culture nursing question-naire was designed to investigate120 intern nurses in a tertiary hospital. Results (1) The overall score of multicultur-al nursing was (34.22 ± 9.65), which was under the middle level. In three dimensions,"cultural concept and theory of knowledge" scored (12.61 ± 4.25), "custom and religious belief" scored (12.61 ± 4.25), and "language communication and clinical application”scored (11.32±3.45). (2) The pass rate of assessment was only 12.5%, and the distinguished ra-tio was 0%. (3) The influenced factors analysis showed that, compared to the group without training, the group received related multi-cultural nursing courses or clinical teaching had a significantly higher pass rate (31.16% vs 0%). And there was a statistical difference in the pass rates between the groups with different learning time (χ2=36.821, P<0.01). Meanwhile, with the accumulating of learning time, the pass rate increased. There was a statistical difference in the pass rates between the groups with different degrees (χ2=36.821, P<0.01). Meanwhile, with higher degree, the pass rate also increased. The groups with different communication skills had significant difference in the pass rates (χ2=36.821, P<0.01). Meanwhile, with better communication skills, the pass rate increased. Conclusion The cognitive level of multi-culture nursing in the intern nurses need to be improved with more effective education and management, includ-ing increasing studying time and practice.