中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2014年
6期
632-636
,共5页
实习护生%职业价值观%相关调查
實習護生%職業價值觀%相關調查
실습호생%직업개치관%상관조사
Student nurses%Professional values%Investigation
目的:了解不同层面实习护生在不同实习时期职业价值观状况及其变化趋势,分析护理教育对其的影响,并在此基础上提出有效的应对策略。方法对同一批实习的各大护理院校实习护生120名,采用问卷调查的方法,分别在实习前期、实习后期两个阶段进行调查。结果实习前期不同层面实习护生职业价值观:女生(105.87±14.56)、男生(100.49±5.56);五年制大专(108.98±14.56)、四年制本科(106.49±5.56);独生子女(100.87±14.56)、非独生子女(105.49±5.56);经济一般(105.87±14.56)、优越(100.49±5.56),不同层面实习护生职业价值观存在差异有统计学意义(t值分别为2.47,2.22,2.41,2.47;P<0.05)。实习后期不同层面实习护生职业价值观:女生(107.54±15.12)、男生(101.39±6.43);五年制大专(111.54±15.12)、四年制本科(108.39±6.43);独生子女(103.54±15.12)、非独生子女(107.39±6.43);经济一般(107.54±15.12)、优越(102.39±6.43),不同层面实习护生职业价值观存在差异有统计学意义(t值分别为2.52,2.30,2.44,2.59;P<0.05)。实习前期:信任(3.64±0.51)分、责任安全(3.39±0.46)分、行动主义(3.09±0.54)分、提供照顾(3.39±4.45)分;实习后期:信任(3.95±0.45)分、责任安全(3.45±0.54)分、行动主义(3.12±0.66)分、提供照顾(3.41±4.41)分。结论不同层面实习护生的职业价值观起点低,临床带教中应加强护生职业认知及情感教育,使其树立正确的职业感与价值观,带教老师的言传身教、正确引导,可有效提高实习护生的职业价值观。
目的:瞭解不同層麵實習護生在不同實習時期職業價值觀狀況及其變化趨勢,分析護理教育對其的影響,併在此基礎上提齣有效的應對策略。方法對同一批實習的各大護理院校實習護生120名,採用問捲調查的方法,分彆在實習前期、實習後期兩箇階段進行調查。結果實習前期不同層麵實習護生職業價值觀:女生(105.87±14.56)、男生(100.49±5.56);五年製大專(108.98±14.56)、四年製本科(106.49±5.56);獨生子女(100.87±14.56)、非獨生子女(105.49±5.56);經濟一般(105.87±14.56)、優越(100.49±5.56),不同層麵實習護生職業價值觀存在差異有統計學意義(t值分彆為2.47,2.22,2.41,2.47;P<0.05)。實習後期不同層麵實習護生職業價值觀:女生(107.54±15.12)、男生(101.39±6.43);五年製大專(111.54±15.12)、四年製本科(108.39±6.43);獨生子女(103.54±15.12)、非獨生子女(107.39±6.43);經濟一般(107.54±15.12)、優越(102.39±6.43),不同層麵實習護生職業價值觀存在差異有統計學意義(t值分彆為2.52,2.30,2.44,2.59;P<0.05)。實習前期:信任(3.64±0.51)分、責任安全(3.39±0.46)分、行動主義(3.09±0.54)分、提供照顧(3.39±4.45)分;實習後期:信任(3.95±0.45)分、責任安全(3.45±0.54)分、行動主義(3.12±0.66)分、提供照顧(3.41±4.41)分。結論不同層麵實習護生的職業價值觀起點低,臨床帶教中應加彊護生職業認知及情感教育,使其樹立正確的職業感與價值觀,帶教老師的言傳身教、正確引導,可有效提高實習護生的職業價值觀。
목적:료해불동층면실습호생재불동실습시기직업개치관상황급기변화추세,분석호리교육대기적영향,병재차기출상제출유효적응대책략。방법대동일비실습적각대호리원교실습호생120명,채용문권조사적방법,분별재실습전기、실습후기량개계단진행조사。결과실습전기불동층면실습호생직업개치관:녀생(105.87±14.56)、남생(100.49±5.56);오년제대전(108.98±14.56)、사년제본과(106.49±5.56);독생자녀(100.87±14.56)、비독생자녀(105.49±5.56);경제일반(105.87±14.56)、우월(100.49±5.56),불동층면실습호생직업개치관존재차이유통계학의의(t치분별위2.47,2.22,2.41,2.47;P<0.05)。실습후기불동층면실습호생직업개치관:녀생(107.54±15.12)、남생(101.39±6.43);오년제대전(111.54±15.12)、사년제본과(108.39±6.43);독생자녀(103.54±15.12)、비독생자녀(107.39±6.43);경제일반(107.54±15.12)、우월(102.39±6.43),불동층면실습호생직업개치관존재차이유통계학의의(t치분별위2.52,2.30,2.44,2.59;P<0.05)。실습전기:신임(3.64±0.51)분、책임안전(3.39±0.46)분、행동주의(3.09±0.54)분、제공조고(3.39±4.45)분;실습후기:신임(3.95±0.45)분、책임안전(3.45±0.54)분、행동주의(3.12±0.66)분、제공조고(3.41±4.41)분。결론불동층면실습호생적직업개치관기점저,림상대교중응가강호생직업인지급정감교육,사기수립정학적직업감여개치관,대교로사적언전신교、정학인도,가유효제고실습호생적직업개치관。
Objective To investigate the state of nursing professional values of student nurses and its changing patterns during different internship stages .Methods To investigate a group of 120 student nurses before and after the internship stages with Nursing Professional Values Scale-R( NPVS-R) .Results The results showed significant differences of nursing professional values during different stages of internship .During the stage of pre-internship:[female:(105.87 ±14.56), male(100.49 ±5.56)];[college students:(108.98 ± 14.56), bachelor students: (106.49 ±5.56)]; [single child: (100.87 ±14.56), non-single child:(105.49 ±5.56)];[limited economic access: (105.87 ±14.56), wealthy: (100.49 ±5.56)], and the differences were significant (t=2.47, 2.22, 2.41, 2.47, respectively;P<0.05).During the stage of post-internship [female:(107.54 ±15.12), male: (101.39 ±6.43)]; [ college students: (111.54 ±15.12), bachelor students:(108.39 ±6.43)]; [ single child: (103.54 ±15.12), non -single child:(107.39 ± 6.43)];[limited economic access: (107.54 ±15.12), wealthy: (102.39 ±6.43)], and the differences were significant (t=2.52, 2.30, 2.44, 2.59, respectively;P<0.05).During the stage of pre-internship:trust scored (3.64 ±0.51), responsibility safety scored (3.39 ±0.46), action reliability scored (3.09 ± 0.54), care provide level scored (3.39 ±4.45).During the stage of post -internship, the scores were (3.95 ±0.45), (3.45 ±0.54), (3.12 ±0.66), (3.41 ±4.41).Conclusions The start of nursing professional values among student nurses was relatively low .In clinical teaching and training , the instructors should put emphasis on professional values and emotion .When educating and demonstrating the student nurses , instructors can lift the professional values so that it can be established properly .