中医教育
中醫教育
중의교육
EDUCATION OF CHINESE MEDICINE
2015年
3期
68-71,85
,共5页
龚晶%杜娜%孙佩琼%熊平原%范文静
龔晶%杜娜%孫珮瓊%熊平原%範文靜
공정%두나%손패경%웅평원%범문정
护理%专业承诺%教育环境
護理%專業承諾%教育環境
호리%전업승낙%교육배경
nursing%professional commitment%educational environment
目的:调查护理专业学生的专业承诺现状及影响因素,探讨教育环境与专业承诺的关系。方法采用护理专业学生专业承诺量表、教育环境量表,对156名护理专业学生进行问卷调查,采用统计描述、方差分析、相关性分析等统计学方法分析护理本科生专业承诺与其教育环境的关系,并运用分层回归分析法分析教育环境对专业承诺的影响。结果护理专业学生专业承诺得分为83.37±20.22,处于中等水平,护理本科生专业承诺与教育环境呈正相关(r=0.534,P<0.01),分层回归表明学生愿意以后从事护理、对教师的知觉是护理本科学生专业承诺中专业价值认同的预测因素。结论护理本科学生的专业承诺受其所在教育环境的影响,护理教育者应结合其影响因素合理制定干预措施,提升学生的专业承诺水平。
目的:調查護理專業學生的專業承諾現狀及影響因素,探討教育環境與專業承諾的關繫。方法採用護理專業學生專業承諾量錶、教育環境量錶,對156名護理專業學生進行問捲調查,採用統計描述、方差分析、相關性分析等統計學方法分析護理本科生專業承諾與其教育環境的關繫,併運用分層迴歸分析法分析教育環境對專業承諾的影響。結果護理專業學生專業承諾得分為83.37±20.22,處于中等水平,護理本科生專業承諾與教育環境呈正相關(r=0.534,P<0.01),分層迴歸錶明學生願意以後從事護理、對教師的知覺是護理本科學生專業承諾中專業價值認同的預測因素。結論護理本科學生的專業承諾受其所在教育環境的影響,護理教育者應結閤其影響因素閤理製定榦預措施,提升學生的專業承諾水平。
목적:조사호리전업학생적전업승낙현상급영향인소,탐토교육배경여전업승낙적관계。방법채용호리전업학생전업승낙량표、교육배경량표,대156명호리전업학생진행문권조사,채용통계묘술、방차분석、상관성분석등통계학방법분석호리본과생전업승낙여기교육배경적관계,병운용분층회귀분석법분석교육배경대전업승낙적영향。결과호리전업학생전업승낙득분위83.37±20.22,처우중등수평,호리본과생전업승낙여교육배경정정상관(r=0.534,P<0.01),분층회귀표명학생원의이후종사호리、대교사적지각시호리본과학생전업승낙중전업개치인동적예측인소。결론호리본과학생적전업승낙수기소재교육배경적영향,호리교육자응결합기영향인소합리제정간예조시,제승학생적전업승낙수평。
Objective To investigate the nursing students' professional commitment status and influencing factors, and explore the relationship between education and professional commitment. Methods Research questionnaire survey was conducted among 156 nursing students with professional commitment scale, education environment scale of nursing students. The relationship between professional commitment and educational environment was analyzed by statistical description, analysis of variance, correlation analysis and other statistical methods, and regression method. Multiple hierarchical regression analysis was done to explore the effect of environmental education on professional commitment. Results Nursing students' professional commitment scores were 83.37 ± 20.22 in the medium range. There was a positive correlation between professional commitment of nursing undergraduates and educational environment (r=0.534, P<0.01). Hierarchical regression indicated that students were willing to engage in nursing and the teachers' perception were predictive factors of professional identification value of students’ professional commitment. Conclusion Undergraduate nursing students' professional commitment can be influenced by educational environment. Nursing educators should combine the factors influencing the reasonable intervention measures to enhance students' professional commitment level.