CAJ | 학술논문

目的：了解护理本科生的职业认同情况，分析护理本科生职业认同水平产生差异的原因，探讨促进护理本科生职业认同的护理教育方法。方法采取分层抽样的方法抽取大连医科大学护理专业本科2011~2014级在校4个年级286名学生，采用自行设计的一般资料调查表和刘玲编制的护士职业认同感量表进行调查。结果护理本科生职业认同总分为（107.29±15.01）分，不同年级护生在总分及职业社会支持、职业认知评价、职业挫折应对、职业社交技能、职业自我反思5个维度及总分上比较差异均有统计学意义，F=5.625、5.258、7.459、4.182、6.891、7.299，均 P<0.01；职业认同得分随年级增长呈上升趋势，但二年级职业认同得分最低，低于一、三、四年级，三年级回升；年级、专业与自身兴趣是否相符、选择专业的原因是影响护理本科生职业认同的重要因素。结论护理本科生的职业认同得分处于中等水平，有待提高；建议护理教育者应根据护理本科生的不同年级、自身兴趣及身心特点有针对性地采取相应措施，以提高本科护生的职业认同感，为提高未来护理队伍的稳定和可持续发展奠定基础。
목적：료해호리본과생적직업인동정황，분석호리본과생직업인동수평산생차이적원인，탐토촉진호리본과생직업인동적호리교육방법。방법채취분층추양적방법추취대련의과대학호리전업본과2011~2014급재교4개년급286명학생，채용자행설계적일반자료조사표화류령편제적호사직업인동감량표진행조사。결과호리본과생직업인동총분위（107.29±15.01）분，불동년급호생재총분급직업사회지지、직업인지평개、직업좌절응대、직업사교기능、직업자아반사5개유도급총분상비교차이균유통계학의의，F=5.625、5.258、7.459、4.182、6.891、7.299，균 P<0.01；직업인동득분수년급증장정상승추세，단이년급직업인동득분최저，저우일、삼、사년급，삼년급회승；년급、전업여자신흥취시부상부、선택전업적원인시영향호리본과생직업인동적중요인소。결론호리본과생적직업인동득분처우중등수평，유대제고；건의호리교육자응근거호리본과생적불동년급、자신흥취급신심특점유침대성지채취상응조시，이제고본과호생적직업인동감，위제고미래호리대오적은정화가지속발전전정기출。
Objective To investigate the status of professional identity of nursing undergraduates in different grades and to search for their different professional identity level, so as to establish a pertinent method on nursing education for promoting nursing undergraduates′professional identity. Methods By stratified sampling, a total of 286 nursing undergraduates from four grades in Dalian Medical University were surveyed by general information questionnaire and the Professional Identification Scale for Nurses. Results The average total scores of the professional identity of nursing undergraduates were (107.29±15.01) points. There was significant difference in the total score and the five dimensions of professional identity,F=5.625, 5.258, 7.459, 4.182, 6.891, 7.299, P<0.01. Professional identity score was on the rise along with the grade growth, but the score of grade two was significant lower than the other three grades, and the score showed an increase in grade three; grade, whether profession was consistent with their own interests or not, the reasons of choosing the profession were the important factors affecting professional identity of nursing undergraduates. Conclusions The professional identity score of nursing undergraduates is in medium level and remains to be improved. It is suggested that nursing educators should take corresponding measures according to different grades, own interest and physical and mental characteristics of the students, so as to improve their professional identity and lay the foundation for stability and sustainable development of the nursing team in the future.