本文選題：專業(yè)自我概念 + 關(guān)懷行為��； 參考：《中南大學(xué)》2014年碩士論文

【摘要】：目的：目前,護士資源短缺來仍是一個全球性問題。由于缺乏專業(yè)上的認(rèn)可和承諾,護生流失率不斷上升,有愈演愈烈的趨勢,這將直接影響臨床照護質(zhì)量水平。以往許多研究發(fā)現(xiàn),理論學(xué)習(xí)和臨床實踐間的差距是導(dǎo)致護理隊伍人員流失的重要原因。護士自我概念已被確定為提高護士工作滿意度的動力之一。但有關(guān)護生臨床實踐對其護士自我概念、關(guān)懷行為和專業(yè)承諾的影響研究甚是缺乏。因此,本研究擬采用縱向研究設(shè)計,探討臨床實習(xí)對�？�、本科護生護生專業(yè)自我概念、關(guān)懷行為和專業(yè)承諾的影響。 方法：隨機選取在長沙市某三級甲等醫(yī)院實習(xí)的115名本科和�？谱o生作為研究對象,使用一般資料、護士自我概念、關(guān)懷行為和專業(yè)承諾問卷作為測量工具,于實習(xí)前、后(間隔期為8個月)進(jìn)行測量。使用SPSS16.0統(tǒng)計軟件包,進(jìn)行統(tǒng)計描述、Pearson相關(guān)、獨立t檢驗和方差分析,以評估不同學(xué)歷背景護生實習(xí)前后專業(yè)自我概念、關(guān)懷行為和專業(yè)承諾的水平。 結(jié)果：研究選取實習(xí)護生對象中96.5%為女性,平均年齡20.5歲,其中�？莆幕接�54.8%(n=63),本科文化水平有45.2%(n=52)。經(jīng)過臨床實踐后,實習(xí)護生護士自我概念得分、關(guān)懷行為得分和專業(yè)承諾得分均高于實習(xí)前。本研究顯示本科和�？谱o生兩組在專業(yè)承諾間的差異具有統(tǒng)計學(xué)意義(t=5.293,p0.01),并在臨床實習(xí)結(jié)束后這種差異依然存在(t=3.620,p0.01),但專業(yè)自我概念、關(guān)懷行為間的差異沒有統(tǒng)計學(xué)意義。同樣地,在不考慮臨床實習(xí)的影響下,組間護生內(nèi)的專業(yè)自我概念水平、關(guān)懷行為和專業(yè)承諾比較差異沒有統(tǒng)計學(xué)意義。然而,影響因素如獨生子女、擔(dān)任班長、認(rèn)為護理具有挑戰(zhàn)性、想要成為護士、職業(yè)規(guī)劃課、課程安排滿意度、在校老師的關(guān)懷、實習(xí)滿意度和臨床老師的關(guān)懷都能在一定程度上影響�？�、本科護生的專業(yè)自我概念、關(guān)懷行為和專業(yè)承諾。 結(jié)論：與教育水平一樣,臨床實習(xí)對護生的專業(yè)承諾也起著至關(guān)重要的作用。上述三個指標(biāo)的均數(shù)在臨床實習(xí)后均有所提高,但是僅專業(yè)承諾的均數(shù)在臨床實習(xí)前后、�？坪捅究谱o生間的差異不具有統(tǒng)計學(xué)意義。盡管參與者均滿意臨床實習(xí)和臨床教學(xué),但其專業(yè)自我概念和關(guān)懷行為在臨床實習(xí)前后、�？坪捅究谱o生間的差異不具有統(tǒng)計學(xué)意義。分析可能的原因是樣本數(shù)量的限制,數(shù)據(jù)收集從一個三甲醫(yī)院進(jìn)行,以及問卷評估的是護理特定情況的感知而不是特定的實踐情況。然而,臨床實習(xí)中的其他因素對護生的專業(yè)自我概念,關(guān)懷行為和專業(yè)承諾有著促進(jìn)或抑制作用。因此,建議在今后進(jìn)一步進(jìn)行大樣本量的研究和本科、�？谱o生相關(guān)態(tài)度等方面的研究。
[Abstract]:Objective: at present, the shortage of nurse resources is still a global problem. Due to the lack of professional recognition and commitment, the wastage rate of nursing students is rising, which will directly affect the quality of clinical care. Many previous studies have found that the gap between theoretical learning and clinical practice is an important reason for the loss of nursing staff. Nurse self-concept has been identified as one of the motivation to improve nurses' job satisfaction. However, there is a lack of research on the effect of nursing students' clinical practice on nurses' self-concept, caring behavior and professional commitment. Therefore, this study was designed to explore the effects of clinical practice on professional self-concept, caring behavior and professional commitment of college and undergraduate nursing students. Methods: a total of 115 nursing students were randomly selected from a Grade 3A hospital in Changsha as subjects. General data, nurses' self-concept, caring behavior and professional commitment questionnaire were used as measurement tools before practice. The measurement was carried out later (with an interval of 8 months). Using SPSS 16.0 statistical software package, Pearson correlation, independent t test and variance analysis were used to evaluate the level of professional self-concept, caring behavior and professional commitment of nursing students with different educational background before and after practice. Results: 96. 5% of the nursing students were female, the average age was 20. 5 years old. The college education level was 54.8% (n / 63) and the undergraduate education level was 45.2% (n / 52). After clinical practice, the scores of nurses' self-concept, caring behavior and professional commitment were higher than those before practice. This study showed that the difference of professional commitment between undergraduate and junior nursing students was statistically significant (t5.293p0.01), and the difference still existed after clinical practice (tr 3.620p 0.01), but the difference between professional self-concept and caring behavior was not statistically significant. Similarly, there was no significant difference in professional self-concept, caring behavior and professional commitment among nursing students without considering the influence of clinical practice. However, influencing factors such as only-child, as monitor, think nursing is challenging, want to become a nurse, career planning courses, curriculum satisfaction, care of teachers, The satisfaction of practice and the care of clinical teachers can affect the professional self-concept, caring behavior and professional commitment of undergraduate nursing students to a certain extent. Conclusion: clinical practice plays an important role in professional commitment of nursing students as well as educational level. The average of the above three indexes increased after clinical practice, but only the average of professional commitment before and after clinical practice, the difference between specialty and undergraduate nursing students was not statistically significant. Although participants were satisfied with clinical practice and clinical teaching, there was no significant difference in professional self-concept and caring behavior between college and undergraduate nursing students before and after clinical practice. The possible reasons for the analysis are the limitation of the sample size, the collection of data from a third class hospital, and the questionnaire assessing the perception of a particular situation rather than a particular practice. However, other factors in clinical practice can promote or inhibit professional self-concept, caring behavior and professional commitment of nursing students. Therefore, it is suggested that further research on large sample size and related attitudes of undergraduate and nursing students should be carried out in the future.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：R47

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本文編號：2089805