本文關(guān)鍵詞：160名護理本科學(xué)生人格特征的調(diào)查研究　出處：《中南大學(xué)》2006年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 人格特質(zhì) 護理本科學(xué)生 職業(yè)期望 專業(yè)價值觀

【摘要】： 目的：了解護理本科學(xué)生人格特征分布趨勢；比較護理本科學(xué)生人格特質(zhì)與健全的社會人格標(biāo)準(zhǔn)、護理職業(yè)人格特質(zhì)要求的差異；探討專業(yè)因素對護理本科學(xué)生人格特征的影響。為護理本科學(xué)生的健康人格、職業(yè)人格教育與培養(yǎng)提供科學(xué)依據(jù)。 方法：分層隨機抽樣，，選取中南大學(xué)護理學(xué)院2000級至2004級本科護理學(xué)生共200人為研究樣本。采用自制一般情況調(diào)查表、職業(yè)期望及專業(yè)價值觀問卷、16PF人格因素問卷作為研究工具進行問卷調(diào)查。 結(jié)果：1．實際受調(diào)查對象為162人，收回問卷162份，剔除無效問卷(資料不全)2份，最終有效問卷160份，有效回收率98.77％。 2．一般資料顯示，160名護理本科學(xué)生中71.2％屬于學(xué)校調(diào)劑錄取為護理專業(yè)，31.9％的護生不喜歡護理專業(yè)，與興趣愛好不符、社會地位低是其不喜歡專業(yè)的主要原因；有改行意愿護理本科學(xué)生占46.2％；專業(yè)喜愛程度、改行意愿各年級間差異無統(tǒng)計學(xué)意義(P＞0.05)。 3．護理本科學(xué)生職業(yè)期望以收入高、職業(yè)環(huán)境優(yōu)雅、福利好、提供受教育機會等條目為主；專業(yè)價值觀以職業(yè)穩(wěn)定、個人素質(zhì)要求高、利他行為多、專業(yè)技能、知識要求高、社會地位低等為主。 4．160名護理本科學(xué)生中H敢為性、F興奮性、Q4緊張性評分7分以上者占40％以上，G有恒性、LJ懷疑性、C穩(wěn)定性評分低于4分者達30％以上；13項基本人格因素、6項次級人格因素評分與常模比較有統(tǒng)計學(xué)意義(P＜0.001)；情緒穩(wěn)定性、有恒性、樂群性人格因素是護理本科學(xué)生與社會人格標(biāo)準(zhǔn)、護理職業(yè)人格要求的主要差別。 5．護理本科學(xué)生8項基本人格因素、5項次級人格因素不同年級間差異有統(tǒng)計學(xué)意義(P＜0.05)；護理本科學(xué)生專業(yè)喜愛程度、改行意愿與4項基本人格因素有相關(guān)性(P＜0.05)，職業(yè)期望內(nèi)外在動機與6項基本人格因素有相關(guān)性(P＜0.05)；護理本科學(xué)生專業(yè)價值觀與護理本科學(xué)生人格因素相關(guān)性無統(tǒng)計學(xué)意義(P＞0.05)。 結(jié)論：1．護理本科學(xué)生整體人格特征呈高敢為性、高興奮性、高緊張性、低有恒性、低懷疑性、低穩(wěn)定性的趨勢。 2．穩(wěn)定性、有恒性、樂群性等人格因素是護理本科學(xué)生與社會人格標(biāo)準(zhǔn)、護理職業(yè)人格特質(zhì)要求的主要差異。 3．學(xué)習(xí)年限對護理本科學(xué)生人格特質(zhì)形成有影響。 4．護理本科學(xué)生職業(yè)情感、專業(yè)思想對人格特質(zhì)產(chǎn)生了影響。 5．護理本科學(xué)生職業(yè)期望的內(nèi)外在動機對人格特質(zhì)水平產(chǎn)生了影響。 6．護理本科學(xué)生專業(yè)價值觀對其人格特征沒有影響。
[Abstract]:Objective: to understand the distribution trend of personality characteristics of nursing undergraduate students. The difference between personality traits of nursing undergraduate students and perfect social personality standards and demands of nursing professional personality traits were compared. To explore the influence of professional factors on the personality characteristics of nursing undergraduate students, and to provide scientific basis for the healthy personality, professional personality education and cultivation of nursing undergraduate students. Methods: a total of 200 nursing students were selected from the School of Nursing of Central South University from 2000 to 2004 as the study samples. The self-made general situation questionnaire was used. Career expectation and professional values questionnaire 16PF personality factor questionnaire as a research tool. Results 1. The actual subjects were 162 people, 162 questionnaires were collected, and 2 invalid questionnaires were excluded (incomplete data were 2, 160 valid questionnaires were obtained, and the effective recovery rate was 98.7777). 2. The general data showed that 71.2% of the 160 nursing undergraduate students were admitted as nursing majors by schools. 31.9% of the nursing students did not like nursing majors, which was not in accordance with their interests and hobbies. The low social status is the main reason why they do not like the specialty; 46.2 undergraduate nursing students were willing to change their profession. There was no significant difference in professional love degree and career change intention among grades (P > 0.05). 3.The professional expectation of nursing undergraduate students is high income, elegant occupational environment, good welfare and providing educational opportunities. Professional values are professional stability, high personal quality, altruistic behavior, professional skills, high knowledge requirements, low social status. 4.160nursing undergraduate students who had more than 7 scores of H / F excitatory Q4 stress score, accounted for more than 40% patients with LJ suspicion. C stability score less than 4 points reached more than 30%; The scores of 13 basic personality factors and 6 secondary personality factors were statistically significant compared with the norm (P < 0.001). Emotional stability, consistency and group personality are the main differences between undergraduate nursing students and social personality standards and nursing professional personality requirements. 5. There were significant differences in 8 basic personality factors and 5 secondary personality factors among different grades among nursing undergraduate students (P < 0.05). The degree of professional affection, the willingness to change profession and the four basic personality factors were correlated (P < 0.05), and the motivation of career expectation was correlated with 6 basic personality factors (P < 0.05). There was no significant correlation between professional values and personality factors of nursing undergraduate students (P > 0.05). Conclusion 1. The overall personality characteristics of nursing undergraduate students showed a tendency of high daring, high excitability, high tension, low consistency, low suspicion and low stability. 2. The personality factors, such as stability, consistency, pleasure and so on, are the main differences between undergraduate nursing students and social personality standards and nursing professional personality requirements. 3. The years of study have an influence on the formation of personality traits of nursing undergraduate students. 4. The professional emotion and professional thought of nursing undergraduate students have an influence on personality traits. 5. The internal and external motivation of nursing undergraduate students' professional expectation had an effect on personality trait level. 6. The professional values of nursing undergraduate students have no effect on their personality characteristics.
【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】：2006
【分類號】：R395

【引證文獻】

相關(guān)期刊論文 前2條

1 盛珊;;關(guān)于師范生人格特質(zhì)的調(diào)查分析[J];考試周刊;2009年43期

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相關(guān)碩士學(xué)位論文 前3條

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2 王研;護理本科生人格特質(zhì)與學(xué)習(xí)成績的相關(guān)性研究[D];青島大學(xué);2008年

3 姜美玉;護理職業(yè)學(xué)院學(xué)生人格與學(xué)習(xí)成績相關(guān)性研究及教學(xué)策略探討[D];泰山醫(yī)學(xué)院;2012年

本文編號：1393934