心理资本干预对高职护生专业承诺及职业决策自我效能作用的实证研究
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摘要
目的:探讨基于PCI模型的积极心理资本干预,对三年制高职护生的专业承诺及职业决策自我效能水平的影响。方法:以某高职院校三年制护生为研究对象,随机分成对照组(n=50)和实验组(n=50),实验组护生进行为期7周的心理资本干预培训,对照组护生进行常规教学及管理。干预前后分别采用积极心理资本问卷、护理专业承诺量表、大学生职业决策自我效能量表进行干预效果的评估。结果:实验组护生干预后心理资本、专业承诺及职业决策自我效能总分均明显高于干预前;实验组与对照组后测t检验结果显示,实验组护生后测的心理资本、专业承诺及职业决策自我效能总分明显高于对照组后测,差异有统计学意义(P﹤0. 01)。结论:基于PCI模型的高职护生心理资本干预训练方案可以明显提高护生的心理资本、专业承诺及职业决策自我效能水平。
Objective To explore the effect of positive psychological capital intervention based on PCI model on the professional commitment and career decision-making self-efficacy of the three-year vocational nursing students. Methods Taking the three-year nursing students in a vocational college as the research object,randomly divided into control group( n = 50) and experimental group( n = 50),The students in the experimental group received 7 weeks of psychological capital intervention training and the control group was given routine teaching and management. The positive psychological capital questionnaire,the nursing professional commitment scale and the career decision-making self-efficacy scale were used to evaluate the intervention effect before and after the intervention. Results After intervention of the three-year vocational nursing students in experimental group,the total score of psychological capital,professional commitment and the career decision-making self-efficacy were significantly higher than the score before intervention. And the result of post-test in the experimental group and the control group showed that the scores of psychological capital,professional commitment and career decision-making self-efficacy of the experimental group were higher than the control group,the difference was statistically significant( P < 0. 01). Conclusion The psychological capital intervention training program of higher vocational nursing students based on PCI model can significantly improve the psychological capital,professional commitment and career decision-making self-efficacy of nursing students.
Objective To explore the effect of positive psychological capital intervention based on PCI model on the professional commitment and career decision-making self-efficacy of the three-year vocational nursing students. Methods Taking the three-year nursing students in a vocational college as the research object,randomly divided into control group( n = 50) and experimental group( n = 50),The students in the experimental group received 7 weeks of psychological capital intervention training and the control group was given routine teaching and management. The positive psychological capital questionnaire,the nursing professional commitment scale and the career decision-making self-efficacy scale were used to evaluate the intervention effect before and after the intervention. Results After intervention of the three-year vocational nursing students in experimental group,the total score of psychological capital,professional commitment and the career decision-making self-efficacy were significantly higher than the score before intervention. And the result of post-test in the experimental group and the control group showed that the scores of psychological capital,professional commitment and career decision-making self-efficacy of the experimental group were higher than the control group,the difference was statistically significant( P < 0. 01). Conclusion The psychological capital intervention training program of higher vocational nursing students based on PCI model can significantly improve the psychological capital,professional commitment and career decision-making self-efficacy of nursing students.
引文
[1]国务院.国家中长期教育改革和发展规划纲要(2010-2020年),2010-07月-29日. http://www. gov. cn/jrzg/2010-07/29/content_1667143. htm.
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[10]孙瑞,李莉萍,高杰.本科护生心理资本与学习倦怠的关系研究[J].护理研究,2012,26(11):3005-3006.
[11]宋蔚青,陈瑜. 120名实习护生专业承诺与积极心理资本水平及相关研究[J].护理学报,2015,22(20):71-74.
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[13] Luthans F,Avey J B,Avolio B J,et al. Psychological Capital Develop-ment:Toward a micro-intervention[J]. Journal of Organizational Be-havior,2006(27):387-393.
[14]张阔,张赛,董颖红.积极心理资本:测量及其与心理健康的关系[J].心理与行为研究,2010,8(1):58-64.
[15]吕桂云,邱香兰.护生专业承诺之研究[J].护理研究,1998,6(2):109-120.
[16]彭永新,龙立荣.大学生职业决策自我效能的研究[J].应用心理学,2001,7(2):38-43.
[17]吴丹萍,杨忠,陈英葵,等.大学生积极心理资本干预的实验研究[J].中国健康心理学杂志,2016,24(5):677-681.
[18]郑秋强,方圆.基于PCI理论的大学生心理资本团体干预研究[J].惠州学院学报(社会科学版),2017,37(1):111-115.
[19]赵涵.大学生心理资本现状及干预研究[D].长春:东北师范大学,2013.
[20]马学果.高职生积极心理资本的干预研究[J].高等农业教育,2017,1(10):98-103.
[21]张玲,何海荣.不同护生专业承诺度的调查及其影响因素分析[J].检验医学与临床,2014,11(4):559-561.
[22]李欣,曾拓,梁小妹,等.大学生的心理资本、职业决策自我效能与其学习倦怠的关系[J].嘉应学院学报(哲学社会科学),2014,32(12):89-93.
[23]张轩辉,余红娥.大学生职业决策自我效能与心理资本的关系研究[J].山东农业工程学院学报,2016,33(8):73-74.
[24]郭云飞,陈晓楠,史瑞洁.军队医院实习护生职业认同与心理资本相关性[J].中国健康心理学杂志,2014,22(10):1549-1550.
[2] Luthans F,Luthans KW,Luthans BC. Positive Psychological Capital:Beyond Human and Social Capital[J]. Business Horizons,2004,47(1):45-50.
[3]仲理峰.心理资本研究评述与展望[J].心理科学进展,2007,24(3):482-487.
[4] Luthans F,Youssef CM,Avolio BJ. Psychological capital:Developingthe human competitive edge[M]. Oxford,U K:Oxford UniversityPress,2007.
[5] Luthans F,Avolio BJ,Walumbwa FO,et al. The psychological capitalof Chinese workers:Exploring the relationship with performance[J].Management and Organization Review,2005,1:249-271.
[6] Larson M,Luthans F. Potential added value of psychological capital inpredicting work attitudes[J]. Journal of Leader ship&OrganizationalStudies,2006(13):45-62.
[7] Avey J B,Luthans F,Jensen S M. Psychological Capital:A PositiveResource for Combating Employee Stress and Turnover[J]. Human Re-source Management,2009,48(5):677-693.
[8]陈敏尔,吴文辉,余兰仙.三甲中医院新护士离职意愿影响因素及管理策略[J].中国卫生事业管理,2016,(10):735-738.
[9]骆宏,赫中华. 466名护士心理资本与职业倦怠及离职意愿的关系[J].中华护理杂志,2010,45(10):853-854.
[10]孙瑞,李莉萍,高杰.本科护生心理资本与学习倦怠的关系研究[J].护理研究,2012,26(11):3005-3006.
[11]宋蔚青,陈瑜. 120名实习护生专业承诺与积极心理资本水平及相关研究[J].护理学报,2015,22(20):71-74.
[12] Luthans F,Youssef C M,Avolio B J.心理资本———打造人的竞争优势[M].李超平,译.北京:中国轻工业出版社,2007:198-199.
[13] Luthans F,Avey J B,Avolio B J,et al. Psychological Capital Develop-ment:Toward a micro-intervention[J]. Journal of Organizational Be-havior,2006(27):387-393.
[14]张阔,张赛,董颖红.积极心理资本:测量及其与心理健康的关系[J].心理与行为研究,2010,8(1):58-64.
[15]吕桂云,邱香兰.护生专业承诺之研究[J].护理研究,1998,6(2):109-120.
[16]彭永新,龙立荣.大学生职业决策自我效能的研究[J].应用心理学,2001,7(2):38-43.
[17]吴丹萍,杨忠,陈英葵,等.大学生积极心理资本干预的实验研究[J].中国健康心理学杂志,2016,24(5):677-681.
[18]郑秋强,方圆.基于PCI理论的大学生心理资本团体干预研究[J].惠州学院学报(社会科学版),2017,37(1):111-115.
[19]赵涵.大学生心理资本现状及干预研究[D].长春:东北师范大学,2013.
[20]马学果.高职生积极心理资本的干预研究[J].高等农业教育,2017,1(10):98-103.
[21]张玲,何海荣.不同护生专业承诺度的调查及其影响因素分析[J].检验医学与临床,2014,11(4):559-561.
[22]李欣,曾拓,梁小妹,等.大学生的心理资本、职业决策自我效能与其学习倦怠的关系[J].嘉应学院学报(哲学社会科学),2014,32(12):89-93.
[23]张轩辉,余红娥.大学生职业决策自我效能与心理资本的关系研究[J].山东农业工程学院学报,2016,33(8):73-74.
[24]郭云飞,陈晓楠,史瑞洁.军队医院实习护生职业认同与心理资本相关性[J].中国健康心理学杂志,2014,22(10):1549-1550.