1482名专科护生专业态度与学业自我效能感的相关性分析
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摘要
目的了解专科护生专业态度与学业自我效能感的现状,探讨两者的相关性。方法采用整群抽样法,于2018年5—6月抽取某医学高等专科学校1 482名专科护生,采用一般情况调查表、护理专业学生专业态度量表和学业自我效能感量表对其进行问卷调查。结果 1 482名专科护生专业态度总分为(108.05±11.50)分,各维度得分分别为:专业发展(22.26±3.84)分、对科学知识的贡献(21.48±4.32)分、合作性(18.24±2.43)分、伦理准则和理论(12.82±1.73)分、护理自主性(12.73±1.77)分、继续教育(13.55±1.67)分、社区服务(6.98±1.43)分;学业自我效能感总分为(77.61±9.94)分,各维度得分分别为:学习能力自我效能(39.42±6.05)分、学习行为自我效能(38.18±4.98)分。专科护生专业态度与学业自我效能感总分呈密切正相关(r=0.414,P<0.01)。结论专科护生专业态度和学业自我效能感得分均处于中等偏上水平;专科护生专业态度与学业自我效能感呈密切正相关。建议高职院校护理教育者采用叙事教育、实体课与网络课相结合的教学模式、增加见习课时,并且在见习带教中实施双导师制带教,培养护生积极的专业态度,提高学业自我效能感。
Objective To investigate the status quo of professional attitude and academic self-efficacy of college nursing students and explore the correlation between them. Methods Totally 1,482 nursing students from a medical college were selected from May to June 2018 by cluster sampling method and surveyed by using general information questionnaire, Instrument of Professional Attitude for Student Nurses(IPASN) and Academic Self-efficacy Scale. Results The total score of professional attitude of 1,482 college nursing students was 108.05 ±11.50 and the average score of different dimensions of professional development, contribution to scientific knowledge, cooperation, ethics and theory, nursing autonomy, continuing education and community service was 22.26 ±3.84,21.48±4.32, 18.24±2.43, 12.82±1.73, 12.73±1.77, 13.55±1.67 and 6.98±1.43 respectively. The total score of academic self-efficacy was 77.61 ±9.94 and the average score of two dimensions of self-efficacy of learning ability and self-efficacy of learning behavior was39.42±6.05 and 38.18±4.98 respectively. There was a closely positive correlation between professional attitude and academic selfefficacy(r=0.414,P<0.01). Conclusion The scores of profession-alattitude and academic self-efficacy of college nursing students are above the average. There is a closely positive correlation between professional attitude and academic self-efficacy. Narrative education, combination of classroom teaching and online learning, more practice classes and double tutorial system in practice teaching are conducive to cultivating the positive professional attitude of nursing students and improving academic self-efficacy.
Objective To investigate the status quo of professional attitude and academic self-efficacy of college nursing students and explore the correlation between them. Methods Totally 1,482 nursing students from a medical college were selected from May to June 2018 by cluster sampling method and surveyed by using general information questionnaire, Instrument of Professional Attitude for Student Nurses(IPASN) and Academic Self-efficacy Scale. Results The total score of professional attitude of 1,482 college nursing students was 108.05 ±11.50 and the average score of different dimensions of professional development, contribution to scientific knowledge, cooperation, ethics and theory, nursing autonomy, continuing education and community service was 22.26 ±3.84,21.48±4.32, 18.24±2.43, 12.82±1.73, 12.73±1.77, 13.55±1.67 and 6.98±1.43 respectively. The total score of academic self-efficacy was 77.61 ±9.94 and the average score of two dimensions of self-efficacy of learning ability and self-efficacy of learning behavior was39.42±6.05 and 38.18±4.98 respectively. There was a closely positive correlation between professional attitude and academic selfefficacy(r=0.414,P<0.01). Conclusion The scores of profession-alattitude and academic self-efficacy of college nursing students are above the average. There is a closely positive correlation between professional attitude and academic self-efficacy. Narrative education, combination of classroom teaching and online learning, more practice classes and double tutorial system in practice teaching are conducive to cultivating the positive professional attitude of nursing students and improving academic self-efficacy.
引文
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[5]唐樱,林友霜,丁妙,等.朋辈心理辅导对本科护生专业态度的影响研究[J].护理学报,2014,21(11):63-65.DOI:10.16460/j.issn1008-9969.2014.11.003.
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[10]胡佩欣,申倩,李春.中国与东南亚护理学生专业态度的小样本研究[J].齐鲁护理杂志,2017,23(24):35-37.DOI:10.3969/j.issn.1006-7256.2017.24.016.
[11]李娟,蒋文慧.不同层次护生社区护理就业意向分析[J].全科护理,2017,15(23):2844-2845.DOI:10.3969/j.issn.1674-4748.2017.23.011.
[12]董静静.高职护生学业自我效能感与评判性思维能力的相关性研究[J].护理管理杂志,2016,16(2):105-106.
[13]董静静,张来香,卢伊.高职护生学业自我效能现状及影响因素[J].护理研究,2015,29(3C):1130-1132.DOI:10.3969/j.issn.1009-6493.2015.09.041.
[14]洪艳萍,肖小琴.大学生手机依赖状况及其与人格特质[J].中国健康心理学杂志,2013,21(4):626-628.
[15]张潮,翟琳,王畅.大学生自我控制在手机依赖和学业拖延中的中介作用[J].中国健康心理学杂志,2017,25(1):145-148.DOI:10.13342/j.cnki,cjhp.2017.01.034.
[16]化前珍,刘芳娥,徐巧玲,等.改进临床见习提高教学质量[J].实用护理杂志,2001,17(4):46-47.DOI:10.3760/cma.j.issn.1672-7088.2001.04.030.
[17]赵芳芳,赵秋利,杨永丽.护理本科生一般自我效能感与临床实践能力的相关因素研究[J].中华护理杂志,2008,43(2):111-114.DOI:10.3661/j.issn.0254-1769.2008.02.005.
[18]Watts T E.Supporting Undergraduate Nursing Students Through Structured Personal Tutoring:Some Reflections[J].Nurs Educ Today,2011,31(2):214-218.DOI:10.1016/j.nedt.2010.06.005.
[19]张元元,王汕姗,马珺,等.双导师制见习制度对本科护生自我效能感的影响[J].齐鲁护理杂志,2015,21(20):118-119.DOI:10.3969/j.issn.1006-7256.2015.20.059.
[2]Mathew L,Aktan N M.Nursing Student Attitudes Toward Statistics[J].J Nurs Educ,2014,53(4):233-237.DOI:10.3928/01484834-20140325-03.
[3]谢寿姣,曾志励,邓秋芬,等.护理本科生的专业态度调查[J].护理学杂志,2007,22(13):10-12.DOI:10.3969/j.issn.1001-4152.2007.13.004.
[4]张若柏,余莲喜,阳乐,等.在校护生学业自我效能感与职业决策自我效能的相关性研究[J].护理研究,2015,29(12A):4260-4263.DOI:10.3969/j.issn.1009-6493.2015.34.012.
[5]唐樱,林友霜,丁妙,等.朋辈心理辅导对本科护生专业态度的影响研究[J].护理学报,2014,21(11):63-65.DOI:10.16460/j.issn1008-9969.2014.11.003.
[6]Arthur D,Pang S,Wong T,et al.Caring Attributes,Professional Self-concept and Technological Influence in a Sample of Registered Nurses in Eleven Countries[J].Int J Nurs Stud,1999,36(5):387-396.DOI:10.1016S0020-7489(99)00035-8.
[7]Xiao Y Y,Li T,Xiao L,et al.The Chinese Version of Instrument of Professional Attitude for StudentNurses(IPASN):Assessment of Reliability and Validity[J].Nurs Educ Today,2017(49):79-83.DOI:10.1016j.nedt.2016.11.013.
[8]Hisar F,Karadag A,Kan A.Development of an Instrument to Measure Professional Attitudes in Nursing Students in Turkey[J].Nurs Educ Today,2010,30(8):726-730.DOI:10.1016/j.nedt.2010.01.013.
[9]梁宇颂.大学生学业自我效能感与心理健康的相关性研究[J].中国临床康复,2004,8(24):4962-4963.DOI:10.3321/j.issn:1673-8225.2004.24.014.
[10]胡佩欣,申倩,李春.中国与东南亚护理学生专业态度的小样本研究[J].齐鲁护理杂志,2017,23(24):35-37.DOI:10.3969/j.issn.1006-7256.2017.24.016.
[11]李娟,蒋文慧.不同层次护生社区护理就业意向分析[J].全科护理,2017,15(23):2844-2845.DOI:10.3969/j.issn.1674-4748.2017.23.011.
[12]董静静.高职护生学业自我效能感与评判性思维能力的相关性研究[J].护理管理杂志,2016,16(2):105-106.
[13]董静静,张来香,卢伊.高职护生学业自我效能现状及影响因素[J].护理研究,2015,29(3C):1130-1132.DOI:10.3969/j.issn.1009-6493.2015.09.041.
[14]洪艳萍,肖小琴.大学生手机依赖状况及其与人格特质[J].中国健康心理学杂志,2013,21(4):626-628.
[15]张潮,翟琳,王畅.大学生自我控制在手机依赖和学业拖延中的中介作用[J].中国健康心理学杂志,2017,25(1):145-148.DOI:10.13342/j.cnki,cjhp.2017.01.034.
[16]化前珍,刘芳娥,徐巧玲,等.改进临床见习提高教学质量[J].实用护理杂志,2001,17(4):46-47.DOI:10.3760/cma.j.issn.1672-7088.2001.04.030.
[17]赵芳芳,赵秋利,杨永丽.护理本科生一般自我效能感与临床实践能力的相关因素研究[J].中华护理杂志,2008,43(2):111-114.DOI:10.3661/j.issn.0254-1769.2008.02.005.
[18]Watts T E.Supporting Undergraduate Nursing Students Through Structured Personal Tutoring:Some Reflections[J].Nurs Educ Today,2011,31(2):214-218.DOI:10.1016/j.nedt.2010.06.005.
[19]张元元,王汕姗,马珺,等.双导师制见习制度对本科护生自我效能感的影响[J].齐鲁护理杂志,2015,21(20):118-119.DOI:10.3969/j.issn.1006-7256.2015.20.059.