连云港市某三甲医院护生实习中期专业认同、焦虑状况及其相关性
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摘要
目的探讨连云港市某三甲医院护生实习中期专业认同及焦虑的状况,并分析两者之间的相关性。方法使用一般资料、护生专业认同调查问卷及焦虑自评量表(self-rating anxiety scale,SAS),对处于实习中期的186名护生进行专业认同及焦虑状况的调查,先将调查结果与常模比较,再分析两者的相关性。结果护生实习中期专业认同得分为86.18±11.67,处于一般水平。护生焦虑症状总分为25~65,平均为42.72±9.52,与常模相比,差异有统计学意义(t=18.54,P<0.05)。186名护生中,正常151名(81.2%)、轻度焦虑27名(14.5%)、中度焦虑8名(4.3%)、无重度焦虑。专业认同和焦虑之间呈负相关(r=-0.24,P<0.05)。护生实习中期专业认同得分越高,焦虑得分往往越低。结论护生实习中期的专业认同与焦虑相关,护理教育者应开展多样化的护理专业思想教育、实施动态化、差异化的临床带教方法,提升护生的专业认同;同时要关注护生心理的动态情况,针对不同情况采取相应措施减轻其焦虑。护理教育者采取综合性措施,让专业认同与焦虑相互正向影响,帮助护生顺利完成实习,从而稳定护理队伍。
[Objective]To discuss the professional identity and anxiety of nursing interns in middle period of internship in a top three hospital of Lianyungang,and analyze their correlation.[Methods] The status of professional identity and anxiety among 186 nursing interns in middle period of internship were investigated by general scale questionnaire,professional identity questionnaires and self-rating anxiety scale(SAS),the results were compared with the norm and their correlation was analyzed.[Results] The score of professional identity among nursing interns in middle period of internship was 86.18 ±11.67,which was in the general level.The total score of anxiety was 25-65,and 42.72 ±9.52 in average,compared with the norm,the difference was statistically significant(t=18.54,P<0.05).Among 186 cases,there were 151 cases with no symptom(81.2%),27 cases with mild anxiety(14.5%),8 cases with moderate anxiety(4.3%) and no student with severe anxiety.The anxiety was negatively correlated with professional identity(r=-0.243,P<0.01).The higher the score of professional identify,the lower the score of anxiety.[Conclusion] The professional identity is related with anxiety of nursing interns in middle period of internship.The nursing educators should carry out diversified professional education and dynamic and clinical teaching methods to improve the level of professional identity,and pay attention to the psychology dynamics and carry out related measures to alleviate their anxiety according to different situations.The nursing educators should carry out comprehensive measures to make professional identify and anxiety positively influence each other,help them to complete the internship smoothly,and stabilize the nursing team.
[Objective]To discuss the professional identity and anxiety of nursing interns in middle period of internship in a top three hospital of Lianyungang,and analyze their correlation.[Methods] The status of professional identity and anxiety among 186 nursing interns in middle period of internship were investigated by general scale questionnaire,professional identity questionnaires and self-rating anxiety scale(SAS),the results were compared with the norm and their correlation was analyzed.[Results] The score of professional identity among nursing interns in middle period of internship was 86.18 ±11.67,which was in the general level.The total score of anxiety was 25-65,and 42.72 ±9.52 in average,compared with the norm,the difference was statistically significant(t=18.54,P<0.05).Among 186 cases,there were 151 cases with no symptom(81.2%),27 cases with mild anxiety(14.5%),8 cases with moderate anxiety(4.3%) and no student with severe anxiety.The anxiety was negatively correlated with professional identity(r=-0.243,P<0.01).The higher the score of professional identify,the lower the score of anxiety.[Conclusion] The professional identity is related with anxiety of nursing interns in middle period of internship.The nursing educators should carry out diversified professional education and dynamic and clinical teaching methods to improve the level of professional identity,and pay attention to the psychology dynamics and carry out related measures to alleviate their anxiety according to different situations.The nursing educators should carry out comprehensive measures to make professional identify and anxiety positively influence each other,help them to complete the internship smoothly,and stabilize the nursing team.
引文
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[17]刘媛航.不同学历层次护生职业认同状况调查分析[J].护理教育研究,2014,28(7C):2680-2681.
[18]秦霞,黄芳,孙君红.实习护生职业认同与从业意愿现状及其影响因素分析[J].护理学杂志,2012,27(7):68-70.
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[20]张鹃,梁梅,田红梅,等.女护生焦虑现状及影响因素分析[J].全科护理,2014,12(30):2868-2870.
[21]杨永丽,曹慧,杨丽.临床带教教师行为与护理本科生焦虑心理的相关性分析[J].护理学报,2006,13(12):58-59.
[2]洪炜.医学心理学[M].北京:北京医科大学中国协和医科大学联合出版社,1996:51-52.
[3]刘继红,周丽.护生实习期焦虑与心理资本的相关性研究[J].重庆医学,2015,44(1):134-135.
[4]张建育,李丹.大学生的专业认同及其成就动机、学习满意度的关系[J].中国健康心理学杂志,2016,24(4):562-565.
[5]陈凤姣,刘寒雪,王正东,等.护理本科生临床实习不同阶段专业认同差异分析[J].护理学报,2012,19(5B):31-33.
[6]郑鸿.不同实习阶段护生对护理专业认同感的研究[J].护理研究,2013,27(9C):3056-3058.
[7]MELO K,WILLIAMS B,ROSS C.The impact of nursing curricula on clinical practice anxiety[J].Nurse Educ Today,2010,30(8):773-778.
[8]朱凌燕,许燕玲.护生实习各阶段的焦虑和应激水平及其影响因素[J].解放军护理杂志,2013,30(1):78-84.
[9]王瑶,李海燕.护生实习后期焦虑、一般自我效能状况及其相关性[J].解放军护理杂志,2017,32(2):66-6.
[10]胡忠华.四川省护理本科生专业认同调查分析[D].成都:四川大学,2007.
[11]汪向东,王希林,马私.心理卫生评定量表手册[M].增订版.北京:中国心理卫生杂志社,1999:235-237.
[12]何清.民办高级职业护生实习前焦虑调查及对策[J].护理学报,2009,16(5):67-69.
[13]徐晓晔,许虹波,赵萍,等.不同学历护生专业认同和学业自我效能关系的研究[J].护理学杂志,2014,29(1):61-63.
[14]汪红英,毛红波,刘茜茜.护生实习后期专业认同感的现状调查[J].中国实用护理杂志,2013,29(28):61-63.
[15]许虹波,赵萍,董超群.不同学历护生专业认同感的调查分析[J].中国实用护理杂志,2013,29(15):15-19.
[16]黄叶莉,黄海燕.中国部分城市三甲医院护士压力源调查[J].中华现代护理杂志,2011,17(22):2605-2607.
[17]刘媛航.不同学历层次护生职业认同状况调查分析[J].护理教育研究,2014,28(7C):2680-2681.
[18]秦霞,黄芳,孙君红.实习护生职业认同与从业意愿现状及其影响因素分析[J].护理学杂志,2012,27(7):68-70.
[19]段湘辉.不同学历实习护生职业认同感现况及影响因素的调查[J].基层医学论坛,2011,15(11):984.
[20]张鹃,梁梅,田红梅,等.女护生焦虑现状及影响因素分析[J].全科护理,2014,12(30):2868-2870.
[21]杨永丽,曹慧,杨丽.临床带教教师行为与护理本科生焦虑心理的相关性分析[J].护理学报,2006,13(12):58-59.