护理专业大学生个人职业生涯规划现状及干预的研究
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摘要
研究背景
个人职业生涯规划是指个人根据自身的主观因素和客观环境的分析确立自己的职业生涯发展目标,选择实现这一目标的职业,以及制定相应的工作、培训和教育计划,并按照一定的时间安排,采取必要的行动实施职业生涯目标的过程。它是一个连续不断的自我评估和目标设置的过程,是实现继续专业成长所必需的重要组成部分,它能够给学生提供一个系统的、持续的方法去探索和发展他们的职业选择。
职业生涯规划是影响护理人员工作专业化、事业化、离职率及工作满意度的主要原因之一。目前,护理人才的流失严重阻碍了护理专业的发展,大部分护理专业学生选择护理专业都存在一定的盲目性,且有一半以上的学生属学校调剂到护理专业的,护理专业学生中普遍存在专业思想不稳定现象。如何才能扼制这些现象,留住护理专业人才,促进我国护理事业的发展,高等院校责无旁贷。在护理院校中开展个人职业生涯规划教育能有效地预防或调整职业生涯抉择问题,还可以帮助学生专业成长。
在国外,青少年很早就接受了职业生涯规划教育,他们从中学时代起就开始有目的地规划自己的生涯。有关生涯规划的相关研究也较多,有学者在有关生涯规划及其对生涯发展影响的研究中指出,进行生涯规划的人在薪水、解决问题的能力和适应能力方面都较高。尽管职业生涯辅导在国外开展得很广泛,但在护理教育中的开展仍然非常有限,各种调查显示职业生涯辅导对于大多数护生来说仍然是一个未满足的需要,而且随着护理劳动力保留问题的突出、健康保健服务市场需求的变化以及大学分专业选择机会的增加,使职业生涯辅导服务需求显得更加紧迫。
在我国,护理专业大学生大多数未接受过职业生涯规划教育,不知道制定自我职业生涯规划的方法和步骤,对职业生涯规划方面的知识既渴望又陌生,对自己的生涯设计感到迷茫又无所适从。近年来各高校逐渐开始重视和关注大学生职业生涯规划问题,也采取了一系列的干预措施,如开设职业生涯规划课程、职业生涯规划系列讲座、班级辅导等,但大多是由学校就业指导中心开展的,侧重关注理论知识和就业问题。对如何真正提高学生职业生涯规划意识和能力方面的教育尚属起步、摸索阶段。
面对严峻的就业形势和社会对人才综合素质的要求,职业规划指导教育工作并不能简单的等同于就业指导工作或毕业生离校前的阶段性工作,职业规划教育工作应是贯穿于大学生整个大学阶段的一项重要工作。
团体辅导是一种有效的职业辅导方式。相对于就业指导的传统教学方法来说,团体辅导技术有着无可比拟的优势:一方面,大学生作为处于同一年龄层次的群体来说,心理发展水平基本上处在同一层面上。他们在职业的发展中所遇到的问题和困惑,大体呈现出一种普遍性和规律性,他们更愿意从同龄人那里获得信息,职业生涯团体辅导可以为他们提供了一个同龄人交流、分享、探讨的机会,他们可以在交流中彼此分享自己的经验,也可以聆听别人,这样一种自我教育的形式更容易产生效能。另一方面,团体辅导具有某些特殊功能,如感染力强、影响广泛,效率高、省时省力,效果容易巩固等。近几年来,团体辅导应用于职业生涯规划教育的作用效果更多的引起了研究者的关注。同时,团体辅导也被广泛的运用到大学生中,其效果受到肯定。
本研究尝试获得信度、效度较高的护理专业大学生个人职业生涯规划状况调查工具,选择流行病学现况调查的方法,运用自制的调查工具对护理专业大学生个人职业生涯规划状况进行调查,分析护理专业大学生个人职业生涯规划状况及影响因素。在此基础上,运用心理学团体辅导方法结合护理专业和学生心理特点,广泛征求心理学专家及护理学专家意见,制定适合当前护理专业大学生个人职业生涯规划状况的团体辅导干预内容和方案,对部分护理专业大学生进行了心理干预试验研究,实施辅导过程中,进行认真的辅导记录,通过定量研究与定性研究相结合的方式,比较全面、客观的阐述团体辅导应用于护理专业大学生个人职业生涯规划教育的效果。为进一步的应用研究提供基础,同时为高等护理教育制定、开展职业生涯规划教育提供一定参考依据。
研究目的
1、获得信度、效度较高的护理专业大学生个人职业生涯规划状况调查工具;
2、通过对护理专业大学生个人职业生涯规划的现状调查,分析护理专业大学生个人职业生涯规划状况及影响因素;
3、团体辅导应用于护理专业大学生个人职业生涯规划教育的干预效果评价。
对象与方法
第一部分在文献调研、访谈、问卷调查的基础上自行设计护理专业大学生个人职业生涯规划调查问卷并检验其信效度,用此问卷采用流行病学横断面研究的方法,对广州市三所高等医学院校中一至四年级的365名四年制护理专业大学生进行个人职业生涯规划现状调查,并分析其影响因素。自行设计的护理专业大学生个人职业生涯规划问卷由三部分构成:第一部分为护理专业大学生的一般资料:性别、年级、家庭所在地、父母亲的职业、父母亲的文化程度、是否独生子女、是否班干部、是否社团成员、选择护理专业的初衷、是否参加过职业生涯规划知识的学习;第二部分护理专业大学生个人职业生涯规划的内容,分为5个维度:自我认识、职业认识、就业信心、职业生涯定向、自我规划共有27个条目,按Likert5点计分(完全符合、比较符合、一般、比较不符合、完全不符合),正向型条目按5、4、3、2、1计分,负向型条目按1、2、3、4、5计分,问卷的最高分为135分(个人职业生涯规划状况最好),最低分为27分(个人职业生涯规划状况最差)。界定问卷得分≥108分为个人职业生涯规划好,81—107分为一般,＜81分为差。第三部分为护理专业大学生对护理专业总的满意度及毕业后是否会从事护理工作意愿的调查。
以SPSS13.0软件建立数据库,进行数据的录入、统计与分析。统计方法采用描述性分析、相关分析、因子分析、信度分析、卡方检验、两独立样本t检验、方差分析、回归分析等,检验水准α=0.05。
第二部分在现况调查的研究基础上,运用研究者自行设计的团体辅导方案,由研究者本人对符合入选标准的研究对象进行分层随机对照试验研究,探讨团体辅导对提高护理专业大学生自我认识、职业认识、就业信心、自我规划意识,明确职业生涯定向以及制定个人自我职业规划的效果。本研究对象选择广州市某所高等医学院校中对个人职业生涯规划较为感兴趣或者是对自己的个人职业生涯规划感到困惑的四年制护理专业的大一和大二学生,根据本次研究的纳入与排除标准招募后,按年级分层随机方法抽取80名学生,大一、大二各40名作为研究对象,再按年级分层随机分为两组,干预组和对照组各40名,每组大一、大二各20名。对照组正常生活,干预组接受为期六周,连续八次的团体辅导,其中最初两周每周干预两次,之后四周每周一次,每次干预时间为120分钟。分别在干预前及干预后两个时间点,以自编的护理专业大学生个人职业生涯规划调查问卷进行测评,以比较干预效果。在团体辅导进行过程中,进行认真的辅导记录,深入分析辅导内容,并将定量研究的结果与定性研究的结果结合进行分析。
以SPSS13.0软件建立数据库,进行数据的录入、统计与分析。使用的方法包括描述性统计分析、卡方检验、t检验、协方差分析等,检验水准α=0.05。
结果
1、护理专业大学生个人职业生涯规划调查问卷的重测信度为0.797(P=0.000),克朗巴哈α系数为0.869。采用因子分析法评价问卷的结构效度,用α因子提取法提取5个公因子,并以因子负荷≥0.3为选择的条件。问卷的KMO抽样适度测量值为0.852,且Bartlett球形检验X~2=4675.626(P=0.000),则可认为该问卷适合做因子分析。因子分析经最大方差旋转,5个公共因子共能解释方差总变异的56.779%。因子分析实证问卷的结构效度较理想,五个维度的条目构成基本合理,符合设计构想。
2、护理专业大学生个人职业生涯规划现状本次调查中护理专业大学生个人职业生涯规划总分均分为93.57±11.48,个人职业生涯规划好(问卷得分≥108分)的护理专业大学生47人占调查对象总人数的12.88%,个人职业生涯规划一般(问卷得分81-107分)的学生271人占74.24%,个人职业生涯规划差(问卷得分＜81分)的学生47人占12.88%。护理专业大学生个人职业生涯规划各维度均分为2.97—4.04分,由高到低依次为职业生涯定向、自我认识、职业认识、就业信心、自我规划。
3、护理专业大学生个人职业生涯规划状况影响因素分析以护理专业大学生个人职业生涯规划总分作为因变量,调查问卷中第一、三部分的14个因素作为自变量进行逐步回归分析,进入回归方程的有“对护理专业总的满意度”、“年级”、“是否参加过职业生涯规划知识的学习”、“毕业后参加护理工作的意愿”“是否班干班”5个因素。
(1)对护理专业越满意个人职业规划总分越高(F=13.633 P=0.000),本次调查中对护理专业非常满意(占1.37%)和比较满意的(占39.73%)学生还不到一半。
(2)不同年级学生个人职业生涯规划总分总体上差异显著(F=2.879P=0.036),职业认识维度上得分一、二年级低于三、四年级,自我规划维度上得分一年级低于二、四年级,总分上,一、二年级低于四年级。
(3)参加过职业生涯规划相关知识学习的学生比没有参加过职业生涯规划学习的学生个人职业生涯规划得分高(t=4.485 P=0.000)。
(4)毕业后愿意从事护理工作的护理专业大学生比毕业后不一定从事护理工作和毕业后不愿意从事护理工作的护理专业大学生个人职业生涯规划得分高(F=12.190 P=0.000)。
(5)是班干部的护理专业大学生个人职业生涯规划总分显著高于非班干部护理专业大学生,两组差异有统计学意义(t=2.788 P=0.006)。
4、干预组在进行六周团体辅导后与辅导前个人职业生涯觇划各维度及总分均分相对于干预前有升高,t检验表明自我认识、职业认识、职业生涯定向、自我规划四个维度及总数的分数差异有统计学意义。
5、干预组经过六周的团体辅导干预后,对照组在正常生活(未经过团体辅导)六周后,两组个人职业生涯规划调查问卷各维度及总分经协方差分析,干预组的分数显著高于对照组,其差异有统计学意义。
结论
1、护理专业大学生个人职业生涯规划调查问卷具有较好的信效度,可用于了解护理专业大学生职业生涯规划情况。问卷基本概括了所需测试的内容,可为高等护理教育提供参考。
2、护理专业大学生个人职业生涯规划现状呈现中等满意程度,高等护理教育应重视护理专业大学生个人职业生涯规划教育。
3、“对护理专业总的满意度”、“年级”、“是否参加过职业生涯规划知识的学习”、“毕业后参加护理工作的意愿”、“是否班干部”是影响护理专业大学生个人职业生涯规划的主要因素。护理教育者应重视并积极开展个人职业生涯规划指导和教育,努力提高学生的专业满意度,并根据不同年级等实际情况给予相应的指导和教育,特别是在护理专业大学生入学时就应做好职业认识教育,以便学生及早规划以后的学习和生活。
4、团体辅导短期内可改善护理专业大学生个人职业生涯规划状况。个人职业生涯规划团体辅导的效果是良好的、有效的。
5、团体辅导方法经济实用、效率高,感染力强,学生易接受,适合于在高等护理教育中推广实施。
Objectives:
1. To obtain a questionnaire of good reliability and validity for personal career planning of college nursing student.
2. To study the status quo of the personal career planning of college nursing students and its related factors.
3. To evaluate the application of group counseling which is used in education of the personal career planning of college nursing students.
Subjects and Methods:
The first part, On the basis of related literature studying, interviewing and questionnaire survey, the questionnaire concerning the personal career planning of college nursing students was devised, whose reliability and validity were confirmed. With the application of the questionnaire and a cross-sectional study using epidemiological methods,a survey with a total of 365 college nursing students in the various grades in three medical college in Guangzhou was made on their personal career planning and then an analysis was conducted. Self-designed college nursing student personal career planning questionnaire by three parts. the first part: the general information of college nursing student: gender, grade, home location, parents occupation, parental education level, whether or not he(she)is the one-child, whether he(she) is a class cadre or not, whether he(she) is a society members or not, the original intention of selecting the nursing profession, whether he(she) participated in studying of career planning knowledge or not. The second part :contents of college nursing students' personal career planning: to divid into 5 dimensions: self congnition, occupation congnition, employment confidence, career direction detection ,self planning, consisting a total of 27 items. scoring points by Likert5 (According with completely, According with comparatively, Neutrality, Do not according with ,complete inconformity), positive-type items by scoring 5,4,3,2,1, negative items according to the type 1,2,3,4,5 points, the highest score of questionnaire is 135 (the best condition of personal career planning), the minimum is 27 minutes (the worst condition of personal career planning). To defined the questionnaire scores:≥108 points is divided into personal career planning well, 81-107 points is divided into personal career planning generally, being lower than 81 points is divided into personal career planning bad. The third part : the satisfaction with the profession of nursing, the willing of whether to be engaged in the nursing work after the graduation.
The software SPSS for Windows, release 13.0 for personal computers was used for statistical activity. Statistical methods included descriptive analysis, correlation analysis, factor analysis, reliability analysis, the analysis of variance, Independent-Samples T Test, Linear Regression. The standard test isα= 0.05 level.
The second part , based on the investigation result, group counseling was used in the college nursing students up to the standard of the study to explore the effects of group counseling for the condition of the college nursing students' personal career planning. In this study, the targets of being more interesting or puzzled in their own personal career planning of being freshmen or sophomore in a medical college in Guangzhou, The study by the inclusion and exclusion criteria selected again after recruitment, using stratified random sampling technique as 80 subjects, randomly divided into two groups. The intervention group and the control group of 40. The control group of normal life, the intervention group received a six-week, eight of group conselling, these first two weeks targeted intervention accept the intervention twice weekly, four weeks after a weekly intervention, each intervention duration of 120 minutes. Before and after the intervention of two time points used the personal career planning of college nursing student questionnaire to compare the group conselling effects. In the group conselling process, the study personnels carefully recorded the responses for students, in-depth analysis of the interview, and combined the results of quantitative research with qualitative research to analysis the study results.
The software SPSS for Windows, release 13.0 for personal computers was used for statistical activity. Statistical methods included descriptive analysis, the chi-square test, T Test, the analysis of variance, standard test isα= 0.05 level.
Results:
1. The test-retest reliability of total items was 0.797(P=0.000),the internal consistency reliability was 0.869(Cronbach's a),the factor analysis confirmed the construct validity of the personal career planning of college nursing stude nt questionnaire.
2. The status quo of the personal career planning of college nursing stude nts In this investigation, the personal career planning well of college nursing s tudents (questionnaire score≥108 points) 47, account for the investigation obje ct total number 12.88%, the personal career planning generally well of college nursing students (questionnaire scores 81-107 points) 271. account for 74.24%, the personal ca reer planning bad of college nursing students (questionnaire scores lower than 81 points) 47, account for 12.88%. Mean score of five dimensions of the colle ge nursing students" personal career planning are 2.97—4.04 points.
3. The analysis of the related factors of personal career planning of college nursing students. To carry out the linear regression analysis, the total score for personal career planning of college nursing students as Dependent, the 14 factors of the first part and the third part of questionnaire as Independent.5 factors of "the satisfaction with the profession of nursing", "grade", "whether he(she) participated in studying of career planning knowledge or not", "the willing of whether to be engaged in the nursing work after the graduation", "whether he(she) is a class cadre or not" entered regression equation.
(1) The more satisfied with the nursing profession, the higher total scores of personal career planning (F = 13.633 P = 0.000). To be very satisfied and relatively satisfied with the nursing profession accounting for 1.37%and 39.73 %, less than half of the students in this survey.
(2) The total scores of personal planning career in different grades were significant difference (F = 2.879 P = 0.036), the first and second grade were below the third and fourth grade in the scores of dimension of occupation congnition , the frist grade were less than the second and foruth grade in the scores of dimension self planning , the first and second grade were less than the fourth grade in the total scores.
(3) The students who have participated in lernning of career planning-related knowledge had more scores than the students who have not participated in learnning of career planning-related knowledge(t = 4.485 P = 0.000).
(4) The students who should will to engage in nursing had more scores than students who should not will and be uncertainty to engage in nursing after graduation (F = 12.190 P = 0.000).
(5)The students who were class cadres had more scores than students who were not class cadres in total scores of personal planning career(t = 2.788 P = 0.006).
4. Group conselling intervention, the intervention group compared with personal career planning scores before intervention has rised. by T-test, the rising of scores in 4 dimensions of "the self congnition", "occupation congnition",'career direction detection","self planning"and total scores were statistically significant.
5. The intervention group which attened group conselling after six weeks and control group of normal life (not to accept group conselling) in this six weeks, the scores in 5 dimensions and total scores of personal career planning of the intervention group was higher than the control group, and the differences were statistically significant by covariance analysis
Conclusions:
1. The questionnaire concerning the personal career planning of college nursing students, it has good reliability and validity, and is feasibale to make a view to the status quo of the personal career planning of college nursing students in our country .
2. The satisfaction with the status quo of college nursing students' personal career planning is at the medium level, the importance should be attached to the education of career planning of college nursing students.
3. 5 factors of "the satisfaction with the profession of nursing", "grade", "whether or not he(she) participated in studying of career planning knowledge", "the willing of whether to be engaged in the nursing work after the graduation", "whether or not he(she) is a class cadre" were most important related factors to the personal career planning of college nursing students. Nursing educators should value and actively carry out personal career guidance and education , and strive to improve their professional satisfaction. In accordance with the actual situation, such as different grades to give the appropriate guidance and education, to give the first grade and second grade more education of occupation congnition, as to students as soon as possible plan their learning and life.
4. The group counseling can improve the situation of the personal career planning of college nursing students. The group counseling of individual career planning is good and effective.
5. The group counseling is economical, practical, with the high efficiency, infection strong, to accept easily for students , suited to higher nursing education to promote the implementation.
个人职业生涯规划是指个人根据自身的主观因素和客观环境的分析确立自己的职业生涯发展目标,选择实现这一目标的职业,以及制定相应的工作、培训和教育计划,并按照一定的时间安排,采取必要的行动实施职业生涯目标的过程。它是一个连续不断的自我评估和目标设置的过程,是实现继续专业成长所必需的重要组成部分,它能够给学生提供一个系统的、持续的方法去探索和发展他们的职业选择。
职业生涯规划是影响护理人员工作专业化、事业化、离职率及工作满意度的主要原因之一。目前,护理人才的流失严重阻碍了护理专业的发展,大部分护理专业学生选择护理专业都存在一定的盲目性,且有一半以上的学生属学校调剂到护理专业的,护理专业学生中普遍存在专业思想不稳定现象。如何才能扼制这些现象,留住护理专业人才,促进我国护理事业的发展,高等院校责无旁贷。在护理院校中开展个人职业生涯规划教育能有效地预防或调整职业生涯抉择问题,还可以帮助学生专业成长。
在国外,青少年很早就接受了职业生涯规划教育,他们从中学时代起就开始有目的地规划自己的生涯。有关生涯规划的相关研究也较多,有学者在有关生涯规划及其对生涯发展影响的研究中指出,进行生涯规划的人在薪水、解决问题的能力和适应能力方面都较高。尽管职业生涯辅导在国外开展得很广泛,但在护理教育中的开展仍然非常有限,各种调查显示职业生涯辅导对于大多数护生来说仍然是一个未满足的需要,而且随着护理劳动力保留问题的突出、健康保健服务市场需求的变化以及大学分专业选择机会的增加,使职业生涯辅导服务需求显得更加紧迫。
在我国,护理专业大学生大多数未接受过职业生涯规划教育,不知道制定自我职业生涯规划的方法和步骤,对职业生涯规划方面的知识既渴望又陌生,对自己的生涯设计感到迷茫又无所适从。近年来各高校逐渐开始重视和关注大学生职业生涯规划问题,也采取了一系列的干预措施,如开设职业生涯规划课程、职业生涯规划系列讲座、班级辅导等,但大多是由学校就业指导中心开展的,侧重关注理论知识和就业问题。对如何真正提高学生职业生涯规划意识和能力方面的教育尚属起步、摸索阶段。
面对严峻的就业形势和社会对人才综合素质的要求,职业规划指导教育工作并不能简单的等同于就业指导工作或毕业生离校前的阶段性工作,职业规划教育工作应是贯穿于大学生整个大学阶段的一项重要工作。
团体辅导是一种有效的职业辅导方式。相对于就业指导的传统教学方法来说,团体辅导技术有着无可比拟的优势:一方面,大学生作为处于同一年龄层次的群体来说,心理发展水平基本上处在同一层面上。他们在职业的发展中所遇到的问题和困惑,大体呈现出一种普遍性和规律性,他们更愿意从同龄人那里获得信息,职业生涯团体辅导可以为他们提供了一个同龄人交流、分享、探讨的机会,他们可以在交流中彼此分享自己的经验,也可以聆听别人,这样一种自我教育的形式更容易产生效能。另一方面,团体辅导具有某些特殊功能,如感染力强、影响广泛,效率高、省时省力,效果容易巩固等。近几年来,团体辅导应用于职业生涯规划教育的作用效果更多的引起了研究者的关注。同时,团体辅导也被广泛的运用到大学生中,其效果受到肯定。
本研究尝试获得信度、效度较高的护理专业大学生个人职业生涯规划状况调查工具,选择流行病学现况调查的方法,运用自制的调查工具对护理专业大学生个人职业生涯规划状况进行调查,分析护理专业大学生个人职业生涯规划状况及影响因素。在此基础上,运用心理学团体辅导方法结合护理专业和学生心理特点,广泛征求心理学专家及护理学专家意见,制定适合当前护理专业大学生个人职业生涯规划状况的团体辅导干预内容和方案,对部分护理专业大学生进行了心理干预试验研究,实施辅导过程中,进行认真的辅导记录,通过定量研究与定性研究相结合的方式,比较全面、客观的阐述团体辅导应用于护理专业大学生个人职业生涯规划教育的效果。为进一步的应用研究提供基础,同时为高等护理教育制定、开展职业生涯规划教育提供一定参考依据。
研究目的
1、获得信度、效度较高的护理专业大学生个人职业生涯规划状况调查工具;
2、通过对护理专业大学生个人职业生涯规划的现状调查,分析护理专业大学生个人职业生涯规划状况及影响因素;
3、团体辅导应用于护理专业大学生个人职业生涯规划教育的干预效果评价。
对象与方法
第一部分在文献调研、访谈、问卷调查的基础上自行设计护理专业大学生个人职业生涯规划调查问卷并检验其信效度,用此问卷采用流行病学横断面研究的方法,对广州市三所高等医学院校中一至四年级的365名四年制护理专业大学生进行个人职业生涯规划现状调查,并分析其影响因素。自行设计的护理专业大学生个人职业生涯规划问卷由三部分构成:第一部分为护理专业大学生的一般资料:性别、年级、家庭所在地、父母亲的职业、父母亲的文化程度、是否独生子女、是否班干部、是否社团成员、选择护理专业的初衷、是否参加过职业生涯规划知识的学习;第二部分护理专业大学生个人职业生涯规划的内容,分为5个维度:自我认识、职业认识、就业信心、职业生涯定向、自我规划共有27个条目,按Likert5点计分(完全符合、比较符合、一般、比较不符合、完全不符合),正向型条目按5、4、3、2、1计分,负向型条目按1、2、3、4、5计分,问卷的最高分为135分(个人职业生涯规划状况最好),最低分为27分(个人职业生涯规划状况最差)。界定问卷得分≥108分为个人职业生涯规划好,81—107分为一般,＜81分为差。第三部分为护理专业大学生对护理专业总的满意度及毕业后是否会从事护理工作意愿的调查。
以SPSS13.0软件建立数据库,进行数据的录入、统计与分析。统计方法采用描述性分析、相关分析、因子分析、信度分析、卡方检验、两独立样本t检验、方差分析、回归分析等,检验水准α=0.05。
第二部分在现况调查的研究基础上,运用研究者自行设计的团体辅导方案,由研究者本人对符合入选标准的研究对象进行分层随机对照试验研究,探讨团体辅导对提高护理专业大学生自我认识、职业认识、就业信心、自我规划意识,明确职业生涯定向以及制定个人自我职业规划的效果。本研究对象选择广州市某所高等医学院校中对个人职业生涯规划较为感兴趣或者是对自己的个人职业生涯规划感到困惑的四年制护理专业的大一和大二学生,根据本次研究的纳入与排除标准招募后,按年级分层随机方法抽取80名学生,大一、大二各40名作为研究对象,再按年级分层随机分为两组,干预组和对照组各40名,每组大一、大二各20名。对照组正常生活,干预组接受为期六周,连续八次的团体辅导,其中最初两周每周干预两次,之后四周每周一次,每次干预时间为120分钟。分别在干预前及干预后两个时间点,以自编的护理专业大学生个人职业生涯规划调查问卷进行测评,以比较干预效果。在团体辅导进行过程中,进行认真的辅导记录,深入分析辅导内容,并将定量研究的结果与定性研究的结果结合进行分析。
以SPSS13.0软件建立数据库,进行数据的录入、统计与分析。使用的方法包括描述性统计分析、卡方检验、t检验、协方差分析等,检验水准α=0.05。
结果
1、护理专业大学生个人职业生涯规划调查问卷的重测信度为0.797(P=0.000),克朗巴哈α系数为0.869。采用因子分析法评价问卷的结构效度,用α因子提取法提取5个公因子,并以因子负荷≥0.3为选择的条件。问卷的KMO抽样适度测量值为0.852,且Bartlett球形检验X~2=4675.626(P=0.000),则可认为该问卷适合做因子分析。因子分析经最大方差旋转,5个公共因子共能解释方差总变异的56.779%。因子分析实证问卷的结构效度较理想,五个维度的条目构成基本合理,符合设计构想。
2、护理专业大学生个人职业生涯规划现状本次调查中护理专业大学生个人职业生涯规划总分均分为93.57±11.48,个人职业生涯规划好(问卷得分≥108分)的护理专业大学生47人占调查对象总人数的12.88%,个人职业生涯规划一般(问卷得分81-107分)的学生271人占74.24%,个人职业生涯规划差(问卷得分＜81分)的学生47人占12.88%。护理专业大学生个人职业生涯规划各维度均分为2.97—4.04分,由高到低依次为职业生涯定向、自我认识、职业认识、就业信心、自我规划。
3、护理专业大学生个人职业生涯规划状况影响因素分析以护理专业大学生个人职业生涯规划总分作为因变量,调查问卷中第一、三部分的14个因素作为自变量进行逐步回归分析,进入回归方程的有“对护理专业总的满意度”、“年级”、“是否参加过职业生涯规划知识的学习”、“毕业后参加护理工作的意愿”“是否班干班”5个因素。
(1)对护理专业越满意个人职业规划总分越高(F=13.633 P=0.000),本次调查中对护理专业非常满意(占1.37%)和比较满意的(占39.73%)学生还不到一半。
(2)不同年级学生个人职业生涯规划总分总体上差异显著(F=2.879P=0.036),职业认识维度上得分一、二年级低于三、四年级,自我规划维度上得分一年级低于二、四年级,总分上,一、二年级低于四年级。
(3)参加过职业生涯规划相关知识学习的学生比没有参加过职业生涯规划学习的学生个人职业生涯规划得分高(t=4.485 P=0.000)。
(4)毕业后愿意从事护理工作的护理专业大学生比毕业后不一定从事护理工作和毕业后不愿意从事护理工作的护理专业大学生个人职业生涯规划得分高(F=12.190 P=0.000)。
(5)是班干部的护理专业大学生个人职业生涯规划总分显著高于非班干部护理专业大学生,两组差异有统计学意义(t=2.788 P=0.006)。
4、干预组在进行六周团体辅导后与辅导前个人职业生涯觇划各维度及总分均分相对于干预前有升高,t检验表明自我认识、职业认识、职业生涯定向、自我规划四个维度及总数的分数差异有统计学意义。
5、干预组经过六周的团体辅导干预后,对照组在正常生活(未经过团体辅导)六周后,两组个人职业生涯规划调查问卷各维度及总分经协方差分析,干预组的分数显著高于对照组,其差异有统计学意义。
结论
1、护理专业大学生个人职业生涯规划调查问卷具有较好的信效度,可用于了解护理专业大学生职业生涯规划情况。问卷基本概括了所需测试的内容,可为高等护理教育提供参考。
2、护理专业大学生个人职业生涯规划现状呈现中等满意程度,高等护理教育应重视护理专业大学生个人职业生涯规划教育。
3、“对护理专业总的满意度”、“年级”、“是否参加过职业生涯规划知识的学习”、“毕业后参加护理工作的意愿”、“是否班干部”是影响护理专业大学生个人职业生涯规划的主要因素。护理教育者应重视并积极开展个人职业生涯规划指导和教育,努力提高学生的专业满意度,并根据不同年级等实际情况给予相应的指导和教育,特别是在护理专业大学生入学时就应做好职业认识教育,以便学生及早规划以后的学习和生活。
4、团体辅导短期内可改善护理专业大学生个人职业生涯规划状况。个人职业生涯规划团体辅导的效果是良好的、有效的。
5、团体辅导方法经济实用、效率高,感染力强,学生易接受,适合于在高等护理教育中推广实施。
Objectives:
1. To obtain a questionnaire of good reliability and validity for personal career planning of college nursing student.
2. To study the status quo of the personal career planning of college nursing students and its related factors.
3. To evaluate the application of group counseling which is used in education of the personal career planning of college nursing students.
Subjects and Methods:
The first part, On the basis of related literature studying, interviewing and questionnaire survey, the questionnaire concerning the personal career planning of college nursing students was devised, whose reliability and validity were confirmed. With the application of the questionnaire and a cross-sectional study using epidemiological methods,a survey with a total of 365 college nursing students in the various grades in three medical college in Guangzhou was made on their personal career planning and then an analysis was conducted. Self-designed college nursing student personal career planning questionnaire by three parts. the first part: the general information of college nursing student: gender, grade, home location, parents occupation, parental education level, whether or not he(she)is the one-child, whether he(she) is a class cadre or not, whether he(she) is a society members or not, the original intention of selecting the nursing profession, whether he(she) participated in studying of career planning knowledge or not. The second part :contents of college nursing students' personal career planning: to divid into 5 dimensions: self congnition, occupation congnition, employment confidence, career direction detection ,self planning, consisting a total of 27 items. scoring points by Likert5 (According with completely, According with comparatively, Neutrality, Do not according with ,complete inconformity), positive-type items by scoring 5,4,3,2,1, negative items according to the type 1,2,3,4,5 points, the highest score of questionnaire is 135 (the best condition of personal career planning), the minimum is 27 minutes (the worst condition of personal career planning). To defined the questionnaire scores:≥108 points is divided into personal career planning well, 81-107 points is divided into personal career planning generally, being lower than 81 points is divided into personal career planning bad. The third part : the satisfaction with the profession of nursing, the willing of whether to be engaged in the nursing work after the graduation.
The software SPSS for Windows, release 13.0 for personal computers was used for statistical activity. Statistical methods included descriptive analysis, correlation analysis, factor analysis, reliability analysis, the analysis of variance, Independent-Samples T Test, Linear Regression. The standard test isα= 0.05 level.
The second part , based on the investigation result, group counseling was used in the college nursing students up to the standard of the study to explore the effects of group counseling for the condition of the college nursing students' personal career planning. In this study, the targets of being more interesting or puzzled in their own personal career planning of being freshmen or sophomore in a medical college in Guangzhou, The study by the inclusion and exclusion criteria selected again after recruitment, using stratified random sampling technique as 80 subjects, randomly divided into two groups. The intervention group and the control group of 40. The control group of normal life, the intervention group received a six-week, eight of group conselling, these first two weeks targeted intervention accept the intervention twice weekly, four weeks after a weekly intervention, each intervention duration of 120 minutes. Before and after the intervention of two time points used the personal career planning of college nursing student questionnaire to compare the group conselling effects. In the group conselling process, the study personnels carefully recorded the responses for students, in-depth analysis of the interview, and combined the results of quantitative research with qualitative research to analysis the study results.
The software SPSS for Windows, release 13.0 for personal computers was used for statistical activity. Statistical methods included descriptive analysis, the chi-square test, T Test, the analysis of variance, standard test isα= 0.05 level.
Results:
1. The test-retest reliability of total items was 0.797(P=0.000),the internal consistency reliability was 0.869(Cronbach's a),the factor analysis confirmed the construct validity of the personal career planning of college nursing stude nt questionnaire.
2. The status quo of the personal career planning of college nursing stude nts In this investigation, the personal career planning well of college nursing s tudents (questionnaire score≥108 points) 47, account for the investigation obje ct total number 12.88%, the personal career planning generally well of college nursing students (questionnaire scores 81-107 points) 271. account for 74.24%, the personal ca reer planning bad of college nursing students (questionnaire scores lower than 81 points) 47, account for 12.88%. Mean score of five dimensions of the colle ge nursing students" personal career planning are 2.97—4.04 points.
3. The analysis of the related factors of personal career planning of college nursing students. To carry out the linear regression analysis, the total score for personal career planning of college nursing students as Dependent, the 14 factors of the first part and the third part of questionnaire as Independent.5 factors of "the satisfaction with the profession of nursing", "grade", "whether he(she) participated in studying of career planning knowledge or not", "the willing of whether to be engaged in the nursing work after the graduation", "whether he(she) is a class cadre or not" entered regression equation.
(1) The more satisfied with the nursing profession, the higher total scores of personal career planning (F = 13.633 P = 0.000). To be very satisfied and relatively satisfied with the nursing profession accounting for 1.37%and 39.73 %, less than half of the students in this survey.
(2) The total scores of personal planning career in different grades were significant difference (F = 2.879 P = 0.036), the first and second grade were below the third and fourth grade in the scores of dimension of occupation congnition , the frist grade were less than the second and foruth grade in the scores of dimension self planning , the first and second grade were less than the fourth grade in the total scores.
(3) The students who have participated in lernning of career planning-related knowledge had more scores than the students who have not participated in learnning of career planning-related knowledge(t = 4.485 P = 0.000).
(4) The students who should will to engage in nursing had more scores than students who should not will and be uncertainty to engage in nursing after graduation (F = 12.190 P = 0.000).
(5)The students who were class cadres had more scores than students who were not class cadres in total scores of personal planning career(t = 2.788 P = 0.006).
4. Group conselling intervention, the intervention group compared with personal career planning scores before intervention has rised. by T-test, the rising of scores in 4 dimensions of "the self congnition", "occupation congnition",'career direction detection","self planning"and total scores were statistically significant.
5. The intervention group which attened group conselling after six weeks and control group of normal life (not to accept group conselling) in this six weeks, the scores in 5 dimensions and total scores of personal career planning of the intervention group was higher than the control group, and the differences were statistically significant by covariance analysis
Conclusions:
1. The questionnaire concerning the personal career planning of college nursing students, it has good reliability and validity, and is feasibale to make a view to the status quo of the personal career planning of college nursing students in our country .
2. The satisfaction with the status quo of college nursing students' personal career planning is at the medium level, the importance should be attached to the education of career planning of college nursing students.
3. 5 factors of "the satisfaction with the profession of nursing", "grade", "whether or not he(she) participated in studying of career planning knowledge", "the willing of whether to be engaged in the nursing work after the graduation", "whether or not he(she) is a class cadre" were most important related factors to the personal career planning of college nursing students. Nursing educators should value and actively carry out personal career guidance and education , and strive to improve their professional satisfaction. In accordance with the actual situation, such as different grades to give the appropriate guidance and education, to give the first grade and second grade more education of occupation congnition, as to students as soon as possible plan their learning and life.
4. The group counseling can improve the situation of the personal career planning of college nursing students. The group counseling of individual career planning is good and effective.
5. The group counseling is economical, practical, with the high efficiency, infection strong, to accept easily for students , suited to higher nursing education to promote the implementation.
引文
1.张齐放,袁晓辉,姜瑛.运用激励理论防止高学历护理人员流失[J].护理学杂志,2005:20(13):53.
2.蒋建荣,詹启生.大学生生涯规划导论[M].天津:南开大学社,2005:367,39.
3.陈月枝,马凤岐,李引玉,等.护理专业问题研讨[M].台湾:华杏出版股份有限公司,2003:389-402.
4.陈曼道.大学生职业生涯规划的研究[D].长沙:湖南师范大学,2005(4),4.
5.莫海燕,2005年大学生就业职业指导现状调查[N].中国青年报,2005-5-12(B-01).
6.赵永吉,田爱民.大学生职业生涯规划的思考[J].高等农业教育,2004(12):77.
7.李斌,王欣.2002年河北师范大学毕业生生涯规划的调查研究[J].河北师范大学学报(教育科学版),2004,6(2):101-104.
8.李守信.消除认识误区积极化解大学生毕业生“就业难”的讲话[J].中国大学生就业,2003,(5):4.
9.周围,李佳,赵霞.大学生生涯规划的现状调查与干预研究[J].黑龙江高教研究,2004,(6):140-142.
10.赵颂平,张荣祥.关于大学生职业生涯规划的调查与分析[J].现代教育科学,2004,181(3):103-104.
11.Aryee S,Debrah Y A.A Cross-cultural application of a career planning model[J].J Organization Behavior,1993,(14)-119-127.
12.王娟,朱念琼.大学生生涯规划及其对护理教育的意义[J].护理学杂志,2005,21(10),75-78.
13.殷磊,李小萍.专业生涯规划与专业成长[J].中华护理杂志,2004,10(39),777-779.
14.Parsons R J,Fosbinder D,Murray D,et al.Attributes of successful nurse executives:survey of nurses and their mentors[J],Nurs Adm,1998,28(7):10-13.
15.Kirkpatrick,Mary K,Koldjeski,Dixie.Career Planning:The Nurse Educator as Facilitator and Career Counselor[J].Nurse Educator,1997,22(3) 17-20.
16.陈社育.大学生职业心理辅导[M].北京:北京出版社,2003:4-5.
17.杜映梅.职业生涯管理[M].北京:中国发展出版社,2006:123-124.
18.黄学超.团体辅导技术在高校就业指导课中的应用[J].科技汇.2007(7):104-105.
19.GCDF中国培训中心.全球职业规划师-GCDF-资格培训教程[M].北京:中国财政经济出版社,2006:7-21.
20.周永平.大学生职业生涯规划现状研究[D].重庆:西南大学,2007:2.
21.殷磊,李小萍.专业生涯规划与专业成长[J].中华护理杂志,2004,10(39),777-779.
22.夏海燕.团体辅导对大学生职业生涯规划的影响研究[D].南京:南京师范大学,2006:2.
23.Barbara Buddeberg-Fischer,Richard Klaghofer,et al.The influence of gender and personality traits on the career planning of Swiss medical students[J].Swiss Medical Weekly,2003,133:535-540.
24.Linda McGillis Hall,Janice Waddell,et al.Outcomes of a Career Planning And Development Program For Registered Nurses[J].NURSING ECONOMICS,2004,9(22)231-238.
25.GATI I,KRAUSZ M,OSIPOW S H.A taxonomy of difficulties in career decision making[J].Counsel Psychol,1996,43(5):510-526.
26.徐富明,吉峰,钞秋玲.中小学教师职业倦怠问卷的编制及信效度检验[J].中 国临床心理学杂志,2004,12(1):13-15.
27.赵颖,崔赢午,张立杰等.护理本科生专业观及影响因素的质性研究[J].护理研究,2008,22(10):2808-2809.
28.金树人.生涯咨询与辅导[M].北京:高等教育出版社,2007:357-372.
29.沈之菲.生涯心理辅导[M].上海:上海教育出版社,2000:149-263.
30.黄惠惠.团体辅导工作概论[M].成都:四川大学出版社,2006:21-218.
31.刘勇.大学生生涯管理与辅导[M].北京:科学出版社,2008:354-80.
32.龙立荣.大学生生涯管理与辅导[M].北京:中国纺织出版社,2003:33-322.
33.(美)里乐登(Reardon)等著,教育部高校学生司组织编译,侯志瑾等译.职业生涯发展与规划[M].北京:高等教育出版社,2005:20-87.
34.姜旭.团体辅导在大学生职业生涯设计中的应用研究[D].北京:清华大学,2005:5.
35.戴玉英.班级生涯辅导对大学生职业生涯规划的影响研究[D].南京:南京师范大学,2006:11.
36.马亚静,杨长锁,刘颖.大学生职业生涯教育中团体辅导的作用研究[J].中国职业技术教育,2007,286:24-25.
37.徐畅.大学生生涯规划团体心理辅导的方案设计[J].常州职业技术学院学报,2006,5(6):78-80.
38.Peng H.Career group counseling in undecided college female seniors'state anxiety and career indecision[J].Psychol Rep,2001,6:96-1004.
39.Teuscher,U.Evaluation of a decision training program for vocational guidance[J].International Journal for Educational and Vocational Guidance,2003,3:177-192.
40.Hay CL,Mitchell LK,Allen CE.Effect of a career decision-making course on the career planning of nursing students[J].Nurs Educ,1989,28(7):298-301.
41.刘欣.护理专业大学生个性与心理健康的研究[J].护理研究,2008,22(6):1605.
42.杨贵英,张涛,宋丽娟等.大学新生的人格特征与心理健康的相关性[J].中国健康心理学杂志,2008,16(7):723-725.
43.赵冰洁,陈幼贞.大学生心理健康与自我和谐的关系研究[J].健康心理学杂志,2003,11(6):478-480.
44.靳永萍,朱庆华.男性护生心理健康状况调查分析[J].解放军护理杂志,2004,21(8):30-31
45.陈瑜,张小远.军医大学护理专业学生心理健康状况调查及影响因素分析[J].中国心理卫生杂志,2005,19(8):529-531.
46.王娟,林田,于杨.护理本科女生职业生涯规划影响因素分析[J].护理研究,2008,(23):2090-2091.
2.蒋建荣,詹启生.大学生生涯规划导论[M].天津:南开大学社,2005:367,39.
3.陈月枝,马凤岐,李引玉,等.护理专业问题研讨[M].台湾:华杏出版股份有限公司,2003:389-402.
4.陈曼道.大学生职业生涯规划的研究[D].长沙:湖南师范大学,2005(4),4.
5.莫海燕,2005年大学生就业职业指导现状调查[N].中国青年报,2005-5-12(B-01).
6.赵永吉,田爱民.大学生职业生涯规划的思考[J].高等农业教育,2004(12):77.
7.李斌,王欣.2002年河北师范大学毕业生生涯规划的调查研究[J].河北师范大学学报(教育科学版),2004,6(2):101-104.
8.李守信.消除认识误区积极化解大学生毕业生“就业难”的讲话[J].中国大学生就业,2003,(5):4.
9.周围,李佳,赵霞.大学生生涯规划的现状调查与干预研究[J].黑龙江高教研究,2004,(6):140-142.
10.赵颂平,张荣祥.关于大学生职业生涯规划的调查与分析[J].现代教育科学,2004,181(3):103-104.
11.Aryee S,Debrah Y A.A Cross-cultural application of a career planning model[J].J Organization Behavior,1993,(14)-119-127.
12.王娟,朱念琼.大学生生涯规划及其对护理教育的意义[J].护理学杂志,2005,21(10),75-78.
13.殷磊,李小萍.专业生涯规划与专业成长[J].中华护理杂志,2004,10(39),777-779.
14.Parsons R J,Fosbinder D,Murray D,et al.Attributes of successful nurse executives:survey of nurses and their mentors[J],Nurs Adm,1998,28(7):10-13.
15.Kirkpatrick,Mary K,Koldjeski,Dixie.Career Planning:The Nurse Educator as Facilitator and Career Counselor[J].Nurse Educator,1997,22(3) 17-20.
16.陈社育.大学生职业心理辅导[M].北京:北京出版社,2003:4-5.
17.杜映梅.职业生涯管理[M].北京:中国发展出版社,2006:123-124.
18.黄学超.团体辅导技术在高校就业指导课中的应用[J].科技汇.2007(7):104-105.
19.GCDF中国培训中心.全球职业规划师-GCDF-资格培训教程[M].北京:中国财政经济出版社,2006:7-21.
20.周永平.大学生职业生涯规划现状研究[D].重庆:西南大学,2007:2.
21.殷磊,李小萍.专业生涯规划与专业成长[J].中华护理杂志,2004,10(39),777-779.
22.夏海燕.团体辅导对大学生职业生涯规划的影响研究[D].南京:南京师范大学,2006:2.
23.Barbara Buddeberg-Fischer,Richard Klaghofer,et al.The influence of gender and personality traits on the career planning of Swiss medical students[J].Swiss Medical Weekly,2003,133:535-540.
24.Linda McGillis Hall,Janice Waddell,et al.Outcomes of a Career Planning And Development Program For Registered Nurses[J].NURSING ECONOMICS,2004,9(22)231-238.
25.GATI I,KRAUSZ M,OSIPOW S H.A taxonomy of difficulties in career decision making[J].Counsel Psychol,1996,43(5):510-526.
26.徐富明,吉峰,钞秋玲.中小学教师职业倦怠问卷的编制及信效度检验[J].中 国临床心理学杂志,2004,12(1):13-15.
27.赵颖,崔赢午,张立杰等.护理本科生专业观及影响因素的质性研究[J].护理研究,2008,22(10):2808-2809.
28.金树人.生涯咨询与辅导[M].北京:高等教育出版社,2007:357-372.
29.沈之菲.生涯心理辅导[M].上海:上海教育出版社,2000:149-263.
30.黄惠惠.团体辅导工作概论[M].成都:四川大学出版社,2006:21-218.
31.刘勇.大学生生涯管理与辅导[M].北京:科学出版社,2008:354-80.
32.龙立荣.大学生生涯管理与辅导[M].北京:中国纺织出版社,2003:33-322.
33.(美)里乐登(Reardon)等著,教育部高校学生司组织编译,侯志瑾等译.职业生涯发展与规划[M].北京:高等教育出版社,2005:20-87.
34.姜旭.团体辅导在大学生职业生涯设计中的应用研究[D].北京:清华大学,2005:5.
35.戴玉英.班级生涯辅导对大学生职业生涯规划的影响研究[D].南京:南京师范大学,2006:11.
36.马亚静,杨长锁,刘颖.大学生职业生涯教育中团体辅导的作用研究[J].中国职业技术教育,2007,286:24-25.
37.徐畅.大学生生涯规划团体心理辅导的方案设计[J].常州职业技术学院学报,2006,5(6):78-80.
38.Peng H.Career group counseling in undecided college female seniors'state anxiety and career indecision[J].Psychol Rep,2001,6:96-1004.
39.Teuscher,U.Evaluation of a decision training program for vocational guidance[J].International Journal for Educational and Vocational Guidance,2003,3:177-192.
40.Hay CL,Mitchell LK,Allen CE.Effect of a career decision-making course on the career planning of nursing students[J].Nurs Educ,1989,28(7):298-301.
41.刘欣.护理专业大学生个性与心理健康的研究[J].护理研究,2008,22(6):1605.
42.杨贵英,张涛,宋丽娟等.大学新生的人格特征与心理健康的相关性[J].中国健康心理学杂志,2008,16(7):723-725.
43.赵冰洁,陈幼贞.大学生心理健康与自我和谐的关系研究[J].健康心理学杂志,2003,11(6):478-480.
44.靳永萍,朱庆华.男性护生心理健康状况调查分析[J].解放军护理杂志,2004,21(8):30-31
45.陈瑜,张小远.军医大学护理专业学生心理健康状况调查及影响因素分析[J].中国心理卫生杂志,2005,19(8):529-531.
46.王娟,林田,于杨.护理本科女生职业生涯规划影响因素分析[J].护理研究,2008,(23):2090-2091.