本科护生主观幸福感现状及影响因素研究  

Study on subjective well-being and its influencing factors among undergraduate nursing students

作　　者：栾贝贝[1] 王维利[1] 洪静芳[1] 王婷[1] 黄紫文 

机构地区：[1]安徽医科大学护理学院,合肥230032

出　　处：《中华现代护理杂志》2015年第15期1823-1826,共4页Chinese Journal of Modern Nursing

基　　金：国家自然科学基金项目（81101750）;国家级大学生创新创业训练计划项目（2013103660223）

摘　　要：目的：了解本科护生主观幸福感的现状,探讨其影响因素。方法采用整群分层随机抽样,使用一般资料问卷、人际反应指数问卷、幸福感指数问卷对557名本科护生进行问卷调查。结果本科护生主观幸福感得分（10.43±2.86）分,共情能力得分（52.31±9.15）分；不同性别、年级、学生干部、单亲家庭及成绩情况的本科护生主观幸福感比较,差异有统计学意义（ t值分别为-3.79,172.97,2.52,-2.56,4.07；P〈0.05）。主观幸福感与共情能力总分、观点采择、想象、同情关心呈正相关（ r值分别为0.10,0.14,0.10,0.20；P〈0.05）,与个人痛苦呈负相关（r=-0.17,P〈0.05）。性别、年级、共情的同情关心维度及个人痛苦维度是本科护生主观幸福感的影响因素。结论教育工作者应该在不同阶段给予本科护生针对性的引导,以提高本科护生的主观幸福感水平。Objective To investigate the status of subjective well-being and its influencing factors among undergraduate nursing students. Methods By using stratified cluster sampling method,557 undergraduate nursing students were investigated by questionnaires including general information questionnaire, Interpersonal Reactivity Index-C（ IRI-C） and Index of Well-being Scale. Results The total average score of subjective well-being was （10. 43 ± 2. 86）,and the total average score of empathy was （52. 31 ± 9. 15）. There were significant differences in gender, grade, the student cadres and single-parent families （ t= -3. 79, 172. 97, 2. 52, -2. 56, 4. 07, respectively;P〈0. 05）. The global empathy, dimension of perspective taking, imagine, sympathy and care were positively related to subjective well-being （r =0. 10, 0. 14, 0. 10, 0. 20,respectively;P 〈0.05）,and the dimension of personal distress was negatively related to subjective well-being （r= -0. 17,P〈0. 05）. Stepwise regression analysis revealed that the impact factors of subjective well-being were gender, grade, the dimension of sympathy and care, personal distress. Conclusions In order to improve the subjective well-being of the undergraduate nursing students, the educator should help them with targeted guidance in their different stages.

关 键 词：护士 学生 主观幸福感 影响因素 

分 类 号：G441[哲学宗教—心理学] R47-4[哲学宗教—发展与教育心理学]