济南市某高校护理本科生跨专业合作学习准备度与坚韧人格的相关性研究  

Study on correlation between readiness for inter-professional collaborative learning and hardiness personality of nursing undergraduates in a university in Jinan City

作　　者：安冉 李少杰 尹永田[1] 刘冠琳 孙彤 汤凯璇 AN Ran;LI Shao-jie;YIN Yong-tian;LIU Guan-lin;SUN Tong;TANG Kai-xuan(School of Nursing,Shandong University of Traditional Chinese Medicine,Jinan Shandong,250355,China;Second Clinical Medical College,Shandong University of Traditional Chinese Medicine,Jinan Shandong,250355,China;Xiangya School of Public Health,Central South University,Changsha Hunan,410078,China)

机构地区：[1]山东中医药大学护理学院,山东济南250355 [2]山东中医药大学第二临床医学院,山东济南250355 [3]中南大学湘雅公共卫生学院,湖南长沙410078

出　　处：《职业与健康》2023年第3期395-399,共5页Occupation and Health

基　　金：山东省本科教学改革研究项目(Z2021263);山东省本科教学改革研究项目(Z2021109);山东省教育教学研究项目(2021JXY064)。

摘　　要：目的 探讨护理本科生跨专业合作学习准备程度与坚韧人格水平,分析二者关系,为护理院校加强护生跨专业合作学习教育提供借鉴。方法 采用便利抽样法,于2021年11月选取济南市某高校739名护理本科生,使用一般资料调查表、跨专业合作学习准备度量表、大学生坚韧人格量表开展问卷调查。结果 护理本科生跨专业合作学习准备度得分为(74.55±8.45)分,坚韧人格得分为(72.21±12.49)分;坚韧人格及韧性、控制、投入维度与跨专业合作学习准备度中的角色和职责维度均呈负相关(r=-0.150~-0.075,均P<0.05),坚韧人格及各维度与跨专业合作学习准备度得分及团队合作、消极的职业认同及积极的职业认同维度均呈正相关(r=0.181~0.531,均P<0.01),坚韧人格与角色和职责维度呈负相关(r=-0.114,P<0.01)。不同性别、年级、对护理专业态度、韧性和挑战是护理本科生跨专业合作学习准备度的影响因素(均P<0.01)。结论 护理本科生跨专业合作学习准备程度与坚韧人格水平较高,且坚韧人格对跨专业合作学习准备具有积极影响。护理教育工作者可以通过开展特色训练课程塑造护生坚韧人格,进一步提高其跨专业合作学习准备度。Objective To explore the current situation of preparation degree of the readiness for inter-professional collaborative learning and hardiness personality among nursing undergraduates,analyze the relationship between them,so as to provide reference for strengthening inter-professional collaborative learning education of nursing students in nursing colleges. Methods The convenience sampling method was used to select 739 nursing undergraduates from a university in Jinan City in November2021. The questionnaire was carried out using general data questionnaire,readiness for inter-professional learning scale and college students’ hardiness scale. Results The score of the readiness for inter-professional collaborative learning of nursing undergraduates was(74.55±8.45)points,and the score of hardiness personality was(72.21±12.49)points. The results of correlation analysis showed that hardiness personality and dimensions of toughness,control and engagement were negatively correlated with the dimensions of roles and responsibilities in the readiness for inter-professional collaborative learning(r=-0.150--0.075,all P<0.05). The score of hardiness personality and all dimensions were significantly positively correlated with the score of the readiness for inter-professional collaborative learning and the dimensions of teamwork,negative professional identity and positive professional identity(r=0.181-0.531,all P<0.01). The hardiness personality was negatively correlated with the dimensions of roles and responsibilities(r=-0.114,P<0.01). The gender,grade,attitude to nursing specialty,resilience and challenge were the main influencing factors of nursing undergraduates’ readiness for inter-professional collaborative learning(all P<0.01). Conclusions The nursing undergraduates have a higher level of inter-professional collaboration learning and hardiness personality,and hardiness personality has a positive impact on the readiness for inter-professional collaborative learning. The nursing educators can develop special training

关 键 词：护理本科生 跨专业合作学习 坚韧人格 护理教育 

分 类 号：R181.3[医药卫生—流行病学]