三级甲等医院护理实习生情域能力现况及影响因素研究  

Status and influencing factors of nursing interns'affective domain ability in grade A tertiary hospitals

作　　者：董旭婷[1] 陈晓莉 李正姐[1] 施雪晖 孙敏 DONG Xuting;CHEN Xiaoli;LI Zhengjie;SHI Xuehui;SUN Min

机构地区：[1]安徽中医药高等专科学校护理系,芜湖市2410001 [2]武汉大学健康学院

出　　处：《中华护理教育》2023年第7期824-828,共5页Chinese Journal of Nursing Education

基　　金：2021年度高校优秀人才支持计划项目(gxyq2021097)。

摘　　要：目的了解三级甲等医院护理实习生情域能力现状及影响因素。方法2021年9月—12月便利选取在安徽省某市4所三级甲等医院实习的924名护理专业学生为研究对象,采用一般资料调查表、修订版情域能力评价量表进行调查。结果924名护理实习生情域能力得分为(93.12±19.02)分,学历层次、专业发展前景、是否能胜任未来护理工作、临床护理人员对护理实习生的态度、病人及家属对护理实习生的态度及是否参加过情域能力培训是护理实习生情域能力的影响因素(P<0.05),可解释三级甲等医院护理实习生情域能力17.1%的变异度。结论三级甲等医院护理实习生情域能力有待提高,应引起学校和医院的重视,可并根据实习生的具体特征,加强对其情域能力培训。Objective To investigate the status quo and influencing factors of affective domain ability of nursing interns in grade A tertiary hospitals.Methods A total of 924 nursing students who practiced in four grade A tertiary hospitals in Anhui Province were selected by convenience sampling from September 2021 to December 2021,and they were investigated with the general information questionnaire and the revised of Nurse Affective Domain Ability Evaluation Scale.Results The score of affective domain ability of nursing interns was(93.12±19.02).The influencing factors of affective domain ability included education level,professional development prospects,whether they were competent for nursing work in the future,the attitude of clinical nursing staffs towards them,the attitude of patients and their families towards them,and whether they had received affective domain ability training(P<0.05),which could explain 17.1%of the variation of affective domain ability of nursing interns.Conclusion The situation of affective domain ability of nursing interns in grade A tertiary hospitals needs to be improved.Related nursing educators in schools and hospitals should pay more attention to and strengthen the training of interns'affective domain abilities according to their specific characteristics.

关 键 词：教育 护理 临床实习 问卷调查 情域能力 

分 类 号：G444[哲学宗教—心理学] R47-4[哲学宗教—发展与教育心理学]