“双元育人”模式下护生自主学习能力在职业认同感与岗位胜任力间的中介作用  

Mediating effect of self-regulated learning ability of nursing students on professional identity and competence under mode of school-enterprise"dual education"

作　　者：朱延玲[1] 刘莉[1] 韩美玲 潘惠英[3] 南桂英[4] 王港[5] 阴俊[6] 王小贤 张昌宇 向钇樾 王艳杰 王文 陈涛[1] ZHU Yanling;LIU Li;HAN Meiling;PAN Huiying;NAN Guiying;WANG Gang;YIN Jun;WANG Xiaoxian;ZHANG Changyu;XIANG Yiyue;WANG Yanjie;WANG Wen;CHEN Tao(Anhui Medical College,Hefei Anhui 230061;Hefei BOE Hospital,Hefei Anhui 230000;Jinhua Polytechnic,Jinhua Zhejiang 321000;Cangzhou Medical College,Cangzhou Hebei 061000;Jiangsu Vocational Institute of Commerce,Nanjing Jiangsu 210000;Changzhi Health School,Changzhi Shanxi 046000;Changchun Second Specialized School,Changchun Jilin 130216;Chongqing City Management College,Chongqin 401331;Qujing Medical College,Qujing Yunnan 655100,China)

机构地区：[1]安徽医学高等专科学校,安徽合肥230061 [2]合肥京东方医院,安徽合肥230000 [3]金华职业技术学院,浙江金华321000 [4]沧州医学高等专科学校,河北沧州061000 [5]江苏经贸职业技术学院,江苏南京210000 [6]山西省长治卫生学校,山西长治046000 [7]吉林省长春市第二中等专业学校,130216 [8]重庆城市管理职业学院,重庆401331 [9]曲靖医学高等专科学校,云南曲靖655100

出　　处：《蚌埠医学院学报》2024年第9期1266-1270,共5页Journal of Bengbu Medical College

基　　金：安徽省教育厅质量工程重大教研项目(2021zdjgxm020);第二批教育部国家级职业教育教师教学创新团队课题研究项目(YB2021070302);安徽省护理学会科研课题立项项目(AHHLb202106)。

摘　　要：目的:分析自主学习能力、职业认同和岗位胜任力之间的关系,探讨“双元育人”模式下护生自主学习能力在职业认同感与岗位胜任力之间的中介作用。方法:采用便利抽样方法选取全国11个省份17所高职院校护理专业采用“双元育人”模式的护生1111名作为研究对象,采用一般资料问卷、职业认同感问卷、护理学生自主学习能力量表及临床护士胜任力自评问卷进行调查,应用分层多元回归分析职业认同和自主学习能力对临床护士岗位胜任力的影响,采用Bootstrap法检验自主学习能力在职业认同感与岗位胜任力之间的中介作用。结果:“双元育人”模式下护生岗位胜任力与职业认同感和自主学习能力均呈明显正相关关系(r=0.433、0.619,P<0.01)。多元回归分析显示,职业认同或自主学习能力对岗位胜任力有积极影响(P<0.01)。自主学习能力在职业认同与岗位胜任力的关系中起中介作用,通过自主学习能力创造职业认同的间接效应占总效应的68.4%。结论:自主学习能力在一定程度上调节了职业认同与岗位胜任力的关系,应重视学生的职业认同和自主学习能力,以提高护生的岗位胜任力。Objective:To explore the relationship between self-regulated learning ability,professional identity,and competence among nursing students,and analyze the mediating role of self-regulated learning ability in the relationship between professional identity and competence under mode of school-enterprise"dual education".Methods:A quantitative study of 1111 nursing students from 17 vocational colleges in 11 provinces across the country under the"dual education"model was performed,adopting an online survey with convenience sampling.The general information questionnaire,professional identity questionnaire for nurse students,self-regulated learning ability scale,and nursing students competence instrument were distributed online.A stratified multiple regression analysis was applied to examine the impact of professional identity and self-regulated learning ability on nursing competence.The Bootstrap method was employed in data analysis to test the mediating role of self-regulated learning ability between professional identity and competence.Results:Competence was significantly positively correlated with professional identity(r=0.433,P<0.01)and self-regulated learning ability(r=0.619,P<0.01).Multiple regression analysis revealed that professional identity or self-regulated learning ability could have a positive impact on competence(P<0.01).Meanwhile,self-regulated learning ability played a mediating role in the relationship between professional identity and competence,with an indirect effect of professional identity creation through self-regulated learning ability accounting for 68.4%of the total effect.Conclusions:Self-regulated learning ability mediates the relationship between professional identity and nursing competence to some extent.Students′professional identity and self-regulated learning ability should be paid greater attention to in school and clinical education to improve students′nursing competence.

关 键 词：双元育人 护生 自主学习能力 职业认同 岗位胜任力 

分 类 号：R47[医药卫生—护理学] R197[医药卫生—临床医学]