本文選題：護(hù)理 + 實(shí)習(xí)生　； 參考：《延邊大學(xué)》2017年碩士論文

【摘要】：目的:描述臨床實(shí)習(xí)護(hù)生人文關(guān)懷能力、自我和諧及臨床溝通能力的現(xiàn)狀;分析臨床實(shí)習(xí)護(hù)生人文關(guān)懷能力、自我和諧及臨床溝通能力在社會(huì)人口學(xué)資料上的差異;明確臨床實(shí)習(xí)護(hù)生人文關(guān)懷能力與自我和諧及臨床溝通能力的相關(guān)性;探討影響臨床實(shí)習(xí)護(hù)生人文關(guān)懷能力的因素。方法:本研究屬于非實(shí)驗(yàn)性研究中的橫斷面研究。采用便利抽樣法,以臨床實(shí)習(xí)護(hù)生為調(diào)查對(duì)象。發(fā)放400份問卷,收回366份,收回率為91.5%,其中有效問卷320份,有效收回率為87.4%。調(diào)查問卷包括社會(huì)人口學(xué)資料、護(hù)理專業(yè)學(xué)生人文關(guān)懷能力量表、自我和諧量表、臨床溝通能力量表四個(gè)部分。應(yīng)用SPSS17.0統(tǒng)計(jì)軟件對(duì)收集的資料進(jìn)行數(shù)據(jù)分析,采用描述性統(tǒng)計(jì)、t檢驗(yàn)、ANOVA檢驗(yàn)、Pearson相關(guān)分析和多元逐步回歸分析的統(tǒng)計(jì)分析方法。結(jié)果:(1)臨床實(shí)習(xí)護(hù)生人文關(guān)懷能力總分為127.03±19.05,各維度得分由高到低依次為灌輸信念和希望、人道利他價(jià)值觀、健康教育、促進(jìn)情感交流、科學(xué)解決健康問題、協(xié)助滿足基本需求、幫助解決困難、提供良好環(huán)境;護(hù)生的人文關(guān)懷能力在性別、民族、教育程度、與父母和同學(xué)及臨床帶教老師的關(guān)系、第一志愿是否是護(hù)理專業(yè)、專業(yè)態(tài)度上的得分差異均有統(tǒng)計(jì)學(xué)意義(p0.05)。(2)臨床實(shí)習(xí)護(hù)生自我和諧總分為94.84± 14.08,各維度得分由高到低依次為自我的刻板性、自我與經(jīng)驗(yàn)的不和諧、自我的靈活性;護(hù)生的自我和諧程度在教育程度、與父母和同學(xué)的關(guān)系上的得分差異均有統(tǒng)計(jì)學(xué)意義(p≤0.05)。(3)臨床實(shí)習(xí)護(hù)生臨床溝通能力總分為84.70± 11.16,各維度得分由高到低依次為敏銳傾聽、確認(rèn)病人問題、建立和諧關(guān)系、驗(yàn)證感受、傳遞有效信息、共同參與;護(hù)生的臨床溝通能力在民族、教育程度、與父母和同學(xué)的關(guān)系、是否是班級(jí)干部、專業(yè)態(tài)度上的得分差異均有統(tǒng)計(jì)學(xué)意義(p0.05)。(4)Pearson相關(guān)分析顯示:臨床實(shí)習(xí)護(hù)生人文關(guān)懷能力及各維度得分與自我和諧得分呈負(fù)相關(guān)(r=-0.117～-0.344,p0.05),與臨床溝通能力得分呈顯著正相關(guān)(r=0.325～0.581,p0.01)。(5)多元逐步回歸分析顯示:性別、教育程度、專業(yè)態(tài)度、自我和諧、臨床溝通能力是其人文關(guān)懷能力的預(yù)測(cè)因素,以上變量共解釋人文關(guān)懷能力得分變異量的42%,人文關(guān)懷能力的影響因素按貢獻(xiàn)量大小依次為臨床溝通能力、專業(yè)態(tài)度、性別、教育程度、自我和諧。結(jié)論:(1)臨床實(shí)習(xí)護(hù)生的人文關(guān)懷能力整體處于中等水平,在性別、民族、教育程度、與父母、同學(xué)、臨床帶教老師的關(guān)系、專業(yè)態(tài)度、第一志愿是否是護(hù)理專業(yè)上有差異。(2)臨床實(shí)習(xí)護(hù)生的自我和諧程度整體處于中等水平,在教育程度、與父母和同學(xué)的關(guān)系上有差異。(3)臨床實(shí)習(xí)護(hù)生的臨床溝通能力在民族、教育程度、與父母、同學(xué)、臨床帶教老師的關(guān)系、是否是班級(jí)干部、專業(yè)態(tài)度上有差異。(4)臨床實(shí)習(xí)護(hù)生人文關(guān)懷能力得分與自我和諧得分呈負(fù)相關(guān),與臨床溝通能力得分呈顯著正相關(guān)。(5)性別、教育程度、專業(yè)態(tài)度、自我和諧、臨床溝通能力是影響實(shí)習(xí)護(hù)生人文關(guān)懷能力的主要因素。所以必須重視臨床護(hù)理教學(xué)中護(hù)生自我和諧及臨床溝通能力的提升來提高護(hù)生的人文關(guān)懷能力。
[Abstract]:Objective: to describe the status of humanistic care ability, self harmony and clinical communication ability of nursing students in clinical practice, and to analyze the differences of humanistic care ability, self harmony and clinical communication ability in social demography data of clinical practice nursing students, and to clarify the correlation between humanistic care ability of clinical practice nursing students and self harmony and clinical communication ability. Methods: This study was a cross-sectional study in the non experimental study. This study was a cross-sectional study in the non experimental study. Using the convenient sampling method, 400 questionnaires were issued, 366 copies were collected, the recovery rate was 91.5%, of which 320 were valid, and the effective recovery rate was 87.4%. questionnaire including society. Demographic data, nursing students' humanistic care capacity scale, self harmony scale and clinical communication ability scale were used in four parts. The data were analyzed with SPSS17.0 statistical software. Descriptive statistics, t test, ANOVA test, Pearson correlation analysis and multivariate stepwise regression analysis were used. 1) the total score of humanistic care for clinical nursing students was 127.03 + 19.05. The scores of all dimensions from high to low were in order to inculcate faith and hope, humanitarianism, health education, promote emotional communication, solve health problems scientifically, help meet basic needs, help solve difficulties and provide good environment, and the humane care ability of nursing students in sex, National, educational level, the relationship with parents and students and clinical teachers, the first volunteer is a nursing profession, the difference in professional attitude scores is statistically significant (P0.05). (2) the total score of self harmony in clinical practice nursing students is 94.84 + 14.08, and the scores from high to low are self stereotyped, self and experience disharmony in each dimension. The degree of self harmony of the nursing students was significant (P < 0.05). (3) the total score of clinical communication ability of nursing students in clinical practice was 84.70 + 11.16, and the scores of each dimension from high to low were the acute listening, confirming the patient's problems, establishing a harmonious relationship and verifying. The clinical communication ability of the nursing students in the nation, the education level, the relationship with the parents and the students, whether the class cadres were the class cadres and the professional attitude were statistically significant (P0.05). (4) Pearson correlation analysis showed that the humanistic care ability of the nursing students in the bed practice and the scores of the dimensions and self harmony were obtained. Negative correlation (r=-0.117 to -0.344, P0.05) was positively correlated with the score of clinical communication ability (r=0.325 to 0.581, P0.01). (5) multivariate stepwise regression analysis showed that gender, educational level, professional attitude, self harmony, and clinical communication ability were the predictors of their humanistic care ability, and the above variables explained the variation of humanistic care ability score. 42%, the influence factors of humanistic care ability are in order of clinical communication ability, professional attitude, gender, education level, self harmony. Conclusion: (1) the humanistic care ability of clinical practice nursing students is at the middle level, in gender, nationality, education, relations with parents, classmates, clinical teachers, professional attitude, There are differences in whether the first volunteer is in the nursing profession. (2) the degree of self harmony in the clinical practice nursing students is at the middle level, the degree of education and the relationship between the parents and the students. (3) the relationship between the clinical communication ability of the clinical practice nurse students, the education level, the relationship with the parents, the students, the clinical teachers and whether it is the class. There are differences in professional attitude. (4) the score of humanistic care ability of clinical practice nursing students is negatively related to the score of self harmony, and has a significant positive correlation with the score of clinical communication ability. (5) gender, education, professional attitude, self harmony, and clinical communication ability are the main factors that affect the ability of caring students to be humane. In order to improve the humanistic care ability of nursing students, nursing students' self consistency and congruence and clinical communication ability are improved.

【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：R47-4;G642

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