【摘要】：研究目的:回溯本科實(shí)習(xí)護(hù)生對(duì)護(hù)理專業(yè)認(rèn)知變化全過(guò)程,概括總結(jié)本科護(hù)生對(duì)護(hù)理專業(yè)認(rèn)知的變化階段,為提高本科護(hù)生專業(yè)認(rèn)同,增加護(hù)理學(xué)本科儲(chǔ)備人才以及推進(jìn)護(hù)理事業(yè)發(fā)展做出努力。研究方法:本研究采用Giorgi描述性現(xiàn)象學(xué)研究法,通過(guò)目的抽樣、滾雪球抽樣的方法,篩選出來(lái)自浙江省11所本科院校的22名處于實(shí)習(xí)中后階段的護(hù)生進(jìn)行半結(jié)構(gòu)式、面對(duì)面、深入訪談,所有資料均進(jìn)行錄音,并整理成word文檔,訪談結(jié)束后,撰寫備忘錄。采用計(jì)算機(jī)輔助質(zhì)性研究分析軟件Nvivo11.0英文版對(duì)收集到的資料進(jìn)行同步分類編碼,建立節(jié)點(diǎn),提煉主題。最終形成關(guān)于本科實(shí)習(xí)護(hù)生護(hù)理專業(yè)認(rèn)知變化階段的描述性解釋。研究結(jié)果:本研究從新入學(xué)一年內(nèi)、專業(yè)課程學(xué)習(xí)、正式實(shí)習(xí)開始前、醫(yī)院臨床實(shí)習(xí)四個(gè)時(shí)間段,歸納出本科護(hù)生護(hù)理專業(yè)認(rèn)知形成的六個(gè)核心階段,即"單一認(rèn)知-刻板印象","理論沉淀-動(dòng)力激發(fā)","懵懂無(wú)知-情緒波動(dòng)","身心倦怠-迷惘困惑","動(dòng)搖調(diào)適-共情反思"及"自省慎獨(dú)-清晰明朗",其中"懵懂無(wú)知-情緒波動(dòng)","身心倦怠-迷惘困惑","動(dòng)搖調(diào)適-共情反思"三個(gè)階段有反復(fù)或交叉現(xiàn)象。結(jié)論:形成了反映本科護(hù)生護(hù)理專業(yè)認(rèn)知過(guò)程的六大核心階段,可根據(jù)不同階段的特性,采取相應(yīng)的應(yīng)對(duì)策略,提高了本科護(hù)生對(duì)專業(yè)認(rèn)知的把控能力,為護(hù)理教育者科學(xué)帶教策略的制定提供了理論依據(jù)。
[Abstract]:Objective: to trace back the whole process of nursing students' cognition change to nursing specialty, summarize the changing stage of undergraduate nursing students' cognition of nursing specialty, in order to improve undergraduate nursing students' professional identity. Increase nursing undergraduate reserves and promote the development of nursing to make efforts. Methods: in this study, Giorgi descriptive phenomenological research method was used to select 22 nursing students from 11 colleges and universities in Zhejiang province to face by means of objective sampling and snowball sampling. In-depth interviews, all materials are recorded, and collated into word documents, after the interview, writing memos. The computer aided qualitative analysis software (Nvivo11.0) is used to synchronously classify and encode the collected data, to establish nodes and to refine the subject. Finally, a descriptive explanation of the cognitive change stage of nursing students in undergraduate nursing practice was formed. Results: this study concludes six core stages of nursing professional cognition of undergraduate nursing students from four periods: one year after admission, four periods before professional course study and formal practice, and four periods of hospital clinical practice. That is, "single cognition-stereotype", "theoretical precipitation-dynamic stimulation", "ignorant ignorance-emotional fluctuation", "mental and physical burnout-confusion", "shaking adjustment-empathy reflection" and "introspection alone-clear and clear", among which "ignorant nothing" There are repeated or intersecting phenomena in three stages: knowledge and emotion fluctuation, mental and physical burnout, confusion and confusion, and shaking adjustment and empathic introspection. Conclusion: six core stages reflecting the cognitive process of nursing specialty of undergraduate nursing students were formed. According to the characteristics of different stages, the corresponding coping strategies were adopted to improve the ability of nursing students to control their professional cognition. It provides a theoretical basis for the formulation of scientific teaching strategies for nursing educators.
【學(xué)位授予單位】：浙江大學(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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