實(shí)習(xí)護(hù)生自我導(dǎo)向?qū)W習(xí)與臨床溝通能力相關(guān)性研究
發(fā)布時間：2018-10-04 22:48
【摘要】：目的了解護(hù)理實(shí)習(xí)生自我導(dǎo)向?qū)W習(xí)與臨床溝通能力的現(xiàn)狀,分析兩者間的相關(guān)性,為教育及管理者培養(yǎng)和提高護(hù)生的自我導(dǎo)向?qū)W習(xí)和臨床溝通能力提供參考依據(jù)。方法采用便利抽樣法,于2014年10月到12月,抽取在河南省某兩所三甲醫(yī)院實(shí)習(xí)滿2個月的護(hù)理專業(yè)學(xué)生500名作為調(diào)查對象。調(diào)查工具由一般資料調(diào)查表、自我導(dǎo)向?qū)W習(xí)評定量表(SRSSDL)和護(hù)理專業(yè)學(xué)生臨床溝通能力測評量表三部分組成。采用Epi Data3.2進(jìn)行數(shù)據(jù)錄入,SPSS18.0統(tǒng)計分析,單因素采用t檢驗和方差分析,多因素運(yùn)用分層回歸分析,相關(guān)分析。結(jié)果1.護(hù)理實(shí)習(xí)生自我導(dǎo)向?qū)W習(xí)與臨床溝通能力現(xiàn)狀護(hù)理實(shí)習(xí)生自我導(dǎo)向?qū)W習(xí)及5個維度的平均得分分別為:自我導(dǎo)向?qū)W習(xí)(223.82±29.03)分,學(xué)習(xí)意識(44.87±6.19)分、學(xué)習(xí)策略(44.42±6.65)分、學(xué)習(xí)行為(43.51±6.68)分、學(xué)習(xí)評價(44.48±6.96)分,人際關(guān)系技能(46.54±6.82)分。自我導(dǎo)向?qū)W習(xí)3個等級的分布率為:較差1人,占0.2%;一般205人,占44.4%;良好256人,占55.4%,其中得分良好的人數(shù)占比最多。臨床溝通能力總均分(86.28±9.38)分,其中建立和諧關(guān)系(19.07±2.64)分,敏銳傾聽(16.66±2.61)分、確認(rèn)病人問題(15.92±2.68)分、共同參與(10.67±2.46)分、傳遞有效信息(8.77±1.54)分、驗證感受(15.19±2.55)分。根據(jù)臨床溝通能力的分級標(biāo)準(zhǔn),4個等級的分布率為:較差6人,占1.3%;中等203人,占43.9%;良好219人,占47.4%;優(yōu)秀34人,占7.4%,其中得分率居良好水平的最多。2.不同個體特征實(shí)習(xí)護(hù)生自我導(dǎo)向?qū)W習(xí)得分比較不同性別、生源地、是否獨(dú)生子女、父親教育水平、母親教育水平、父親的職業(yè)、母親的職業(yè),得分的差異無統(tǒng)計學(xué)意義(P0.05)。不同學(xué)歷、與父母關(guān)系不同的護(hù)生除學(xué)習(xí)意識外其余各維度及自我導(dǎo)向?qū)W習(xí)得分均具有統(tǒng)計學(xué)差異;不同性格類型的護(hù)理實(shí)習(xí)生在學(xué)習(xí)策略、學(xué)習(xí)行為、SRSSDL總分有統(tǒng)計學(xué)差異;是否學(xué)生干部在學(xué)習(xí)意識、學(xué)習(xí)行為、學(xué)習(xí)評價、SRSSDL總分有統(tǒng)計學(xué)意義;是否喜歡護(hù)理專業(yè)、專業(yè)課程理論成績、臨床操作技能成績、與同學(xué)的關(guān)系、與老師的關(guān)系、與臨床帶教老師的關(guān)系在各個維度及SRSSDL總分有統(tǒng)計學(xué)差異(P0.05)。3.不同個體特征實(shí)習(xí)護(hù)生臨床溝通能力得分比較不同專業(yè)課程理論成績、臨床操作技能成績、與同學(xué)的關(guān)系、與老師的關(guān)系、與臨床帶教老師的關(guān)系、與父母關(guān)系不同的實(shí)習(xí)護(hù)生臨床溝通能力有統(tǒng)計學(xué)意義(P0.05)。專業(yè)課程理論成績、臨床操作技能成績得分越高,護(hù)生臨床溝通能力越強(qiáng);與同學(xué)、臨床帶教老師、父母的關(guān)系很好的實(shí)習(xí)護(hù)生的臨床溝通能力得分高于關(guān)系較好組、一般組;與老師的關(guān)系很好的實(shí)習(xí)護(hù)生臨床溝通能力得分高于關(guān)系較好組。4.實(shí)習(xí)護(hù)生自我導(dǎo)向?qū)W習(xí)與臨床溝通能力的關(guān)系自我導(dǎo)向?qū)W習(xí)及各個維度(學(xué)習(xí)意識、學(xué)習(xí)策略、學(xué)習(xí)行為、學(xué)習(xí)評價、人際關(guān)系技能)與臨床溝通能力均呈正向相關(guān)(r=0.350~0.487,P0.05)。分層回歸分析表明性格類型、與老師的關(guān)系、與臨床帶教老師的關(guān)系、與父母的關(guān)系、自我導(dǎo)向?qū)W習(xí)及其各個維度是實(shí)習(xí)護(hù)生臨床溝通能力的顯著影響因素,其中,自我導(dǎo)向?qū)W習(xí)總分能解釋臨床溝通能力總變異的25.1%(R2=0.278,F=9.453)。結(jié)論1.實(shí)習(xí)護(hù)生自我導(dǎo)向?qū)W習(xí)處于中等偏上水平,有可提升空間。護(hù)理教育及管理人員可以針對實(shí)習(xí)護(hù)生不同個體特征來提高其自我導(dǎo)向?qū)W習(xí)能力。2.實(shí)習(xí)護(hù)生臨床溝通能力總體水平不高,針對其臨床溝通能力的提高,管理者可從實(shí)習(xí)護(hù)生的性格類型、與老師、臨床帶教老師、父母的關(guān)系等方面進(jìn)行干預(yù)。3.實(shí)習(xí)護(hù)生自我導(dǎo)向?qū)W習(xí)可以正向預(yù)測其臨床溝通能力,說明培養(yǎng)護(hù)生的自我導(dǎo)向?qū)W習(xí),有助于提高其臨床溝通能力。
[Abstract]:Objective To understand the current situation of self-directed learning and clinical communication ability of nursing interns, analyze the correlation between them, and provide reference basis for the training of education and management and the improvement of self-directed learning and clinical communication ability of nursing students. Methods By using convenient sampling method, 500 nursing students were taken from October to December 2014 for two months in Henan Province. The survey tool consists of three parts: general information questionnaire, self-guidance learning scale (SRSSDL) and nursing professional student clinical communication ability evaluation scale. Epi Data3. 2 was used for data entry, SPSS18. 0 statistical analysis, single factor was t-test and variance analysis, multi-factors were analyzed by hierarchical regression analysis and correlation analysis. Result 1. The self-directed learning and the average scores of five dimensions were self-directed learning (223.82-29.03), learning consciousness (44. 87-6.19), learning strategies (44. 42 vs 6.65), respectively. Learning behavior (43. 51, 6.68), learning and evaluation (44. 48/ 6. 96), interpersonal skills (46. 54 vs 6. 82). The distribution rate of 3 levels of self-directed learning was: poor 1, accounting for 0.2%; 205 (44.4%); 256 (54.4%), among which the score was better than most. The clinical communication ability was divided equally (86. 28 to 9. 38), among which the harmonious relationship was established (19. 07-2.64), the acute listening (16.66-2.61) score, the patient's problem was confirmed (15.92-2.68), and the effective information was transmitted (10.67-2.46), and the effective information was transmitted (8.77-2.46), and the feeling was verified (15.19-2.55). According to the classification criteria of clinical communication ability, the distribution rate of 4 grades was: poor 6, accounting for 1. 3%, moderate 203, 43. 9%, good 219, accounting for 47. 4%, excellent 34 people, accounting for 7. 4%, among which the score was the most effective level. There was no significant difference (P <0.05) between the students' self-guidance learning scores of different individual characteristics, whether one-child, father's education level, mother's education level, father's occupation, mother's occupation and score were not statistically significant (P0.05). There were statistical differences among the other dimensions and self-guided learning scores of the nursing students with different educational background and parental relationship except the learning consciousness; the nursing interns with different personality types had statistical differences in learning strategies, learning behaviors and SRSSDL total scores; whether the student cadres were in the learning consciousness; There was a statistical difference between learning behavior, learning evaluation and SRSSDL total score. Whether you like nursing specialty, special course theory achievement, clinical operation skill achievement, relationship with classmates, relationship with teacher, and relationship with clinical teaching teacher have statistical difference in each dimension and SRSSDL total score (P0.05). The scores of clinical communication ability of different individual characteristics are compared with the theoretical scores of different specialty courses, the achievement of clinical operation skills, the relationship with the students, the relationship with the teachers, and the relationship with the teachers. There was a significant difference in clinical communication ability (P0.05). The higher scores of professional courses, the higher the scores of clinical operation skills and the stronger the clinical communication ability of nursing students; Good clinical communication skills with teachers were better than those in the better group. The relationship between self-guided learning and clinical communication ability, self-directed learning and various dimensions (learning consciousness, learning strategy, learning behavior, learning evaluation, interpersonal skills) were positively correlated with clinical communication ability (r = 0.350 ~ 0. 487, P0.05). Stratified regression analysis indicated that personality type, relationship with teachers, relationship with teachers, relationship with parents, self-directed learning and various dimensions were significant factors influencing the clinical communication ability of clinical nursing students, among which, The total score of self-guided learning could account for 25.1% of total clinical communication capacity (R2 = 0.278, F = 9.453). Conclusion 1. The self-guided study of nursing students is in the middle and high level, and there is a lifting space. Nursing education and management personnel can improve their self-guidance learning ability aiming at different individual characteristics of internship protection. In view of the improvement of clinical communication ability, the manager can intervene in the aspect of personality type, teachers, teachers, parents and so on. The self-directed learning of nursing students can predict their clinical communication ability positively, which can help to improve their clinical communication ability.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：R47-4;G642
本文編號：2252183
[Abstract]:Objective To understand the current situation of self-directed learning and clinical communication ability of nursing interns, analyze the correlation between them, and provide reference basis for the training of education and management and the improvement of self-directed learning and clinical communication ability of nursing students. Methods By using convenient sampling method, 500 nursing students were taken from October to December 2014 for two months in Henan Province. The survey tool consists of three parts: general information questionnaire, self-guidance learning scale (SRSSDL) and nursing professional student clinical communication ability evaluation scale. Epi Data3. 2 was used for data entry, SPSS18. 0 statistical analysis, single factor was t-test and variance analysis, multi-factors were analyzed by hierarchical regression analysis and correlation analysis. Result 1. The self-directed learning and the average scores of five dimensions were self-directed learning (223.82-29.03), learning consciousness (44. 87-6.19), learning strategies (44. 42 vs 6.65), respectively. Learning behavior (43. 51, 6.68), learning and evaluation (44. 48/ 6. 96), interpersonal skills (46. 54 vs 6. 82). The distribution rate of 3 levels of self-directed learning was: poor 1, accounting for 0.2%; 205 (44.4%); 256 (54.4%), among which the score was better than most. The clinical communication ability was divided equally (86. 28 to 9. 38), among which the harmonious relationship was established (19. 07-2.64), the acute listening (16.66-2.61) score, the patient's problem was confirmed (15.92-2.68), and the effective information was transmitted (10.67-2.46), and the effective information was transmitted (8.77-2.46), and the feeling was verified (15.19-2.55). According to the classification criteria of clinical communication ability, the distribution rate of 4 grades was: poor 6, accounting for 1. 3%, moderate 203, 43. 9%, good 219, accounting for 47. 4%, excellent 34 people, accounting for 7. 4%, among which the score was the most effective level. There was no significant difference (P <0.05) between the students' self-guidance learning scores of different individual characteristics, whether one-child, father's education level, mother's education level, father's occupation, mother's occupation and score were not statistically significant (P0.05). There were statistical differences among the other dimensions and self-guided learning scores of the nursing students with different educational background and parental relationship except the learning consciousness; the nursing interns with different personality types had statistical differences in learning strategies, learning behaviors and SRSSDL total scores; whether the student cadres were in the learning consciousness; There was a statistical difference between learning behavior, learning evaluation and SRSSDL total score. Whether you like nursing specialty, special course theory achievement, clinical operation skill achievement, relationship with classmates, relationship with teacher, and relationship with clinical teaching teacher have statistical difference in each dimension and SRSSDL total score (P0.05). The scores of clinical communication ability of different individual characteristics are compared with the theoretical scores of different specialty courses, the achievement of clinical operation skills, the relationship with the students, the relationship with the teachers, and the relationship with the teachers. There was a significant difference in clinical communication ability (P0.05). The higher scores of professional courses, the higher the scores of clinical operation skills and the stronger the clinical communication ability of nursing students; Good clinical communication skills with teachers were better than those in the better group. The relationship between self-guided learning and clinical communication ability, self-directed learning and various dimensions (learning consciousness, learning strategy, learning behavior, learning evaluation, interpersonal skills) were positively correlated with clinical communication ability (r = 0.350 ~ 0. 487, P0.05). Stratified regression analysis indicated that personality type, relationship with teachers, relationship with teachers, relationship with parents, self-directed learning and various dimensions were significant factors influencing the clinical communication ability of clinical nursing students, among which, The total score of self-guided learning could account for 25.1% of total clinical communication capacity (R2 = 0.278, F = 9.453). Conclusion 1. The self-guided study of nursing students is in the middle and high level, and there is a lifting space. Nursing education and management personnel can improve their self-guidance learning ability aiming at different individual characteristics of internship protection. In view of the improvement of clinical communication ability, the manager can intervene in the aspect of personality type, teachers, teachers, parents and so on. The self-directed learning of nursing students can predict their clinical communication ability positively, which can help to improve their clinical communication ability.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：R47-4;G642
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