發(fā)布時(shí)間：2018-05-27 22:11

  本文選題：護(hù)士人文修養(yǎng) + 教學(xué)　； 參考：《南昌大學(xué)》2017年碩士論文

【摘要】：研究目的:探討《護(hù)士人文修養(yǎng)》課程教學(xué)引入情緒智力教育對(duì)護(hù)理本科生產(chǎn)生的影響,旨在通過該課程教學(xué)與情緒智力培養(yǎng)結(jié)合后能提高護(hù)理本科生的情緒智力和人文關(guān)懷能力,為《護(hù)士人文修養(yǎng)》課程的教學(xué)改革提供新的方向和道路,對(duì)其他護(hù)理人文課程的教改具有一定的借鑒和啟發(fā)意義。研究方法:選取某學(xué)校獨(dú)立學(xué)院2016級(jí)所有護(hù)理本科生共100名學(xué)生為研究對(duì)象,其中男生10名,女生90名,大一新生,年齡為17至21歲,對(duì)其開展《護(hù)士人文修養(yǎng)》課程教學(xué),并在教學(xué)中引入情緒智力培養(yǎng)。在實(shí)施課程教學(xué)情緒智力培養(yǎng)前后對(duì)研究對(duì)象進(jìn)行問卷調(diào)查,問卷主要包括情緒智力測(cè)量(情緒感知能力、自我情緒控制能力、識(shí)別和理解情緒能力、利用情緒能力)四個(gè)因素和護(hù)理專業(yè)大學(xué)生人文關(guān)懷能力的測(cè)量,根據(jù)教學(xué)前后具體測(cè)量結(jié)果的分析和對(duì)比,探討該課程授課后對(duì)護(hù)理本科生在情緒智力和人文關(guān)懷能力兩個(gè)方面的具體影響。本研究采用SPSS17.0統(tǒng)計(jì)軟件使用配對(duì)樣本的t檢驗(yàn),前后配對(duì)比較采用均數(shù)±標(biāo)準(zhǔn)差等進(jìn)行描述性統(tǒng)計(jì)分析,檢驗(yàn)兩配對(duì)總體的均值差異是否具有顯著性意義。研究結(jié)果:1.該課程授課結(jié)束后護(hù)理本科生的情緒智力得分與授課前相比有顯著提高。首先,提高最明顯的是情緒感知能力(t=-24.33,P0.001),在具體問題條目表現(xiàn)在我知道與別人談話的時(shí)機(jī)、我理解別人傳遞的非語言信息、我清楚自己傳遞的非語言信息三個(gè)問題的回答與授課前差異極顯著。其次是授課后學(xué)生自我情緒控制能力與授課前有明顯提高(t=-2.51,P=0.014),具體表現(xiàn)在遇到不良情緒時(shí)能管理好自己的情緒,能保持積極的情緒狀態(tài)這些方面有顯著作用。第三,識(shí)別理解情緒能力得分(t=-0.49,P=0.63)和利用情緒能力得分(t=-1.06,P=0.29)提高并不顯著,兩個(gè)因素前后比較均無統(tǒng)計(jì)學(xué)意義。2.授課后護(hù)理專業(yè)學(xué)生的人文關(guān)懷能力與授課前有顯著性提高(t=-22.16,P0.001),從人文關(guān)懷能力具體條目前后的變化可以發(fā)現(xiàn)護(hù)理本科生對(duì)護(hù)患關(guān)系有了正確的認(rèn)識(shí),其人文關(guān)懷能力在授課后明顯提高,可見人文修養(yǎng)課程對(duì)其影響極為顯著。研究結(jié)論:1.從《護(hù)士人文修養(yǎng)》教學(xué)前后對(duì)本科護(hù)生情緒智力四個(gè)因素的結(jié)果來看,提高情緒感知能力方面尤為顯著,其次是自我情緒控制力能力有明顯改善。2.該課程對(duì)護(hù)理本科生識(shí)別理解情緒能力和利用情緒能力作用不明顯,說明在現(xiàn)有的教學(xué)內(nèi)容和教學(xué)方式的基礎(chǔ)上,人文修養(yǎng)不應(yīng)僅局限在課堂和固定的教學(xué)內(nèi)容以及教學(xué)時(shí)間上,應(yīng)該走向更大和更為廣闊的空間,從課內(nèi)走向課外。3.教學(xué)后護(hù)理本科生人文關(guān)懷能力的顯著提高,說明該課程與情緒智力培養(yǎng)相結(jié)合的教學(xué)模式也能夠顯著提高護(hù)理本科學(xué)生人文綜合素養(yǎng),有助于護(hù)理本科學(xué)生理解護(hù)士人文修養(yǎng)中人文關(guān)懷的內(nèi)涵和掌握人文技能,增強(qiáng)學(xué)生的綜合人文素質(zhì)。
[Abstract]:Objective: to explore the influence of emotional intelligence education on nursing undergraduate students. The aim of this paper is to improve the emotional intelligence and humanistic care ability of nursing undergraduates through the combination of the teaching of the course and the cultivation of emotional intelligence, and to provide a new direction and way for the teaching reform of the course "Nurses Humanities accomplishment". It has certain reference and enlightening significance to the teaching reform of other nursing humanities courses. Methods: a total of 100 nursing undergraduates, including 10 boys, 90 girls and freshmen, aged from 17 to 21 years, were selected as the subjects of the study. And the introduction of emotional intelligence in the teaching. A questionnaire survey was conducted on the subjects before and after the curriculum teaching emotional intelligence training. The questionnaire mainly included emotional intelligence measurement (emotion perception ability, self-control ability, recognition and understanding of emotion ability). Using emotional ability) four factors and the measurement of humanistic care ability of nursing college students were analyzed and compared according to the specific measurement results before and after teaching. To explore the effect of this course on emotional intelligence and humanistic care ability of nursing undergraduates. In this study, SPSS17.0 statistical software was used to test the t test of paired samples, and the mean 鹵standard deviation was used for descriptive statistical analysis before and after pairing to test whether the mean value difference between the two pairs was significant. The result of the study was: 1. The scores of emotional intelligence of undergraduate nursing students increased significantly after the course. First of all, the most obvious improvement in emotional perception is in terms of emotional perception-24.33 / P0.001. the specific question item is that I know when to talk to someone, and I understand the non-verbal message that someone else sends. I know that my non-verbal messages differ significantly from the answers to the three questions before the lecture. Secondly, the students' self-emotion control ability after teaching and before the teaching has obviously improved, the concrete performance is that they can manage their own emotion well and maintain the positive emotional state when they encounter the bad emotion. Third, the scores of recognition and understanding of emotion were 0.63) and those of using emotion were 0.29). There was no significant difference between the two factors before and after the comparison. The humanistic care ability of nursing students after teaching was significantly improved before and after teaching. From the changes of humanistic care ability before and after the specific items, it was found that nursing undergraduates had a correct understanding of the relationship between nurse and patient. Its humanistic care ability is obviously improved after teaching, it can be seen that humanistic accomplishment course has a remarkable influence on it. Conclusion: 1. From the results of the four factors of emotional intelligence of undergraduate nursing students before and after the teaching of Nurses Humanities accomplishment, the improvement of emotional perception ability is particularly significant, followed by the improvement of self-emotional control ability. The effect of this course on the recognition, understanding and utilization of emotional ability of nursing undergraduates is not obvious, which shows that on the basis of the existing teaching contents and teaching methods, Humanistic cultivation should not only be confined to the classroom, the fixed teaching content and teaching time, but also should move towards a larger and broader space, from the classroom to the extracurricular. After teaching, the humanistic care ability of nursing undergraduate students was significantly improved, which indicated that the teaching mode combined with emotional intelligence training could also significantly improve the humanistic comprehensive literacy of nursing undergraduate students. It is helpful for nursing undergraduate students to understand the connotation of humanistic care in nurses' humanistic cultivation and to master humanistic skills to enhance the students' comprehensive humanistic quality.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：R47-4;G444

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