本文關(guān)鍵詞：基于PCI模型的干預(yù)訓(xùn)練對(duì)高職高專護(hù)生心理資本和學(xué)習(xí)效能的影響　出處：《南華大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 護(hù)生 心理資本 學(xué)習(xí)效能 干預(yù)

【摘要】：目的了解湖南省衡陽(yáng)地區(qū)高職高專護(hù)生心理資本和學(xué)習(xí)效能的現(xiàn)狀;探討高職高專護(hù)生心理資本與學(xué)習(xí)效能之間的關(guān)系,綜合分析影響高職高專護(hù)生學(xué)習(xí)效能的主要因素;研究心理資本干預(yù)(PCI)模型的干預(yù)訓(xùn)練對(duì)高職高專護(hù)生學(xué)習(xí)效能的影響,為提高高職高專護(hù)生心理資本和學(xué)習(xí)效能水平提供參考依據(jù)。方法采用分層整群抽樣法抽取湖南省衡陽(yáng)市湖南環(huán)境生物職業(yè)技術(shù)學(xué)院的403名高職高專護(hù)生進(jìn)行問卷調(diào)查。應(yīng)用《高職護(hù)生一般情況調(diào)查問卷》調(diào)查高職高專護(hù)生的人口社會(huì)學(xué)特征;采用《大學(xué)生心理資本量表》了解高職高專護(hù)生的心理資本現(xiàn)狀;《學(xué)業(yè)自我效能量表》調(diào)查高職高專護(hù)生的學(xué)習(xí)效能狀況。通過基線調(diào)查,選擇兩個(gè)心理資本得分較低的自然班高職高專護(hù)生作為研究對(duì)象,其中一個(gè)班為對(duì)照組(n=47),另一個(gè)班為干預(yù)組(n=46),對(duì)照組不采取任何干預(yù)措施,干預(yù)組實(shí)施PCI模型的干預(yù)訓(xùn)練,于干預(yù)前及干預(yù)后2、4個(gè)月末組內(nèi)和組間比較心理資本及學(xué)習(xí)效能。采用SPSS17.0統(tǒng)計(jì)軟件整理和分析所有數(shù)據(jù)。ii結(jié)果1、高職高專護(hù)生的心理資本總均分為(4.28±0.70)分,各維度得分從高到低分別為:樂觀[(4.55±0.830)分]、自信[(4.35±0.74)分]、希望[(4.09±0.80)分]、韌性[(4.07±0.754)分];高職高專護(hù)生的學(xué)業(yè)自我效能感總均分為(3.27±0.41)分,各維度得分分別為學(xué)習(xí)能力效能感[(3.31±0.54)分]和學(xué)習(xí)行為效能感[(3.24±0.43)分]。2、護(hù)生心理資本得分在年級(jí)、家庭來源地、家庭結(jié)構(gòu)、家庭類型、是否獲得獎(jiǎng)學(xué)金及擔(dān)任班干部方面,差異均有統(tǒng)計(jì)學(xué)意義(p0.05);護(hù)生學(xué)業(yè)自我效能感得分在年級(jí)、家庭來源地、家庭結(jié)構(gòu)、家庭類型、是否獲得獎(jiǎng)學(xué)金及擔(dān)任班干部方面,差異均有統(tǒng)計(jì)學(xué)意義(p0.05)。3、護(hù)生心理資本和各維度得分與學(xué)習(xí)效能和各維度得分均呈正相關(guān)。4、心理資本是影響護(hù)生學(xué)習(xí)效能的主要因素。5、干預(yù)組和對(duì)照組之間研究對(duì)象的一般資料差異均無統(tǒng)計(jì)學(xué)意義(p0.05)。干預(yù)2、4個(gè)月后,干預(yù)組心理資本和學(xué)習(xí)效能得分顯著高于對(duì)照組(p0.05)。結(jié)論1、高職高專護(hù)生的心理資本和學(xué)習(xí)效能水平總體處于中等偏上,兩者呈正相關(guān),心理資本是高職高專護(hù)生學(xué)習(xí)效能的主要影響因素。2、年級(jí)、家庭來源地、家庭結(jié)構(gòu)、家庭類型、是否獲得獎(jiǎng)學(xué)金及擔(dān)任學(xué)生干部可影響高職高專護(hù)生心理資本和學(xué)習(xí)效能。3、以Luthans建立的積極心理干預(yù)模型為指導(dǎo)的高職高專護(hù)生PCI干預(yù)訓(xùn)練方案能顯著提高護(hù)生的心理資本及學(xué)習(xí)效能。
[Abstract]:Objective to understand the present situation of psychological capital and learning efficacy of nursing students in higher vocational colleges in Hengyang area of Hunan Province. This paper probes into the relationship between psychological capital and learning efficacy of nursing students in higher vocational colleges and comprehensively analyzes the main factors that affect the learning efficiency of nursing students in higher vocational colleges. To study the influence of psychological capital intervention (PCI) model on the learning efficiency of nursing students in higher vocational colleges. Methods 403 nursing students from Hunan Institute of Environmental Biology and Technology in Hengyang City Hunan Province were selected by stratified cluster sampling to improve their psychological capital and learning efficiency. The questionnaire was used to investigate the demographic and sociological characteristics of nursing students in higher vocational colleges. To find out the present situation of psychological capital of nursing students in higher vocational colleges by using the Psychological Capital scale of College students; Through the baseline survey, two nursing students in natural classes with lower scores of psychological capital were selected as the research objects. One of the classes was the control group and the other was the intervention group. The control group did not take any intervention measures. The intervention group carried out the intervention training of PCI model before and after the intervention 2. Mental capital and learning efficacy were compared within and between groups at the end of 4 months. All data were collected and analyzed by SPSS17.0 software. The total score of psychological capital of nursing students in higher vocational colleges is 4.28 鹵0.70. The scores of each dimension from high to low are as follows: optimistic. [(4.55 鹵0.830). [4.35 鹵0.74). [(4.09 鹵0.80), toughness. [The scores of academic self-efficacy of nursing students in higher vocational colleges were 3.27 鹵0.41, and the scores of each dimension were learning ability self-efficacy. [3. 31 鹵0. 54) and learning behavior efficacy. [The scores of psychological capital of nursing students were in grade, family origin, family structure, family type, scholarship and class cadre. The difference was statistically significant (P 0.05). The scores of academic self-efficacy of nursing students were significantly different in grade, family origin, family structure, family type, scholarship and class cadre. The scores of psychological capital and each dimension of nursing students are positively correlated with the scores of learning efficacy and each dimension. Psychological capital is the main factor of influencing the learning efficacy of nursing students. There was no significant difference in general data between the intervention group and the control group (P 0.05). The scores of psychological capital and learning efficacy in the intervention group were significantly higher than those in the control group (P 0.05). Conclusion 1. The psychological capital and learning efficacy of nursing students in higher vocational colleges are generally at the middle level, and there is a positive correlation between them. Psychological capital is the main influencing factor of learning efficacy of nursing students in higher vocational colleges. 2. Grade, family origin, family structure, family type. Whether or not to obtain scholarships and be student cadres can affect the psychological capital and learning efficiency of nursing students in higher vocational colleges. 3. The PCI intervention training program based on the positive psychological intervention model established by Luthans can significantly improve the psychological capital and learning efficiency of nursing students.
【學(xué)位授予單位】：南華大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G444

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本文編號(hào)：1414206