文章摘要
张 斌,谢程晋扬,邱致燕,王叶飞.护理本科生专业认同现状及影响因素分析[J].南京医科大学学报(社会科学版),2014,(5):408~411
护理本科生专业认同现状及影响因素分析
Status and influencing factors of professional identity of nursing undergraduates
投稿时间:2014-06-24  
DOI:doi:10.7655/NYDXBSS20140516
中文关键词: 护理本科生  专业认同  影响因素
英文关键词: nursing undergraduate  professional identity  influencing factors
基金项目:2014年教育部人文社科基金(14YJCZH197),湖南省自然科学基金(14JJ3118),湖南省哲学社会科学基金(12YBA244)
作者单位
张 斌 湖南中医药大学人文社科学院应用心理学系,湖南 长沙 410208 
谢程晋扬 湖南中医药大学人文社科学院应用心理学系,湖南 长沙 410209 
邱致燕 湖南中医药大学护理学院,湖南 长沙 410208 
王叶飞 湖南中医药大学人文社科学院应用心理学系,湖南 长沙 410211 
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中文摘要:
      目的:了解护理本科生的专业认同现状及其影响因素,为进行专业教育提供依据?方法:采用护理本科生专业认同问卷对680名护理本科生进行调查?结果:男护生专业认同得分小于女护生得分;志愿录取护生专业认同得分大于调剂录取护生得分;自己喜欢而选择就读护理专业的护生专业认同得分大于其他原因选择就读的护生得分;学生干部护生专业认同得分大于非学生干部护生得分,两组差异均有统计学意义(P < 0.001);不同年级?不同专业满意度护生专业认同得分差异有统计学意义(P < 0.01);回归分析显示,性别?录取方式?就读原因?是否为学生干部?专业满意度是影响专业认同总分的主要因子?结论:护理教育者应着重对男性?调剂录取?非自己喜欢而就读护理专业?非学生干部?专业满意度差者及高年级护生加强专业思想教育,提高其专业认同感?
英文摘要:
      Objective:To explore the current status and influencing factors of professional identity of nursing undergraduates, and to provide more evidence for professional education. Methods:The survey was carried out among 680 nursing undergraduates with professional identity questionnaire. Results:The score of professional identity in male nursing students was significantly lower than in female nursing students. The score of students who choose nursing major was significantly higher than those who were allocated to nursing major. The score of professional identity in students leaders was significantly higher than in non student cadres (P < 0.001). There were significant differences among the students with different grades and different satisfaction groups (P< 0.01). According to the regression analysis, the gender, the way they were admitted, the reasons for the choice of nursing, the student cadres and the professional satisfaction were the main factors that affect nursing student’s professional identity. Conclusion:The profession ideological education should focus on male, redistributed nursing students, students who dislike nursing, non student cadres students, students with poor professional satisfaction and high grade students to improve their professional identity.
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