摘要
目的探讨叙事教育在本科实习护生职业态度培养中的应用效果。方法采用便利取样法,选取2014年7月—2015年3月我校在某附属教学医院实习的2011级护理本科生38名为对照组;选取2015年7月—2016年3月在同一所医院实习的2012级护理本科生51名为试验组。对照组接受常规临床实习教学,试验组在此基础上接受叙事教育。2组分别于临床实习前、后采用护理专业自我概念量表进行职业态度测评。采用描述性统计分析、卡方检验、两独立样本t检验、配对t检验等方法进行统计分析。结果实习前2组护生职业态度总分及各维度评分差异无统计学意义(P>0.05),试验组职业态度总分(81.57±9.40)分,领导(10.49±1.71)分,技能(15.10±2.31)分,灵活性(20.14±3.42)分,满意度(21.63±4.49)分,沟通交流(14.73±1.82)分,对照组职业态度总分(83.08±7.35)分,领导(10.95±1.29)分,技能(15.39±1.64)分,灵活性(20.87±2.50)分,满意度(20.53±4.35)分,沟通交流(15.34±1.98)分,均P>0.05;实习末期2组护生职业态度总分及技能、灵活性、沟通交流3个维度评分差异有统计学意义,试验组职业态度总分(90.43±10.70)分,技能(16.73±2.21)分,灵活性(22.22±3.34)分,沟通交流(15.94±2.16)分,对照组职业态度总分(84.94±8.47)分,技能(15.37±1.91)分,灵活性(20.95±2.50)分,沟通交流(14.71±1.74)分,均P<0.05,试验组高于对照组。结论在临床实习中采用叙事教育方法,有利于培养护生的职业态度。
Objective To explore the effectiveness of narrative pedagogy in developing professional attitude of nursing undergraduates. Methods A convenience sampling method was adopted to select 38 nursing undergraduates from grade 2011 as control group while 51 from grade 2012 as experimental group. Students of control group received routine clinical practice teaching and those of experimental group additional narrative pedagogy. Professional self-concept of nurses instrument （PSCNI） was applied to evaluate students＇ professional attitude before and after clinical practice. Descriptive statistics, chi square, independent-samples T test and paired-samples T test were adopted for data analysis. Results Before clinical practice, there was no significant difference between two groups regarding to professional attitude and its each dimension （P〉0.05）. In experimental group, the total score of professional attitude was 81.57±9.40 and the score of leadership, skill, flexibility, satisfactory, and communication was 10.49±1.71,15.10±2.31, 20.14±3.42, 21.63±4.49 and 14.73±1.82 respectively. In control group, the total score of professional attitude was 83.08±7.35 and the score of leadership, skill, flexibility, satisfactory, and communication was 10.95±1.29, 15.39±1.64, 20.87±2.50, 20.53±4.35 and 15.34±1.98 respectively （all P〉0.05）. While at the end of practice, students in experiment group had significantly higher scores regarding to the total score of professional attitude and the score of dimension of skill, flexibility and communication 90.43±10.70 VS 84.94±8.47, 16.73±2.21 VS 15.37±1.91, 22.22±3.34 VS 20.95±2.50, 15.94±2.16 VS 14.71±1.74 （all P〈0.05）. Conclusion Narrative pedagogy in clinical practice is conductive to developing nursing undergraduates＇ professional attitude.
出处
《护理学报》
2017年第14期9-13,共5页
Journal of Nursing（China）
基金
湖北医药学院校级教学研究立项项目(2014030)
关键词
本科
护生
叙事教育
职业态度
临床实习
undergraduate program
nursing students
narrative pedagogy
professional attitude
clinical practice
