摘要
目的:探讨叙事教育法对新入职护士职业认同水平的干预效果。方法:选取2017年9月至2018年3月温州医科大学附属第二医院94名新入职护士作为研究对象,采用叙事教育法对其职业认同水平进行干预。对比分析研究对象干预前后的职业认同水平。结果:叙事教育法干预24周后新入职护士职业认同水平总分(63.35±9.99)分明显高于干预前(58.44±7.35)分,其中社会说服、社会比较与自我反思、职业自我概念、留职获益与离职风险4个维度干预前后比较,差异具有统计学意义(P<0.05);职业选择自主性维度评分干预前后比较,差异无统计学意义(P>0.05)。结论:对新入职护士进行叙事教育法干预管理,能够有效提高其职业认同水平。
[Objective] To discuss the intervention effect of narrative educational method to new nurses career identity level.[Method]FromSeptember 2017 to March 2018, 94 new nurses from the Second Affiliated Hospital of Wenzhou Medical University were selected as the research objects, using narrative education method to intervene and manage their professional identity level.The level of professional identity before and after intervention was analyzed. [Result]After 24 weeks of intervention with narrative education, the total score of professional identity of new nurses(63.35±9.99) was significantly higher than that before intervention(58.44±7.35). Among them, social persuasion, social comparison and self reflection, professional self-concept, retention benefits and turnover risk were compared before and after intervention in 4 dimensions, the difference was statistically significant(P<0.05). Before and after the intervention, the scores of career choice autonomy were compared,there was no significant difference(P>0.05).[Conclusion]The intervention management of narrative education method was carried out for new nurses,can effectively improve their professional identity level.
作者
汪淑敏
吴亚美
应金宏
林程程
张春梅
WANG Shumin;WU Yamei;YING Jinhong;LIN Chengcheng;ZHANG Chunmei(The Second Affiliated Hospital of Wenzhou Medical University,Zhejiang 325000,China)
出处
《浙江医学教育》
2020年第4期29-31,共3页
Zhejiang Medical Education
基金
温州市基础性科研项目(编号:Y20180457)。
关键词
新入职护士
叙事教育
职业认同水平
newnurse
narrative education
professional identity level
