“护士长体验日”活动在心内科重症监护室护士中的实施效果评价

doi:10.3761/j.issn.1672-9234.2022.10.008

摘要/Abstract

摘要：

目的探讨“护士长体验日”活动对心内科重症监护室护士的实施效果。方法于2021年1月—8月便利选取心内科重症监护室34名护士为研究对象,以提高护士自我领导力为导向,制订“护士长体验日”活动方案。对护士进行护理管理知识集中培训后,组织其参与4轮“护士长体验日”活动。体验活动前后采用修订版自我领导力量表对护士进行调查,并分析护士的活动体验。结果 “护士长体验日”活动实施前后护士自我领导力得分分别为（119.09±16.02）分和（138.03±17.25）分,差异具有统计学意义（t=10.263,P<0.001）。活动后护士体验感受共提炼出4个主题：改善临床护理质量、自我价值得到满足、明确个人职业发展规划、提高沟通协调能力。结论 “护士长体验日”活动的实施能够提高护士的自我领导力,但仍需进一步探究在其他科室的适用性。

关键词: 护士, 护理管理人员, 重症监护病房, 体验

Abstract:

Objective To explore the effects of “a day as a head nurse” activity on self-leadership of nurses in the cardiology intensive care unit. Methods From January to August 2021,thirty-four nurses in the intensive care unit of cardiology department were recruited. Guided by improving nurses’ self-leadership,the activity plan of “a day as a head nurse” was finalized. After training on nursing management knowledge,nurses took part in four-round of “a day as a head nurse”. Before and after the activities,nurses were investigated by the Revised Self-Leadership Qestionnaire. The nurses’ activity experience was analyzed. Results The scores of nurses’ self-leadership before and after the activity were （119.09±16.02） and （138.03±17.25） respectively,and the difference was statistically significant（t=10.263,P<0.001）. Four themes were extracted from the interview data：improving clinical care quality,satisfied self-value,clarifying personal career development plan,and improving communication and coordination skills. Conclusion The activity of “a day as a head nurse” activity can improve the self-leadership of nurses. The applicability in other departments still needs to be further explored.

Key words: Nurses, Nurse Administrators, Intensive Care Units, Experience

杜鹃,牛杰,冯亚新,闫焕英,张迎,杨春玲. “护士长体验日”活动在心内科重症监护室护士中的实施效果评价[J]. 中华护理教育, 2022, 19(10): 908-911.

DU Juan,NIU Jie,FENG Yaxin,YAN Huanying,ZHANG Ying,YANG Chunling. The effects of “a day as a head nurse” activity on the self-leadership of nurses in the cardiology intensive care unit[J]. Chinese Journal of Nursing Education, 2022, 19(10): 908-911.

图/表 1

参考文献 13

[1]	世界卫生组织. 世界护理状况报告-2020年[EB/OL].(2020-04-06)[2021-02-19]. https://www.who.int/zh/publications/i/item/9789240003279.
[2]	杨晓, 王香枝, 贾玉敏, 等. 临床护士情绪智力对护士领导力的影响[J]. 护理学杂志, 2019, 34(11):51-53.
	Yang X, Wang XZ, Jia YM, et al. The influence of clinical nurses’ emotional intelligence on nursing leadership[J]. J Nurs Sci, 2019, 34(11):51-53.
[3]	李峥, 周滢. 护理教育中护士领导力的培养[J]. 中国护理管理, 2021, 21(5):646-648.
	Li Z, Zhou Y. Cultivation of nurse leadership in nursing education[J]. Chin Nurs Manag, 2021, 21(5):646-648.
[4]	Murphy J, Quillinan B, Carolan M. Role of clinical nurse leadership in improving patient care[J]. Nurs Manag(Harrow), 2009, 16(8):26-28.
[5]	李鑫, 熊莉娟, 刘艳佳. 护士领导力的研究进展[J]. 护理学杂志, 2019, 34(1):110-114.
	Li X, Xiong LJ, Liu YJ. Research progress of nurse leadership[J]. J Nurs Sci, 2019, 34(1):110-114.
[6]	Houghton JD, Neck CP. The revised self-leadership questionnaire[J]. J Manag Psychol, 2002, 17(8):672-691. doi: 10.1108/02683940210450484
[7]	王雯. 我国回族地区高校学生自我领导力调查与发展策略研究:以宁夏银川市为例[D]. 武汉: 华中师范大学, 2014.
[8]	李珍, 秦月兰, 龚蓓, 等. 新入职护士领导力现状的调查研究[J]. 中华现代护理杂志, 2019, 25(1):54-57.
[9]	常云飞, 臧爽. 护理本科生正念主体性在自我领导力、生涯适应力间的中介效应[J]. 中华护理教育, 2019, 16(3):204-208.
	Chang YF, Zang S. The mediating effects of mindful agency on the relationship between self leadership and career adaptability in nursing undergraduates[J]. Chin J Nurs Educ, 2019, 16(3):204-208.
[10]	Marques-Quinteiro P, Vargas R, Eifler N, et al. Employee adaptive performance and job satisfaction during organizational crisis:the role of self-leadership[J]. Eur J Work Organ Psychol, 2019, 28(1):85-100. doi: 10.1080/1359432X.2018.1551882
[11]	王丽敏, 赵秋利, 赵静, 等. 临床护士患者安全护理自评调查与分析[J]. 中国护理管理, 2017, 17(6):822-827.
	Wang LM, Zhao QL, Zhao J, et al. The investigation and analysis of patient safety nursing status from clinical nurses’ self-report[J]. Chin Nurs Manag, 2017, 17(6):822-827.
[12]	薛婷, 姜文彬, 马梦迪, 等. 新任护士长领导力提升的体验式管理培训[J]. 护理学杂志, 2020, 35(16):1-4.
	Xue T, Jiang WB, Ma MD, et al. Experiential management training aiming at improving leadership skills of new head nurses[J]. J Nurs Sci, 2020, 35(16):1-4.
[13]	赵晓婷, 沈梦菲, 张新月, 等. 临床护士结构授权、心理授权与职业认同的相关性研究[J]. 中国实用护理杂志, 2020, 36(8):630-635.
	Zhao XT, Shen MF, Zhang XY, et al. Research on the correlations of structural empowerment,psychological empowerment and professional identity of clinical nurses[J]. Chin J Prac Nurs, 2020, 36(8):630-635.

[1]	方颖,邵乐文. 美国医院流动护士管理概述及对我国多点执业护士管理的启示[J]. 中华护理教育, 2022, 19(9): 857-860.
[2]	徐静静,程洁. 心理资本在肿瘤科护士工作压力与组织公民行为间的中介作用[J]. 中华护理教育, 2022, 19(9): 810-813.
[3]	许力升,陈虹秀,王钧,何春霞,刘清泉,胡秀英. 我国31个省份老年科护士在职培训现状及需求调查研究[J]. 中华护理教育, 2022, 19(9): 786-791.
[4]	刘杨杨, 周宏珍, 胡瑞丹, 侯佳坤, 李牧玲, 白雪洁. 卒中后认知障碍护理培训方案的构建[J]. 中华护理教育, 2022, 19(8): 677-682.
[5]	黄菲菲,林梅莲,王安妮,肖惠敏. 叙事护理教学中教师与学生的体验研究[J]. 中华护理教育, 2022, 19(8): 709-713.
[6]	张桂芳,刘真亚,高石娟,郭云飞,冯英璞,张红梅. 神经介入科护士核心能力培训微视频的设计与应用[J]. 中华护理教育, 2022, 19(8): 723-726.
[7]	王丝瑶,姜文彬,刘翠,尚全伟,杨海朋,张艳,魏丽丽. 护士道德勇气及其影响因素研究[J]. 中华护理教育, 2022, 19(8): 732-736.
[8]	梁桃云,贾晶晶,史根芽,史铁英. 护理本科生对模拟实训的学习沉浸体验及影响因素研究[J]. 中华护理教育, 2022, 19(7): 621-626.
[9]	刘瑞,李雪,方晓霞,解梦瑶,常红娟. 工作投入在护士自我价值感与工作幸福感间的中介作用[J]. 中华护理教育, 2022, 19(7): 636-639.
[10]	王丝瑶,魏丽丽,单信芝,尚全伟,朱永洁,朱福香,刘翠. 护士健康教育能力量表的汉化及信效度检验[J]. 中华护理教育, 2022, 19(7): 646-651.
[11]	贾言萍, 龚文涛, 董思鑫, 朱雅洁. 北京市属医院新入职护士培训效果调查[J]. 中华护理教育, 2022, 19(6): 543-547.
[12]	张凌芳,王晶花,李拴荣,王剑英,杨世昌. 临床场景再现融入人文元素在精神科低年资护士培训中的应用[J]. 中华护理教育, 2022, 19(5): 431-436.
[13]	张晓娜,王学兰,赵杰,李鑫丹,冯向侃,芦鸿雁. 宁夏地区三级医院护士长延续护理知信行现状调查[J]. 中华护理教育, 2022, 19(4): 347-351.
[14]	金曼,王佳琳,曾丽,谢婉青,唐萍,袁中清. 临床护士专业生活品质的系统评价[J]. 中华护理教育, 2022, 19(4): 352-359.
[15]	张嘉,王月华,朱可蓉. 株洲市综合医院儿科护士个人-工作匹配与工作投入相关性研究[J]. 中华护理教育, 2022, 19(4): 360-363.