护理专业学生对护士多点执业认知及意愿的调查研究

doi:10.3761/j.issn.1672-9234.2021.06.008

摘要/Abstract

摘要：

目的了解护理专业学生对护士多点执业的认知和意愿。方法采用自制的护理专业学生对护士多点执业的认知及意愿问卷对上海市5所护理院校的342名护理专业学生进行调查,并对10名学生进行半结构式访谈。结果调查结果显示,275名（80.4%）学生支持多点执业,201名（58.8%）学生有多点执业的意愿,192名（56.1%）学生对护士多点执业的前景表示乐观或非常乐观,但仅84（24.6%）名学生表示非常了解或了解护士多点执业。访谈结果显示,学生了解多点执业的途径缺乏系统性,法律法规不完善是护理专业学生产生顾虑的最主要原因。结论护理专业学生对护士多点执业支持度高,但对护士多点执业的了解程度尚存在不足;建议学校、实习医院等相关主管部门在教学过程中增加有关护士多点执业的内容和政策的介绍,提升护理专业学生在此方面的认识,以利于其更好地进行职业规划,进一步推动护理事业向多元化发展。

关键词: 教育,护理, 问卷调查, 多点执业, 认知, 意愿

Abstract:

Objective To investigate students’ cognition and willingness of nurses’ multiple-sites practice. Methods A self-developed questionnaire was used to investigate 342 nursing students from 5 nursing colleges in Shanghai,and a semi-structured interview was conducted among 10 nursing students. Results A total of 275（80.4%） nursing students agreed with nurses’ multiple-sites practice,201（58.8%） nursing students had the willingness to practice in multiple-sites,192（56.1%） nursing students expressed optimistic or very optimistic attitude about the prospects of nurses’ multiple-sites practice. Totally 84（24.6%）nursing students indicated that they knew very well or understood that nurses’ multiple-sites practice more. The interview data showed that students had few ways to understand multiple-sites practice. The main reasons for nursing students’ concerns were incomplete laws and regulations. Conclusion Nursing students show a positive support and willingness to nurses’ multiple-sites practice. But a few people knew it well. It is hoped that schools,hospitals and other relevant departments can increase the contents and policy introduction of nurses’ multiple-sites practice. To improve students’ knowledge of nurses’ multiple-sites practice is conducive to better practice in the future,and further promote the diverse nursing development.

Key words: Education,Nursing, Questionnaires, Multiple-sites practice, Cognition, Willingness

王苏醒,吴觉敏. 护理专业学生对护士多点执业认知及意愿的调查研究[J]. 中华护理教育, 2021, 18(6): 520-524.

WANG Su-xing,WU Jue-min. Nursing students’ cognition and willingness of nurses’ multiple-sites practice[J]. Chinese Journal of Nursing Education, 2021, 18(6): 520-524.

图/表 2

参考文献 14

[1]	唐喻莹, 徐杉, 李娜, 等. 护士多点执业的利弊分析与建议[J]. 中华护理杂志, 2017,52(1):119-122.
	Tang YY, Xu S, Li N, et al. Insights and analysis on nurse’s multiple-sites practice[J]. Chin J Nurs, 2017,52(1):119-122.
[2]	黄棋, 余思萍, 黄麒榕, 等. “互联网+护理服务”背景下护士多点执业的可行性分析[J]. 护理学杂志, 2019,34(17):14-17.
	Huang Q, Yu SP, Huang QR, et al. Feasibility analysis of nurses’ multiple-sites practice under the background of “Internet+nurs-ing service”[J]. J Nurs Sci, 2019,34(17):14-17.
[3]	广东省卫生计生委. 关于印发《广东省持续改善护理服务重点工作方案》的通知[EB/OL]. (2015-05-15)[2021-03-15]. http://wsjkw.gd.gov.cn/gkmlpt/content/2/2129/post_2129432.html# 2531.
[4]	国家卫生健康委办公厅. 关于开展“互联网+护理服务”试点工作的通知[EB/OL]. (2019-02-13)[2020-03-23]. http://www.cac.gov.cn/201902/13/c_1124107507.htm.
[5]	Ray MM, Mittelstadt P. Prescriptive authority and independent practice progress for the clinical nurse specialist:changes since 2010[J]. Clin Nurse Spec, 2016,30(5):302-303. doi: 10.1097/NUR.0000000000000242
[6]	纪京昀, 吴芳琴, 李靖. 护士多点执业认知的调查与分析[J]. 中华护理杂志, 2017,52(1):115-118.
	Ji JY, Wu FQ, Li J. Cognitive analysis on nurses’ multiple-sites practice from nurse groups[J]. Chin J Nurs, 2017,52(1):115-118.
[7]	赵瑾, 李峥, 尹敏, 等. 护士对多点执业态度和意愿的调查分析[J]. 中华护理杂志, 2017,52(9):1092-1097.
	Zhao J, Li Z, Yin M, et al. Investigation of nurses’ attitude and willingness on multiple-sites practice in China[J]. Chin J Nurs, 2017,52(9):1092-1097.
[8]	孙迪, 张旭, 侯秀欣. 护士多点执业认知的质性研究[J]. 护理学杂志, 2018,33(12):52-55.
	Sun D, Zhang X, Hou XX. Nurses’ knowledge of multiple-sites practice:a qualitative research[J]. J Nurs Sci, 2018,33(12):52-55.
[9]	胡静超, 王韬, 章雅青. “互联网+护理服务”的态势分析[J]. 中华护理教育, 2020,17(10):956-960.
	Hu JC, Wang T, Zhang YQ. SWOT analysis on “Internet+nursing services”[J]. Chin J Nurs Educ, 2020,17(10):956-960.
[10]	黎婉婷, 于红静, 凌冬兰, 等. 慢性病患者“互联网+延续护理”研究进展[J]. 护理学杂志, 2020,35(3):106-110.
	Li WT, Yu HJ, Ling DL, et al. Internet plus transitional care in chronic diseases:a literature review[J]. J Nurs Sci, 2020,35(3):106-110.
[11]	刘秋霞, 孙鸿燕, 余思萍, 等. 我国护士多点执业面临的法律风险及建议[J]. 护理研究, 2020,34(4):724-726.
	Liu QX, Sun HY, Yu SP, et al. Legal risks and suggestions on multiple-sites practice of nurses in China[J]. Chin Nurs Res, 2020,34(4):724-726.
[12]	余思萍, 潘碧, 刘秋霞, 等. 临床护士对多点执业的知晓度及意愿调查[J]. 现代预防医学, 2018,45(22):4105-4108.
	Yu SP, Pan B, Liu QX, et al. Awareness and willingness of multiple-sites practice of clinical nurses[J]. Mod Prev Med, 2018,45(22):4105-4108.
[13]	殷凤芳, 姜原, 连娟琦. 对护理专业毕业生入职后多点执业认知状况调查[J]. 中华现代护理杂志, 2018,24(20):2459-2461.
	Yin FF, Jiang Y, Lian JQ. Multiple-sites practice cognition of graduates with nursing speciality after entry[J]. Chin J Mod Nurs, 2018,24(20):2459-2461.
[14]	国家卫生健康委办公厅. 国家卫生健康委办公厅关于进一步推进“互联网+护理服务”试点工作的通知[EB/OL]. (2020-12-08)[2021-03-09]. http://www.gov.cn/zhengce/zhengceku/2020-12/16/content_5569982.htm.

[1]	张磊. 护理高职生亲社会行为与共情能力的相关性研究[J]. 中华护理教育, 2021, 18(9): 823-826.
[2]	安淑敏, 高月乔, 方云. 双重任务训练在老年糖尿病伴轻度认知障碍患者中的应用[J]. 中华护理教育, 2021, 18(9): 777-783.
[3]	贾立红,孙晓红,殷涵,潘宗极. 新入职护士叙事护理知识-态度-行为的调查研究[J]. 中华护理教育, 2021, 18(8): 732-735.
[4]	郭敏敏,康凤英,杨云静,刘星芳. 改良版正念自我同情训练在护理硕士专业学位研究生中的应用[J]. 中华护理教育, 2021, 18(8): 690-694.
[5]	于雅,刘素婷,陶元玲,朱夏雪,张立力. 育龄期乳腺癌患者自我表露与夫妻亲密关系对心理弹性与生育忧虑的影响[J]. 中华护理教育, 2021, 18(7): 644-649.
[6]	王国庆,易香,余立平. 维持性血液透析患者家庭照顾者的积极感受及影响因素研究[J]. 中华护理教育, 2021, 18(7): 659-663.
[7]	洪雪珮,庞书勤,陈锦秀,葛莉,罗宗婷,张佳惠,蒋丽娟. 社区中老年居民对中医护理技术接受情况调查[J]. 中华护理教育, 2021, 18(7): 650-654.
[8]	田朴,周乐山,金梦,黄玉婷,黄亚芹. 新生儿重症监护室护士对家庭参与式护理的认知及态度的研究进展[J]. 中华护理教育, 2021, 18(6): 568-571.
[9]	孙玉梅,赵倩倩,李小花,孙宏玉. “停课不停学”期间我国护理专业本科生在线学习情况的调查研究[J]. 中华护理教育, 2021, 18(6): 515-519.
[10]	田茜,孙敏. 工作形塑在新入职护士双元工作压力与隐性缺勤间的中介效应[J]. 中华护理教育, 2021, 18(6): 539-543.
[11]	张宏晨,徐婕,田阳,方蕾,杨彦伟. 甘肃省护理本科生的死亡态度的调查研究[J]. 中华护理教育, 2021, 18(5): 438-442.
[12]	贾莉莉,越丽霞,张国增,郑改改,王志霞,王飞杰. 肠造口患儿家庭照顾者积极感受与照护能力的相关性研究[J]. 中华护理教育, 2021, 18(5): 464-469.
[13]	张春霞,余燕娥,庄耀宁,林秀仁,金丽梅,林群英. COPD患者肺康复运动的知信行现状[J]. 中华护理教育, 2021, 18(4): 373-376.
[14]	江韩英,吴碧瑜,洪玉苗,蔡萍萍. 综合医院儿科护士体面劳动感知现状及影响因素研究[J]. 中华护理教育, 2021, 18(4): 347-351.
[15]	卢燕冰,何锦贤,陈国钦. 介入治疗术后患者自我超越与社会支持和应对方式相关性研究[J]. 中华护理教育, 2021, 18(4): 369-372.