本科护理实习生跨专业合作学习准备度及影响因素分析

doi:10.3761/j.issn.1672-9234.2020.09.005

摘要/Abstract

摘要：

目的探究本科护理实习生跨专业合作学习准备度及影响因素,为院校开展跨专业合作提供借鉴。方法使用中文版跨专业合作学习准备量表,便利选取290名2015级本科护理实习生进行问卷调查。结果本科护理实习生跨专业合作学习准备度总得分为（72.79±9.32）分,学校类型、家庭所在地、毕业后从事护理工作意愿、愿意和其他专业的学生一起学习是本科护理实习生跨专业合作学习准备度的影响因素（P<0.05）,可解释跨专业合作学习准备度26.9%的变异度。结论本科护理实习生跨专业合作学习准备度较好,但其对护士角色和职责认知还有待明确,提示各院校应结合本科教育特色开展职前与职后跨专业教育,以提升其跨专业合作能力。

关键词: 教育, 护理, 临床实习, 问卷调查, 跨专业教育, 准备度

Abstract:

Objective To investigate the interprofessional cooperative learning readiness of undergraduate nursing interns and provide reference for colleges to carry out interprofessional education. Methods A total of 290 undergraduate nursing interns in 2015 were selected and investigated by using Chinese version of Readiness of Interprofessional Learning Scale. Results The total score of undergraduate nursing inters’ interprofessional cooperative learning readiness was（72.79±9.32）. The school type,home location,willingness to engage in nursing after graduation and interprofessional cooperative learning were the influencing factors of the undergraduate nursing inters’ inter- professional cooperative learning readiness（P<0.05）,accounting for 26.9% of total variance. Conclusion Undergraduate nursing interns have a good readiness towards interprofessional cooperation. However,its understanding of the role and responsibilities of nurses needs to be clarified. It’s suggested that colleges should combine the characteristics of undergraduate education to carry out pre-employment and post-employment interprofessional education to enhance their interprofessional collaboration capabilities.

Key words: Education, Nursing, Clinical Practice, Questionnaires, Interprofessional education, Readiness

田雨同,张艳,赵敬,杜灿灿,李宏洁,刘珍,金丽园,许冰,程青云. 本科护理实习生跨专业合作学习准备度及影响因素分析[J]. 中华护理教育, 2020, 17(9): 794-798.

TIAN Yu-tong,ZHANG Yan,ZHAO Jing,DU Can-can,LI Hong-jie,LIU Zhen,JIN Li-yuan,XU Bing,CHENG Qing-yun. Investigation on the current situation of interprofessional cooperative learning readiness among undergraduate nursing interns[J]. Chinese Journal of Nursing Education, 2020, 17(9): 794-798.

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