护理本科生学业自我效能感在医学教育环境与跨专业合作学习准备度间的中介效应分析

doi:10.3761/j.issn.1672-9234.2025.01.012

摘要/Abstract

摘要：

目的探讨学业自我效能感在医学教育环境与跨专业合作学习准备度之间的中介作用。方法采用便利抽样法，自2022年3月—4月选取吉林省5所高校的344名护理本科生为研究对象，采用一般资料调查问卷、学业自我效能感量表、医学教育环境评定量表及跨专业合作学习准备量表对其进行问卷调查。结果 344名护理本科生的学业自我效能感得分为（74.78±10.71）分，医学教育环境得分为（136.17±25.38）分，跨专业合作学习准备度得分为（71.50±9.57）分。Pearson相关性分析结果显示，护理本科生学业自我效能感与医学教育环境得分呈正相关（r=0.561，P<0.05），学业自我效能感与跨专业合作学习准备度得分呈正相关（r=0.476，P<0.05），医学教育环境与跨专业合作学习准备度得分呈正相关（r=0.620，P<0.05）。学业自我效能感在医学教育环境与跨专业合作学习准备度之间具有部分中介作用，中介效应占总效应的28.34%。结论医学教育环境可通过学业自我效能间接影响跨专业合作学习准备度，护理教育者可以通过改善医学教育环境，提升护理本科生的学业自我效能感来提高其跨专业合作学习准备度。

关键词: 护理本科生, 学业自我效能感, 医学教育环境, 跨专业合作学习准备度

Abstract:

Objective To explore the mediating effect of academic self-efficacy between medical education environment and readiness for interprofessional collaborative learning. Methods Using convenience sampling method，a total of 344 undergraduate nursing students were recruited from five colleges and universities in Jilin Province from March to April 2022. Questionnaire survey was conducted using the General Information Questionnaire，Academic Self-Efficacy Scale，Medical Education Environment Rating Scale and Interprofessional Cooperative Learning Readiness Scale. Results The academic self-efficacy score of 344 undergraduate nursing students was（74.78±10.71） points，the medical education environment score was（136.17±25.38） points，and the interprofessional collaborative learning readiness score was（71.50±9.57） points. The results of the Pearson’s analysis showed a positive correlation between academic self-efficacy of undergraduate nursing students and scores of the medical education environment（r=0.561，P<0.05）. In addition，academic self-efficacy was positively correlated with interprofessional collaborative learning readiness score（r=0.476，P<0.05）；and medical education environment was positively correlated with interprofessional collaborative learning readiness score（r=0.620，P<0.05）. Academic self-efficacy had a partial mediating effect between medical education environment and readiness for interprofessional collaborative learning，with the mediating effect of 28.34%. Conclusion Academic self-efficacy of belonging plays a mediating role between the medical education environment and readiness for collaborative interprofessional learning. Nursing educators can improve undergraduate nursing students’ readiness for interprofessional collaborative learning by improving the medical education environment and enhancing their academic self-efficacy.

Key words: Undergraduate nursing students, Academic self-efficacy, Medical education environment, Preparation for interdisciplinary collaborative learning

雷延源, 崔香淑. 护理本科生学业自我效能感在医学教育环境与跨专业合作学习准备度间的中介效应分析[J]. 中华护理教育, 2025, 22(1): 72-77.

LEI Yanyuan, CUI Xiangshu. The mediating effect of academic self-efficacy between the medical education environment and interprofessional cooperative learning readiness in undergraduate nursing students[J]. Chinese Journal of Nursing Education, 2025, 22(1): 72-77.

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