临床护理教师人文执业能力的现状及影响因素研究

doi:10.3761/j.issn.1672-9234.2026.02.015

中华护理教育 ›› 2026, Vol. 23 ›› Issue (2): 223-228.doi: 10.3761/j.issn.1672-9234.2026.02.015

临床护理教师人文执业能力的现状及影响因素研究

蒋梦伟¹(), 王建晶², 刘德天¹, 舒婷², 谢林欣², 原子珺², 樊晓奇², 谢红珍¹^,^*()

1.广东药科大学护理学院广州市 510310
2.中国人民解放军南部战区总医院健康医学科广州市 510010

收稿日期:2025-09-07 出版日期:2026-02-15 发布日期:2026-02-11
通讯作者: * 谢红珍，E-mail：hongzhenxie@163.com
作者简介:蒋梦伟：女，本科（硕士在读），E-mail：jmengwei2023@163.com
基金资助:
中国生命关怀协会人文护理专业委员会第二届人文护理重点项目(RW2024ZD08)

A study on the current status and influencing factors of humanistic practice competence among clinical nursing educators

JIANG Mengwei¹(), WANG Jianjing², LIU Detian¹, SHU Ting², XIE Linxin², YUAN Zijun², FAN Xiaoqi², XIE Hongzhen¹^,^*()

1. School of Nursing，Guangdong Pharmaceutical University，Guangzhou 510310，China.
2. Department of Health Medicine，Southern Theater Command General Hospital People’s Liberation Army，Guangzhou 510010，China

Received:2025-09-07 Online:2026-02-15 Published:2026-02-11
Contact: * XIE Hongzhen，E-mail：hongzhenxie@163.com
Supported by:
The Second Key Project of Humanistic Nursing by the Humanistic Nursing Professional Committee of Chinese Association for Life Care(RW2024ZD08)

摘要/Abstract

摘要：

目的了解我国临床护理教师人文执业能力现状，并分析临床护理教师人文执业能力的影响因素，为提高教师人文执业能力提供理论依据。方法采用便利抽样法，使用一般资料问卷、护士职业价值感量表及人文执业能力测评量表对1 355名临床护理教师进行调查。结果临床护理教师人文执业能力与职业价值感总分分别为（113.18±13.37）分、（150.15±20.93）分，人文执业能力与职业价值感呈正相关（r=0.643，P<0.001），工作年限、工作中感知患者情感需求的行为习惯、对开展系统人文护理培训态度、人文知识储备满足教学需求程度、人文相关教学任务承担情况及职业价值感是临床护理教师人文执业能力的影响因素（调整后R²=0.453，P<0.05）。结论临床护理教师人文执业能力处于相对偏高水平，护理管理者应加强人文护理、职业道德相关培训、构建职业发展支持体系、提升薪酬待遇等，结合影响因素制订管理策略，以促进临床护理教师人文执业能力提升。

关键词: 临床护理教师, 人文执业能力, 影响因素

Abstract:

Objective To understand the current state of humanistic practice competence among clinical nursing educators in China，and analyze its influencing factors，thereby providing a theoretical basis for enhancing educators’ humanistic practice competence. Methods A convenience sampling method was employed to survey 1，355 clinical nursing instructors using a general information questionnaire，the Nursing Professional Value Scale，and the Humanistic Practice Competency Assessment Scale. Results The total scores for humanistic practice competence and professional value sense among clinical nursing educators were（113.18±13.37） and （150.15±20.93），respectively. Humanistic practice competence and professional value sense showed a significant positive correlation（r=0.643，P<0.001）. Factors influencing humanistic practice competence among clinical nursing educators included years of experience，behavioral habits regarding perception of patients’ emotional needs during work，attitudes toward implementing systematic humanistic nursing training，adequacy of humanistic knowledge reserves for teaching demands，engagement in humanistic-related teaching tasks，and professional sense of value（R²=0.453，P<0.05）. Conclusion Clinical nursing educators exhibit at a relatively high level of humanistic practice competence. Nursing administrators should enhance training in humanistic nursing and professional ethics，establish career development support systems，improve compensation packages，and develop management strategies in combination with influencing factors to promote the advancement of humanistic practice competence among clinical nursing educators.

Key words: Clinical Nursing Educator, Humanistic Practice Competence, Influencing Factors

蒋梦伟, 王建晶, 刘德天, 舒婷, 谢林欣, 原子珺, 樊晓奇, 谢红珍. 临床护理教师人文执业能力的现状及影响因素研究[J]. 中华护理教育, 2026, 23(2): 223-228.

JIANG Mengwei, WANG Jianjing, LIU Detian, SHU Ting, XIE Linxin, YUAN Zijun, FAN Xiaoqi, XIE Hongzhen. A study on the current status and influencing factors of humanistic practice competence among clinical nursing educators[J]. Chinese Journal of Nursing Education, 2026, 23(2): 223-228.

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临床护理教师人文执业能力的现状及影响因素研究

A study on the current status and influencing factors of humanistic practice competence among clinical nursing educators

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