eISSN 2097-6054 ISSN 1672-9234 CN 11-5289/R
Responsible Institution:China Association for Science and Technology
Publishing:Chinese Nursing Journals Publishing House Co.,Ltd.
Sponsor:Chinese Nursing Association
Source journal for Chinese Science Citation Database
China Academic Journals Full-text Database
China Core Journal Alternative Database
Scopus
Nursing Education

Nursing students’ cognition and willingness of nurses’ multiple-sites practice

  • Su-xing WANG ,
  • Jue-min WU
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Received date: 2020-07-14

  Online published: 2021-06-24

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.

Cite this article

Su-xing WANG , Jue-min WU . Nursing students’ cognition and willingness of nurses’ multiple-sites practice[J]. Chinese Journal of Nursing Education, 2021 , 18(6) : 520 -524 . DOI: 10.3761/j.issn.1672-9234.2021.06.008

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