早期临床实践对五年制护理学专业学生认识护士角色影响的研究

探讨早期临床实践在促进五年制护理学专业学生对护士角色的认知与认同的影响。采用自设问卷和学生临床见习日记的形式，调查五年制护理学专业一年级学生在“护理学专业现状与护士角色”课程授课前后对护士角色的认知与认同情况。结果表明，“护理学专业现状与护士角色”课程授课前学生对于护士角色的认知和认同相对不足；“护理学专业现状与护士角色”课程授课后学生对于护士角色的认知和认同普遍增强（P〈0、01）；97．14％的学生认为该课程有助于更好地认识护士角色；92．85％的学生认为该课程有助于更好地认识护理学专业。研究结果提示，“护理学专业现状与护士角色”课程的设置在提高学生对护士角色的认知和认同方面产生了很好的效果，对学生更好地认识护士角色和护理学专业产生了积极的影响；教学中应当注重对护理学专业学生有关护士“研究者”角色的教育。

A study on the effect of early clinical practice on students' cognition and identification to professional nursing roles

The objective was to investigate the effect of early exposing to clinical practice on students'cognition and identification to professional nursing roles. A self-designed questionnaire was used to investigate the difference of students'role-cognition and role-identification between before and after the course "nursing and nurse roles" in which an early exposing to clinical practice was arranged and reflective diaries of students were also analyzed. The results indicated that the score in cognition and identification to roles of nurse was relatively low before the course. After the course, great improvement in cognition and I- dentification to both traditional and modem roles (P<0.01 ) had been shown. 97.14% students thought early clinical practice had a positive effect on identifying with professional roles of nurse and 92.85% students believed it could help them to understand nursing well. Early exposing to clinical practice had an active effect on promoting students'cognition and identification to professional roles of nurse, modem roles in particular, and also on understanding nursing well. The results also implicated nursing teachers should put more emphasis on the role of "researcher" in teaching process.