五年制高职护生临床核心能力的调查与研究

目的调查南通卫生高等职业技术学校五年制高职护生临床核心能力,为《护理综合实训》课程提供教学依据。方法从南通卫生高等职业技术学校2015级五年制高职护理专业班中随机抽取2个班级为研究对象(111名护生),以问卷调查的形式,调查高职护生批判性思维能力、一般自我效能感、人际沟通能力及简易应对方式。结果111名被调查护生批判性思维能力平均(238.50±23.15)分,低于批判性思维能力总分要求的最低正性批判性思维态度倾向(280分);被调查护生寻求真象、开放思想、分析能力、系统化能力、批判性思维的自信心、求知欲和认知成熟度7个维度均未达到正性倾向(40分);被调查护生一般自我效能感平均(22.56±3.90)分,明显低于国际成人常模(29.46±5.33),差异有统计学意义(P<0.05);被调查护生人际沟通平均(63.74±8.47)分,为理论最高值80分的79.68%,处于中等水平。111名护生积极应对方式和消极应对方式基本呈正态分布,积极应对方式平均(1.66±0.27)分,低于国内常模(1.78±0.52);消极应对方式平均(1.95±0.39)分,高于国内常模(1.59±0.66),总体呈负面趋势。结论五年制高职护生批判性思维能力、自我效能感水平整体偏弱,人际沟通能力处于中等水平,消极应对方式多于积极应对方式,总体呈负性趋势。

Investigation on Clinical Core Competence of Five-year Vocational Nursing Students

Objective Investigate the clinical core competence of our five-year high-level nursing students, and provide teaching basis for the "Nursing Comprehensive Training" course. Methods Two classes were randomly selected from the 2015 five-year high-level nursing majors of our school. The questionnaires were used to investigate the critical thinking ability, general self-efficacy, interpersonal communication skills and simple response of our senior nursing students. Results 111 nursing students were included in the survey. The critical thinking ability averages 238.50±23.15 points, which is lower than the minimum positive critical thinking attitude of the critical thinking ability total score of 280 points. The seven dimensions of seeking truth, open mind, analytical ability, systematic ability, critical thinking, self-confidence, curiosity and cognitive maturity have not reached positive tendencies. The average score of general self-efficacy was 22.56±3.90 points, which was significantly lower than the international adult norm 29.46±5.33 points. The difference was statistically significant. The average score of interpersonal communication was 63.74±8.47 points, which was 79.68% of the theoretical maximum of 80 points, which was at a medium level. The positive coping styles and negative coping styles of 111 nursing students were basically normal distribution. The average response rate of positive coping styles was 1.66±0.27 points, which was lower than the domestic norm 1.78±0.52 points, and the average response of negative coping styles was 1.95±0.39 points, higher than domestic. The norm is 1.59±0.66 points, which is generally negative. Conclusion Five-year high-level nursing students have lower critical thinking ability and self-efficacy. The interpersonal communication ability is at a medium level, the negative coping style is more than the positive coping style. Therefore, in the course of teaching, we can use various teaching methods to mobilize the enthusiasm of students. Positive feedback is often given to enhance self-confidence, thereby improving critical thinking ability, self-efficacy level, interpersonal communication ability, and laying the foundation for cultivating high-quality technical skills nursing talents.