三年制高职护生临床学习环境评价的调查研究

目的调查三年制高职护理实习生临床学习环境评价的现状,为护理临床教育提供指导和借鉴。方法采用临床学习环境评价量表对167名三年制高职护理实习生进行调查。结果 1三年制高职护生对临床学习环境评价得分为(164.46±30.11)分,条目均分为(3.92±0.12)分。2各维度条目均分依次为任务定位(4.07±0.07)分,工作氛围和团队精神(3.97±0.13)分,创新性(3.96±0.07)分,护生参与性(3.92±0.09)分,人际关系(3.89±0.07)分,个性化(3.68±0.14)分。3除人际关系维度外,三年制高职护生各维度得分均高于本科护生(P0.01)。结论三年制高职护生对临床学习环境的评价较好,但在个性化培养方面仍然存在不足。建议重视护生对临床学习环境的评价,在提供良好实习环境的基础上注重个性化发展的需要。

Investigation on clinical learning environment evaluation of 3-year vocational nursing students

Objective To investigate the clinical learning environment of 3 - year vocational nursing students,so as to provide reference for clinical nursing education. Method A total of 167 3 - year vocational nursing students were investigated by using the Clinical Learning Environment Evaluation Scale. Results The total score of clinical learning environment was （ 164.46 ± 30.11 ） , the item mean score was （ 3.92 ±0.12 ）. Students had the highest dimension mean score of task position （ 4.07 ±0.07 ）, followed by working atmosphere and team spirit （ 3.97 ± 0. 13 ）, innovation （ 3.96 ± 0.07 ） , participation （ 3.92 ± 0.09） and interpersonal relation （3.89 ±0.07 ） , while personalized had the lowest score （3.68 ± 0.07 ）. The 3 - year vocational nursing students had higher dimension scores than undergraduate students except interpersonal relation （ P 〈 0.01 ）. Conclusion The 3 - year vocational nursing students have high evaluation of clinical learning environment, but nursing personalized cultivation is still far from sufficiency. It＇s suggested to pay more attention to the evaluation of clinical learning environment, and put emphasis on personalized development needs on basis of providing good practice environment.