支架式教学对实习护生成就动机的影响

目的探讨支架式教学对实习护生成就动机的影响。方法以2011年7月至2012年5月在宁波市某医院内首次实习的专科护生为研究对象，采用简单随机抽样法抽取60名护生并分成两组，对照组护生采用常规带教方法，干预组护生在此基础上开展支架式教学；分别在实习1周和18周后评价两组护生的成就动机。结果实习18周后，干预组护生追求成功的动机及成就动机得分高于对照组，避免失败的动机得分低于对照组，差异均有统计学意义（均P〈O．01）。结论支架式教学能较好地激发实习护生的成就动机。

Influence of Scaffolding Instruction on Achievement Motivation for Nursing Students in Clinical Practice

Objective To explore the influence of scaffolding instruction on achievement motivation for nursing students in clinical practice. Methods A total of sixty undergraduate nursing students were ran- domly divided into experiment group（n=30） and control group（n=30 ）. Students in the experiment group took scaffolding instruction on the basis of routine clinical practice, and students in the control group took routine clinical practice only. After 1 week and 18 weeks, achievement motivations of the students in the two groups were respectively measured by questionnaire. Results After 18 weeks of the internship, the score of achievement motivation in experiment group students was higher than that in control group, and the motivation of avoiding feat was lower than that in control group. The difference was significant（P〈0.01）. Conclusion Scaffolding instruction can effectively improve achievement motivation for nursing students in praxis.