护生临床沟通能力的理论构建

Theoretical construct of the clinical communication competence scale of the nursing students

目的通过实证研究，构建护生临床沟通能力的理论维度，为编制一份适合护生使用、简单易行、具有可靠信度和效度的护生临床沟通能力测评量表提供理论依据。方法依据心理测评工具方法学，通过文献分析法、专家咨询法形成条目池，对175名护生进行探索性因素分析后构建量表的理论构想。结果因子分析显示特征值大于1的因子6个，可解释总方差的53．77％，基本上代表了量表的整体结构。6个因子的解释分别为：因子1解释11．00％的方差，因子2解释10．95％的方差，因子3解释8．59％的方差，因子4解释8．43％的方差，因子5解释8．31％的方差，因子6解释6．49％的方差。结论护生临床沟通能力是一个6维度的体系，分别为：建立和谐关系，敏锐倾听，确认病人问题，共同参与，传递有效信息，验证感受。

Objective By actual demonstration and study, to construct a theory for a scale to measure clinical communication competence of nursing student, and provide theory basis for developing a simple, reliable, effect clinical communication competence scale that fits the requirements of nursing student. Methods Based on the psychological assessment tools methodology, through the literature analysis and expert consultation method, the election items are revised to 58, then proceed the test of 175 nursing students of PUMC. Results The factor analysis showed that the characteristic value of more than 1 can explain six factors of total variance 53.77%. mainly represents the overall structure of the scale. The 6 factors can be respectively explained as： factor 1 explained the variance of 11.00% , factor 2 was the variance of 10.95% , factor 3 was the variance of 8.59% , factor 4 was the variance of 8.43% , factor 5 was the variance of 8.31% , and factor 6 was the variance of 6.49%. Conchtsions Clinical communication ability was a six-dimension system, which includes establishing harmonic relationship, perceptively listening, confirming patient＇ s problem, jointly participating, conveying effective information and validating the feeling.