不同学制、年级男护生专业态度的影响因素及对策研究

On Influencing Factors of Male Nursing Students' Professional Attitudes of Different Educational Systems and Levels and Countermeasures

目的了解不同学制、年级男护生专业态度的差异,进一步探索男护生的培养教育模式。方法采用调查问卷方法,对3个学制(三年制、四年制、五年制)9个班共83名男护生报考护理专业的原因及喜爱护理专业的程度进行调查、比较、分析。结果报考护理专业原因:不同学制、年级男护生报考护理专业原因的比较,P>0.05,差异均无统计学意义,容易就业占多数,占58.0%;喜爱护理专业程度:其中三年制选择喜欢的占多数,而四年制、五年制选择喜欢的占少数,且随着年级的增高,喜欢护理专业的男护生在减少,经统计学分析,四年制、五年制(χ2=1.298,P>0.05)无差异。三年制与四年制(χ2=8.403,P<0.05)、三年制与五年制(χ2=8.517,P<0.05),男护生喜爱护理专业程度比较有差异,且不同年级男护生对护理专业在喜欢程度上有变化。结论高校的教育工作者应该有针对性的对不同学制、不同年级男护生开展专业思想教育,调整课程设置,灵活教学,注重个性培养。

Objective：To explore the differences in professional attitudes of male nursing students＂ of different educational systems and levels and search for the appropriate training and educational modal for male nursing students. Method ：The investigation questionnaire is employed to investigate, compare, and analyze the reasons for selecting nursing as their major and their attitudes towards nursing major among 83 male nursing studentsw who come from 9 classes of 3 different educational levels （ 3 - year, 4 - year, and 5 - year systems of medical college）. Result：There is no statistical difference in the reasons for selecting nursing as their major among the totally 83 male nursing students, with a P value 〉 0. 05. For the concrete reasons, easy access to future employment is the predominating one, accounting for 58.0% of the total male nursing students. As for the passion for the nursing major, students from the 3 - year system generally have a higher degree of passion for their major compared with their fellow students from the 4 - year and 5 - year systems. And as for the degree of the passion for their major, there seems to be a decreasing degree of passion as the students continue their course. The data show that there is no sta-tistical difference between students from the 4 - year and 5 - year systems （ χ2 = 1. 298, P 〉 0.05 ） , while a difference between students from the 3 - year and 4 - year systems （ χ2 = 8. 403, P 〈 0.05 ） , and between students from the 3 - year and 5 - year systems （ χ2 = 8.517, P 〈 0. 05 ）. Conclusion ： Working staff in higher educational institutions should carry out professional ideological education targeted at the male nursing students of different educational systems and levels, adjust the course setting, activate teaching process, and stress individualized training of male nursing students.