护理专业本科生共情现状及其影响因素分析

The level and influencing factors of empathy among undergraduate nursing students

目的探讨护理专业本科生共情现状,并分析其影响因素。方法应用人际反应指针问卷中文版（IRI-C）,对226名本科学生的共情现状进行调查;应用多元逐步回归对共情现状（因变量）和6个可能影响因素（自变量）进行分析。结果护理本科生IRI-C总分为（55.14±9.73）分。在观点采择中,年级因素进入回归方程,回归系数为0.422,标准回归系数为0.136（F=4.252,P〈0.05）,相关系数R为0.136,校正的调整系数R2为0.014。在同情关怀中,独生子女因素进入回归方程,回归系数为1.340,标准回归系数为0.181（F=7.599,P〈0.05）,相关系数R为0.181,校正的调整系数R2为0.028。结论护理本科生的共情状况有待提高,护理教育者应重视护理本科生共情培养,特别是低年级和独生子女学生。在护理教育中逐步探讨出系统的、规范化的共情教育方法是下一步教学改革中应关注的。

Objective To investigate the level of empathy among undergraduate nursing students and analyze its influencing factors. Methods The Interpersonal Reactivity Index-C（IRI-C） was used to investigate the current status of empathy among 226 undergraduate nursing students. The stepwise multiple regression method was used to analyze IRI-C（dependent variable） and 6 possible factors（independent variable）. Results The students’ total score of IRI-C was 55.14±9.73. About perspective taking,the factor of grade entered into the regression equation,regression coefficient was 0.422,standard regression coefficient was 0.136（F=4.252,P〈0.05）,correlation coefficient R was 0.136,and determination coefficient（R2） was 0.014. About empathic concern,whether or not only child entered into the regression equation,regression coefficient was 1.340,standard regression coefficient was 0.181（F=7.599,P〈0.05）,correlation coefficient R was 0.181,and determination coefficient（R2） was 0.028. Conclusions Undergraduate nursing students’ empathy should be improved. Nursing educators should pay attention to cultivating students’ empathy,especially junior grade and the only child. The systematic and normative train model is more important in next education reform.