护理实习学生学习动机和师生关系的研究

The level of learning motivation and teacher-student relationship among nursing students during clinical practice

目的调查护理实习学生的学习动机和师生关系状况,探讨其影响因素,并分析两者的关系。方法采用方便抽样法,抽取江西省3家三级甲等医院的护理实习学生489名为对象,应用一般情况调查表、师生关系问卷、学习动机量表对其进行问卷调查。结果学习动机各维度评分为:深层动机(3.52±0.55)分,成就动机(3.33±0.57)分,表层动机(3.10±0.49)分;亲密性为深层动机、学习动机最强影响因子;支持性为成就动机最强影响因子;择业意向对深层动机、成就动机有预测作用。师生关系各维度评分为:支持性(3.68±0.75)分,满意性(3.62±0.66)分,亲密性(3.21±0.69)分,冲突性(1.63±0.52)分;表层动机对师生关系有负向预测作用,是支持性、冲突性的重要预测因子;成就动机、深层动机对师生关系有较强的正向预测作用,其中,深层动机是支持性、满意度、亲密性和冲突性的重要预测因子,成就动机是支持性的重要预测因子;择业意向、亲属从医情况、医院性质、年龄、学历对师生关系也有较强的预测作用。结论护理实习学生的师生关系和学习动机受多种因素影响,师生关系和学习动机是相互促进的,培养护理学生学习兴趣和构建融洽师生关系是必要的。

Objective To investigate the level of learning motivation and teacher-student relationship among nursing students during clinical practice,and to analyze their influencing factors and the relationship. Methods Totally 489 nursing students were recruited from three 3-A hospitals in Jiangxi province. They were investigated by using Learning Motivation Scale and Teacher-Student Relationship Questionnaire. Results The factor scores of learning motivation were ranked as deep motivation （3.52±0.55）,achievement motivation（3.33±0.57） and superficial motivation（3.10±0.49）. Intimacy was the strongest influencing factor of deep motivation and general learning motivation,supportive was the strongest influencing factor of achievement motiva- tion,employment intention was a predictor of deep motiivtion and achievement motivation. The factor scores of teacher-student re- lationship were ranked as supportive （3.68±0.75）, satisfaction （3.62±0.66）,intimacy （3.21 ±0.69） and conflict （1.63±0.52）. Superficial motivation was a negative predictor of teacher-student relationship,especially for the factors of supportive and conflict. Achievement motivation and deep motivation were positive predictors of teacher-student relationship. Among which,deep motivation was an important predictor of supportive,satisfaction,intimady and conflict,achievement motivation was an important predictor of supportive. Moreover,employment intention ,medical staff in family ,hospital category ,age and educational level were also the influencing factors of teacher-student relationship. Conclusion Learning motivation and teacher-student relationship are influenced by multiple factors,and they promote each other. It is urgent for educators to cultivate students＇ learning interest and build harmonious teacher-student relationship.