本科护生临床实习期的职业认同感与感知压力及教师关怀的相关性

Correlation between Professional Identity of Nursing Undergraduates during Clinical Practice and Perceived Pressure and Teacher Support

目的探讨本科护生临床实习期职业认同感、感知压力、感知教师关怀的情况及前者与后两者之间的相关性,分析影响职业认同感的因素及对策,为实习和教学管理提供依据。方法采用问卷调查法,对某军队211工程院校2007级和2008级护理本科班实习同学的职业认同感、感知压力及教师关怀进行调查和分析。结果本科实习期护生职业认同感总体得分为(23.30±3.42)分,临床实习期间感知压力总分为(55.13±14.90)分,护生感知教师关怀水平的总分为(115.25±10.91)分。在护生临床实习压力方面,"源于照顾患者的应激"、"源于作业和工作负荷内部的应激"与职业认同感呈负相关:在学生感知的教师关怀方面,"逐步灌输让护生自信"与"认同生活的意义"与职业认同感呈正相关。结论本科护生临床实习期感知压力和教师关怀水平与职业认同感之间有密切关系,教师应根据其特点在护生实习期间提供适时有针对性的措施,以帮助护生培养职业认同感。

Objective To explore the status of professional identity of undergraduate nursing students during clinical practice and perceived pressure and perceived teacher support and the correlation between its former and the latter two factors,and to analyze the factors affecting professional identity and countermeasures,so as to provide the basis for the practice and teaching management.Methods A questionnaire was used to survey the professional identity,perceived pressure and teachers support of all the nursing undergraduates of grade 2007 and 2008 in a 211 project university.Results For the practicing nursing undergraduates,the overall scores of professional identity,clinical perceived pressure and perceived support of nursing teachers were 23.30±3.42,55.13±14.09 and 115.25±10.91,respectively.In nursing training pressure,pressures deprived from care of patients and homework and workload were negatively correlated with professional identity.In perceived support of nursing teachers,instilling the confidence into nursing students and recognizing the meaning of life were positively correlated with professional identity.Conclusion For nursing students during clinical practice,there is a close relationship between stress level and the teachers’ care and occupational identity.Therefore,teachers should provide measures according to the characteristics in nursing students during the internship period to help nursing students develop vocational identity.