职业教育对护理人员优质护理服务认知的影响

Influence of the cognition for high-quality nursing services of nurses before and after occupational education

目的通过对护理人员采取多种形式的职业教育，探讨护理人员在职业教育前后对优质护理服务的认知和态度。方法采用问卷调查法，根据不同工作年限，对护理人员在开展优质护理服务之初和职业教育之后分别进行分层抽样问卷调查，了解并比较职业教育前后护理人员对优质护理服务的认知和态度。结果医院开展各种形式的职业教育后，护理人员对工作内容和护士的主要角色的认知发生了改变，职业教育前护理人员认为自身主要角色为医嘱执行者（30．75％），而在职业教育后，照顾者成为护理人员主要角色（34．11％）；实施职业教育前后，护理人员对于夯实基础护理的认知态度有明显改变，差异有统计学意义（x2=230．347，P〈0．01）；对于开展优质护理服务存在的障碍方面认知发生了转变，差异有统计学意义（x2=77．880，P〈0．01）；对医院开展优质护理服务的整体态度和评价上也有改观，差异有统计学意义（x2=273．924，P〈0．01）。结论通过开展与优质护理服务相关的各种解读、改革、情景剧再现、人文和心理素养、专科技能等职业教育，护理人员对于优质护理服务有了新的认知和态度，积极主动地为患者提供更加优质的护理服务。

Objective To investigate and analyze the cognition for high-quality nursing services demonstration project of nurses by various forms of occupation education. Methods Nurses were screened with working experiences and surveyed with questionnaires to understand and compared the cognition for high-quality nursing services. Results Changes of the cognition for the main contents of work and the role of nurses were found after various forms of occupational education to the nurses. Nurses recognized their main role as executors of doctors＇ orders before the occupational education （30. 75% ）, The main role became caregiver after occupational education （34. 11% ）. The attitude towards tamping the foundation of nursing was changed significantly（ X2 = 230. 347, P 〈 0.01 ）. The cognition of the obstacles of high quality nursing service were changed（ x2 = 77. 880, P 〈 0.01 ）. The attitude and evaluation on the high- quality nursing services also changed significantly （ x2 = 273. 924,P 〈 0.01 ）. Conclusions By various forms of occupation education such as interpretation and reformation about high - quality nursing services, sitcoms reproducing, the humanities and psychological quality education and special skills, the nursing staffs had new attitude and cognition for high- quality nursing services demonstration project and actively provided better caring to the patients.