北京市某三级甲等医院实习护生自我效能感与带教方法相关性的调查

Investigation of self-efficacy and teaching methods of student nurses in one of the third-grade class-A hospital of Beijing

目的对北京市实习护生的自我效能感进行调查，探讨临床实习护生自我效能感与带教方法的相关性。方法采用方便抽样的方法，应用一般自我效能感量表和带教方法调查表，对北京市某三甲医院200名实习护生进行调查。结果共发放调查问卷200份，回收有效问卷200份，有效回收率100％，200名实习护生一般自我效能感处于中等偏上水平，21～40分者175名（87．5％）；12．5％的实习护生自我效能感偏低。自我效能感得分不同的实习护生选择临床带教方法存在区别，自我效能感得分在31～40分的实习护生多选择规范流程带教法（占所属程度人数的50．00％）；自我效能感得分在21—30分的实习护生多选择PBL（problem—basedlearning）带教法（占所属程度人数的62．07％）；自我效能感得分在11—20分和1～10分的实习护生多选择临床讲解带教法（占各自所属程度人数的50．00％和100．00％）。采用却eo珊on方法对自我效能感与带教方法进行相关分析，结果表明，两者呈显著相关（r=0．794，P〈0．05）。结论应重视实习护生自我效能感的评定，针对不同自我效能感的实习护生采用不同的带教方法，以提高临床实习的效果。

Objective To investigate the self-efficacy of student nurses in Beijing, and explore the relationship between their self-efficacy and teaching methods. Methods Convenience sampling, General Self- efficacy Scale （GSES） and the questionnaire about teaching methods were used to investigate and analyze 200 student nurses in a third-grade class - A hospital in Beijing in January 2012. Results The general self-efficacy of 200 student nurses was on a higher-middle level. There were 175 student nurses scored 21 to 40, which accounted for 87.5%, and the rest 12.5% felt less self-efficacy. Student nurses who scored differently in GSES chose different chnical teaching methods. 50% of those who scored 31 to 40 preferred standardize process teaching method. 62.07% of those who scored 21 to 30 preferred problem based learning （PBL） teaching method. 50% of those who scored 11 to 20 and 100% of those who scored 1 to 10 preferred clinical explanation teaching method. The relationship between self-efficacy and teaching methods was analyzed by Spearmen method and was significantly correlated （ r = 0.794, P 〈 0.05 ）. Conclusions More attention should be paid to the self- efficacy of student nurses. Different teaching methods should be used toward student nurses with different levels of self-efficacy in order to improve the effect of clinical practice.