护理本科生学习倦怠和自主学习能力水平的相关性研究

Correlations between Learning Burnout and Self-regulated Learning Ability among Nursing Undergraduates

目的调查护理本科生(简称护生)的自主学习能力和学习倦怠水平,了解两者之间的关系以及不同年级、专业方向护生学习倦怠水平的差异,以期为改进教学方法、提高护生的自主学习能力提供依据。方法采用一般资料问卷、护生自主学习能力问卷和学习倦怠情况问卷对南通大学护理学院四个年级的335名护生进行调查。结果 335名护生学习倦怠情况问卷中情绪低落得分最高;在自主学习能力问卷中,学习管理得分最高,资源利用得分最低;不同年级护生的成就感得分差异有统计学意义(P<0.01);不同专业方向护生的情绪低落得分及学习倦怠总分的差异有统计学意义(P<0.05或P<0.01);自主学习能力和学习倦怠之间呈负相关(P<0.05或P<0.01)。结论护生的学习倦怠水平不容忽视,护理教育者应当采取恰当的教学方法促进护生自主学习能力的提高,同时重视培养护生的学习情感和资源利用能力。

Objective To investigate the correlations between self-regulated learning ability and learning burnout as well as identify their difference in term of different grades and subject areas. The purpose was to improve teaching method and to provide the evidence for improve self-regulated learning ability among undergraduate students.Methods Questionnaires were used to investigate 335 nursing students from grade one to grade four in a University in Jiangsu province about their conditions of learning burnout and self-regulated learning ability.Results Among the questionnaires of learning burnout,feeling down was scored lowest.Among the questionnaires of self-regulated learning,self-management was scored highest,while resource utilization was scored lowest（P〈0.01）. There was significant difference between the scores of feeling down of different subject area nursing students and the total score of learning burnout（P〈0.05 or P〈0.01）.Self-regulated learning ability was negatively correlated with learning burnout（P〈0.05 or P〈0.01）.Conclusion Learning burnout of nursing students should never be overlooked. Nursing educator should adopt flexible teaching methods to promote self-regulated learning ability of students,and also pay attention to cultivate their learning emotions and ability of resource utilization.