上海市护士参加继续护理学教育的学习动机和学习障碍的调查研究

A quantitative study on the learning motivation and deterrents of nurses participating in continuing nursing education in Shanghai

目的调查上海市护士参加继续护理学教育的学习动机、学习障碍以及不同个体特征对学习动机和学习障碍的影响。方法采用方便抽样的方法，对在上海某高校继续护理学教育学院学习的372名在职护士进行问卷调查。结果学习动机平均得分为（1．81±0．46）分，其中，提高工作水平维度得分最高，社会刺激维度得分最低。学习障碍平均得分为（2．03±O．64）分，其中，时间限制维度得分最高，个人自身问题维度得分最低。结论被调查护士的学习动机处于低等水平，有待进一步提高。学习障碍多样化，个体特征对学习动机和学习障碍有显著影响，管理者应当采取针对性措施减少学习障碍。

Objective To investigate the learning motivation and deterrents in participating in the continuing nursing education, and to compare the differences under different groups. Methods Convenience sampling was used in this research. 372 nurses, from school of continuing nursing education of a university in Shanghai, were asked to administer a questionnaire. Results For learning motivation, the average score was （1.81 ±0.46）. And among the seven dimensions, professional advancement ranked the first, while social stimulation was the last. For learning deterrents, the average score was （2.03±0. 64）. And among the six dimensions, time constraints was the highest, while personal problems was the lowest. Conclusions The level of learning motivation is low and needs to be improved. Nurse managers should take targeted measures to overcome the diversification of learning deterrents. Learning motivation and deterrents were influenced by different backgrounds of nurses.