护理专业专科实习生职业认同感与学习倦怠的相关性分析

Correlation between professional identity and learning burnout among associate nursing students during clinical practice

目的了解护理实习生职业认同感和学习倦怠的现状,探讨其职业认同感与学习倦怠之间的关系,为护理教育工作提供依据。方法运用职业认同感量表和学习倦怠量表对在某医院实习的200名护理专业专科实习生进行问卷调查,并对数据进行Pearson相关分析。结果护理实习生职业认同感总均分为(39.81±3.46)分,呈中等偏下水平;学习倦怠总均分为(76.65±4.69);职业认同感与学习倦怠呈负相关(P<0.01)。结论护理专业专科实习生的职业认同感和学习倦怠密切相关。护理管理和教育者可从提升护理专业专科实习生职业认同感角度提高护理实习生实习满意度,降低其学习倦怠感。

Objective To investigate the level of professional identity and learning burnout among associate nursing students during clinical practice,and to analyze the correlationbetween them. Method A questionnaire survey was conducted among 200 nursing studentsin clinical practiceusing the professional identity scale and learning burnout scale. Result The total score of professional identity was 39.81 ±3.46, which was at moderate to low level. The total score of learning burnout was 76.65±4.69. Professional identity and learning burnout were negatively correlated（P〈0.01）. Conclusion The professional identity and learning burnout of nursing students are closely related.Nursing management and educators can take actions to improve nursing students＇ professional identity, and thereby to improve their learning satisfaction and self-efficacy and reduce learning burnout.