自我效能、应对方式对本科护生学习倦怠的影响

The influence of academic self-efficacy and coping style on the learning burnout of nursing students

目的探讨本科护生学习倦怠与学业自我效能、应对方式的相关性。方法选取该院320名本科护生作为研究对象，采用学习倦怠量表、学业自我效能量表和应对方式量表进行测量。结果本科护生学习倦怠总得分为（53．95±10．69）分，学习倦怠检出率为28％，且不同专业志愿、是否为班干部的学习倦怠得分差异有统计学意义（P〈0．05）。学习倦怠与学习能力自我效能、学习行为自我效能、积极应对倾向呈负相关，与消极应对倾向呈正相关（P〈0．01）。结论本科护生学习倦怠处于中等水平，护理教师应根据不同专业意愿、是否担任班干部的本科护生学习倦怠的特点，针对性地开展培养和指导工作，提高其学业自我效能感及积极的应对方式，以提高本科护生学习质量。

Objective To explore the correlation between coping style of nursing students. Methods A total of 320 undergrad academic burnout and academic self-efficacy and uate nursing students from the school were selected as the research objects. The study burnout scale, academic self-efficacy scale and coping style scale were used for measurement. Results The total score of learning burnout of undergraduate nursing students was （53.95± 10. 69 ） points, and the rate of learning burnout was 28%. Moreover, there was a statistically significant difference in the scores of study burnout among the volunteers of different majors and the class cadres （P〈0. 05 ）. Learning burnout was nega- tively correlated with learning ability self-efficacy, learning behavior self-efficacy and positive coping tendency, and positively correlated with negative coping tendency （ P〈0. 01 ）. Conclusions Undergraduate nursing students＇ learning burnout is at a moderate level. Nursing teachers should train and guide nursing students according to the characteristics of learning burnout of undergraduate nursing students with different professional intention and whether to serve as class leaders, so as to improve their sense of academic self-efficacy and positive coping methods, and to improve the learning quality of undergraduate nursing students.