高职护生学习倦怠及与心理资本、专业适应性的相关性

Study burnout of nursing students in higher vocational colleges and its correlation with psychological capital and professional adaptability

目的探讨高职护生专业适应性、学习资本与学习倦怠的相关性。方法选取高职护生396人,采用学习倦怠量表(LBI-SS)、大学生心理资本问卷(CSPCQ)、专业适应性量表(PAS)测评。结果非自主意愿选择专业的高职护生LBI-SS评分大于自主选择专业的高职护生;普护方向的高职护生LBI-SS评分大于涉外护理、助产护理的高职护生;学习投入、专业认同感低水平的高职护生LBI-SS评分大于中等水平、高水平的高职护生(均P<0-05)o高职护生LBI-SS评分与PAS评分呈负相关,与自我效能、韧性评分、兴趣评分呈负相关(r=-0.36.-0.28,-0.32,-0.36,P<0.05);PAS评分与自我效能、韧性、兴趣评分呈正相关(r=0.34,0.38,0.36,均P<0.05)。逐步回归分析显示,LBI-SS评分与PAS评分、兴趣评分回归关系成立(β=-0.30、-0.33,均P<0.01)。结论非自主意愿选择专业、普护、学习投入及专业认同感低水平的高职护生学习倦怠严重程度较为显著,受心理资本及专业适应性协同影响。

Objective To explore the correlation between the adaptability of nursing students, learning capital and learning burnout. Methods A total of 396 nursing students in higher vocational colleges were selected and evaluated by Learning Burnout Scale ( LBI-SS), College Students' Psychological Capital Questionnaire ( CSPCQ) and Professional Adaptability Scale ( PAS). Results The LBI-SS score of higher vocational nursing students who chose their major involuntarily was higher than that of higher vocational nursing students who chose their major independently. The LBI-SS score of general nursing students was higher than that of foreign nursing students and midwifery nursing students. The LBI-SS score of nursing students with low level of learning input and professional identity was higher than that of nursing students with medium level and high level ( P<0. 05 ). Higher vocational nursing students' LBI-SS score was negatively correlated with PAS score, but negatively correlated with self-efficacy, resilience score and interest score (r =-0. 36、-0. 28、-0. 32、-0. 36 , P<0. 05). PAS score was positively correlated with self-efficacy, toughness and interest score (r=0.34、0.38、0.36, P<0.05). Stepwise regression analysis showed that the regression relationship between LBI-SS score, PAS score and interest score was established (β=一0. 30、-0.33, P<0.01 ). Conclusions Higher vocational nursing students with low level of major choice, general nursing, learning investment and professional identity are significantly affected by psychological capital and professional adaptability.