护理本科生学习收获与学习信念、专业认同及学习满意度关系的研究

Correlations among learning outcome, learning belief, professional identity and learning satisfaction in nursing undergraduates

目的探讨护理本科生学习收获与学习信念、专业认同及学习满意度的关系,构建四者间的结构方程模型。方法采用整群抽样法,于2018年3月选取中国医科大学护理学院1~3年级在校的护理本科生335人为研究对象。采用大学生学习收获问卷、学习信念问卷、专业认同问卷及学习满意度问卷对其进行调查,分析学习收获与学习信念、专业认同及学习满意度之间的关系,并运用AMOS 17.0软件构建出四者间的结构方程模型。结果本研究发放问卷共计335份,回收有效问卷284份。284名护理本科生学习收获问卷条目均分(4.45±0.53)分,学习信念问卷条目均分(3.87±0.45)分,专业认同问卷条目均分(3.53±0.44)分,学习满意度问卷条目均分(3.58±0.52)分。护理本科生学习收获、学习信念、专业认同、学习满意度均呈正相关性(P<0.01)。学习信念对学习收获的直接正性作用效果最强(β=0.46,P<0.05),专业认同与学习满意度和学习信念均具有较为直接的双向关系(β分别为0.69、0.56;P<0.05)。结论护理本科生学习收获受学习信念、专业认同及学习满意度的影响,同时学习信念对学习收获的正性作用效果最强,专业认同次之,学习满意度影响最弱。应着力增强护理本科生的学习信念,并逐步提高其专业认同与学习满意度,最终以使他们能获得更大的学习收获。

Objective To explore the correlations among learning outcome, learning belief, professional identity and learning satisfaction in nursing undergraduates, so as to build the structural equation model among them. Methods In March 2018, we selected 335 nursing undergraduates from grade 1 to grade 3 in school of nursing of China Medical University as subjects by cluster sampling. All of them were investigated with the learning outcome questionnaire, learning belief questionnaire, professional identity questionnaire and learning satisfaction questionnaire to analyze the correlations among learning outcome, learning belief, professional identity and learning satisfaction. AMOS 17.0 was used to build the structural equation model among them. Results In this study, a total of 335 questionnaires were sent out and 284 valid questionnaires were collected. Among 284 nursing undergraduates, the averages of learning outcome, learning belief, professional identity and learning satisfaction were (4.45±0.53),(3.87±0.45),(3.53±0.44) and (3.58±0.52). There were positive correlations among learning outcome, learning belief, professional identity and learning satisfaction (P<0.01). Learning belief had the strongest direct effects on learning outcome (β=0.46, P<0.05). Professional identity had bidirectional relationship with learning satisfaction and learning belief (β=0.69, 0.56;P<0.05). Conclusions Learning outcome of nursing undergraduates was influenced by learning belief, professional identity and learning satisfaction. Besides, learning belief has the strongest direct effects on learning outcome followed by professional identity, and learning satisfaction had the weakest effects. We should strengthen learning belief of nursing undergraduates, improve their professional identity and learning satisfaction, so as to make them gather more learning outcome.