在职护士参与继续教育学习障碍调查分析

An investigation on the learning disorder of on-the-job nurses’ continuing education

目的:描述在职护士参与继续教育学习障碍的现状,分析不同背景的在职护士参与继续教育的学习障碍的差异,为提高护理继续教育效果提供依据。方法:采用方便抽样的方法,使用参与障碍的普适量表(DPS-G)对北京某三甲医院180名在职护士进行问卷调查。结果:DPS-G问卷总分为2.00±0.96,6个维度中得分最高的为课程缺少相关性(中位数为2.17);不同年龄、婚姻状况、学历、职称、职务、健康状况、工作年限的护士参与继续教育的学习障碍有差异。结论:在职护士参与继续教育的学习障碍水平中等偏下;外源的学习障碍比内源的学习障碍多且程度深;不同年龄、婚姻状况、最高学历、职称、职务、健康状况、工作年限是影响参与继续教育学习障碍的因素。

Objective:To describe the status of learning disorder in continuing education for on-the-job nurses,and find the differences among nurses from different backgrounds,in order to provide the basis for improving the effect of nursing continuing education.Methods:Using convenient sampling method,a questionnaire survey was conducted among 180 nurses in a first-class hospital in Beijing by DPS-G.Results:The total score of the DPS-G questionnaire was 2.00±0.96,the highest score of the 6 dimensions was the lack of relevance in the courses(median:2.17).Nurses of different ages,marital status,degree,professional title,position title,health status and working years had different learning disorder in continuing education.Conclusion:The level of learning disorder in on-the-job nurses is less than average;external learning disorder occupy the higher weight;ages,marital status,educational level,professional title,position title,health status,working years are related factors on the learning disorder of continuing nursing education.