基于生涯自我效能理论的干预策略对一年级护理专业学生职业认同和职业自我效能的影响

The Effect of Intervention Strategies based on the Career Self-Efficacy Theory on the Professional Identity and Professional Self-Efficacy of First-Year Nursing Students

目的探讨基于生涯自我效能理论的干预策略对一年级护理专业学生职业认同和自我效能的影响。方法于2019年9月-2020年1月对某高校一年级护理学专业学生制定干预策略并进行干预,干预前后通过问卷星对324人发放问卷,并分析其干预效果。结果干预前后职业认同和自我效能总得分和各维度得分存在差异。女性、理科、就读护理专业原因为个人意愿和其他原因的护生干预后职业认同得分高于干预前(P<0.05)。女性、非独生子女、理科、就读护理专业原因为个人意愿和高考调剂以及未来就业意向为医院和读研的护生干预后职业自我效能得分高于干预前(P<0.05)。职业认同和自我效能感得分呈显著正相关。结论基于生涯自我效能理论的干预策略能够提高一年级职业认同感和职业自我效能水平。

Objective To explore the influence of intervention strategies based on the career self-efficacy theory on the professional identity and self-efficacy of first-year nursing students.Methods Intervention strategies were develo-ped to conduct interventions.Questionnaires were distributed to 324 students through Questionnaire Star software before and after the intervention,and the intervention effects were evaluated.Results The differences in the total scores of occupational identity and self-efficacy and the scores of various dimensions before and after the intervention were significant.The occupational identity scores of those who were female,of scientific discipline and nursing students whose reasons were personal wishes and other reasons after the intervention were higher than those before the intervention(P<0.05).After the intervention,the occupational self-efficacy scores of nursing students who were female,non-only-child,of scientific discipline,and chose nursing majors due to personal wishes orcollege entrance exa-mination adjustments,and had future employment intentions for hospitals and graduate students were higher than before the intervention(P<0.05).Occupational identity and self-efficacy scores were significantly positively correlated.Conclusion Intervention strategies based on the career self-efficacy theory can improve the professional identity and professional self-efficacy of first-year nursing students.