学业成绩、学业情绪与本科实习护生职业生涯适应力的相关性分析

Analysis of correlation between academic performance,academic emotion and career adaptability of undergraduate nursing students

目的探讨学业成绩、学业情绪与本科实习护生职业生涯适应力的相关性,为提高本科护生前期专业理论教学质量与增强后期临床工作适应力提供借鉴。方法采取整群抽样方法,对某高校2017级分布于5所三级甲等医院的128名本科实习护生进行学业成绩、学业情绪及职业生涯适应力调查。结果本科护生生涯适应力各维度均分为4.07±0.06~4.12±0.05;学业情绪各维度得分从高到低依次为:积极高唤醒条目均分3.79±0.43分、积极低唤醒条目均分3.42±0.40分、消极高唤醒条目均分2.97±0.60分、消极低唤醒条目均分2.58±0.67分;学业成绩平均分75.20±6.47分;护生学业成绩与学业情绪的积极高唤醒、积极低唤醒及消极低唤醒维度能够联合预测其职业生涯适应力的40.2%。结论护生学业成绩、学业情绪对生涯适应力具有预测作用,护理教育者可根据护生的学业成绩、学业情绪现状提供干预,以促进其职业生涯适应力的发展,更好地适应未来临床工作。

Objective To explore the correlation between academic performance,academic emotion and career adaptability of undergraduate nursing students,and to provide reference for improving the quality of professional theoretical teaching of undergraduate nursing students in the early period and enhancing the adaptability of clinical work in the later period.Methods A cluster sampling method was adopted to investigate the academic performance,academic mood,and career adaptability of 128 undergraduate nursing students in a university in 2017 who were distributed in 5 tertiary A hospitals.Results The average score of each dimension of undergraduate nursing students'career adaptability was 4.07±0.06~4.12±0.05;the scores of each dimension of academic mood were from high to low:positive high arousal items averaged 3.79±0.43 points,positive low arousal items averaged 3.42±0.40 points,negative high arousal items averaged 2.97±0.60 points,and negative low arousal items averaged 2.58±0.67 points;average academic score of 75.20±6.47 points;the positive high arousal,active low arousal and negative low arousal dimensions of the academic performance and academic mood of nursing students can jointly predict 40.2%of their career adaptability.Conclusion The academic performance and academic emotion of nursing students had a predictive eff ect on career adaptability.Nursing educators can provide interventions based on the academic performance and academic emotions of nursing students to promote the development of their career adaptability and better adapt to future clinical work.