ObjectiveTo compare attitudes of nursing undergraduates to patients with mental illness before and after learning psychiatric nursing course and provide evidence for the improvement of teaching of the course. MethodsStigma scale to patients with mental illness was used as a questionnaire for collecting data, which was conducted on nursing undergraduates taking psychiatric nursing course between March and June 2012. Paired t-test was used to compare the differences between students' attitudes before and after learning the course. ResultsSignificant difference was found for danger factor (P<0.05), while there was no statistically significant difference in the social isolation factor and social ability factor before and after the psychiatric nursing course (P>0.05). ConclusionPsychiatric nursing course has a great influence on students' evaluation of the danger of patients with mental illness which reduces the discrimination against the patients.
目的 了解高校护理本科生（下称护生）在临床实习阶段对带教教师的具体期望，为临床带教老师的培养提供依据。 方法 以杜威的反思思维理论为基础，使用Van Manen的诠释现象学研究方法暨反思日记分析，于2011年1月对67名护生的临床反思日记进行分析；同时采用自行设计的问卷就护生对临床教学的评价进行调查。 结果 护生对临床带教教师的反思主要集中于5个主题，即期望带教老师制定合理的、有针对性的带教计划并采用灵活多样的教学手段，期望得到带教老师的肯定和鼓励，期望得到独立实践护理角色的机会，期望带教老师注重培养护生的临床思维能力，期望带教老师拥有良好的综合素质；护生对临床教学评价总平均分为（4.51 ± 0.06）分，得分率为87.3%。 结论 临床带教老师在不断提升自身综合素质的同时，应根据护理本科人才能力培养目标制定合理的实习计划，选择恰当的教学方式，提供良好的临床学习环境，以进一步提高临床教学质量。
ObjectiveTo know the life attitude and its influence factors of nursing undergraduates in a school of nursing,so as to provide the theoretical evidence for the exploration of the way of life education. MethodsA cluster sample of 246 nursing undergraduates were asked to complete the survey,who were sampled from grade 2008 to grade 2011 in a University of Sichuan province between Nevember and December 2011.Then we used the way of questionnaire to analyze and research the life attitude and its influence factors of nursing students,and this study mainly used the Life Attitude Scale (LAS) questionnaire which was made by Taiwan scholar Manying Xie. ResultsThe total score of the investigated nursing students'attitude to life was 365.1±43.6,and the total and each level scores were higher than Taiwan college students and the differences were statistically significant (P<0.01).Female students'total score of attitude to life and the existence sense dimension were significantly higher than male students'(P<0.05).The third grade students'score of love and care level had a significant difference with the second grade and the first grade students (P<0.05).Through correlation analysis,nursing students'life attitude and self-rating interpersonal relationship (r=0.256,P=0.000),the situation of families talking about death (r=0.210,P=0.001),whether there was a Dutch act idea (r=0.172,P=0.007),family income (r=0.151,P=0.017),gender (r=0.130,P=0.042) and whether had siblings (r=-0.143,P=0.025) were positively correlated. ConclusionWe should carry out targeted life and death education for nursing students to promote them to establish positive life attitude and value.
【摘要】 目的 分析临床实习对护理本科生专业认同的影响，探讨提高专业认同的措施。 方法 2010年6—10月，对某综合性大学60名2007级普通全日制护理本科生进行抽样调查，评价其实习前1个月和实习后3个月的专业认同情况，比较实习前、后的变化并分析影响因素。 结果 实习后专业认同的专业价值观得分[（3.13±0.85）分]高于实习前[（2.78±1.00）分]，实验专业期望得分[（12.09±2.13）分]低于实习前[（13.13±1.30）分]，差异有统计学意义（P=0.045，0.002）；而专业认识、情感、意志、技能和专业认同总分方面，实习前、后差异无统计学意义（Pgt;0.05）；其影响因素由强到弱依次为:带教老师（37.04%）、实际的护理工作（33.33%）、实习科室（22.22%）、他人态度（7.41%）。 结论 临床实习可提高护理本科生的专业价值观，带教老师及实际护理工作对专业认同影响较大。【Abstract】 Objective To analyze the effect of clinical practice on student nurses’ professional identity and explore measures to develop their professional identity. Methods Convenience sampling was used to select 60 general full-time student nurses who entered a comprehensive university in 2007. Then we assessed their professional identity at the time of one month before, and three months after clinical practice, compared the two results, and analyzed the related factors. Results The score of professional value dimension after clinical practice was higher than before (3.13±0.85 vs. 2.78±1.00, P=0.045), while the professional expectation dimension was lower than before (12.09±2.13 vs. 13.13±1.30, P=0.002), and the differences in above-mentioned indexes were statistically significant. There was no statistical difference before and after clinical practice in professional knowledge, professional affection, professional volition, professional skill dimensions, and total score of professional identity (Pgt;0.05). The related factors in a order from b to weak were clinical teacher (37.04%), practice work (33.33%), training department (22.22%), and others’ attitudes (7.41%). Conclusion Clinical practice may improve professional values but impair professional expectations of the student nurses, and clinical teacher and practice work have a great effect on student nurses’ professional identity.