护理专业毕业生临床沟通能力现状及影响因素研究
Study on the current situation and influencing factor of clinical communication ability in nursing graduates
-
摘要: 目的：为了解护理专业毕业生临床沟通能力现状，探索有效的临床沟通能力培养模式。方法：采用匿名调查方式，以黄山职业技术学院2016届全部护理专业毕业生为调查对象，调查问卷主要包括调查对象的基本情况、护士沟通能力量表和对临床沟通能力培养相关问题的比较。结果：毕业生临床沟通能力最低评分105分，最高评分167分，平均评分为（140.58±8.85）分，每个条目平均评分（2.34±0.26）分。对本专业不同兴趣者、在校不同课程加权平均分者和参加护患沟通讲座不同频次者临床沟通能力总评分及各维度评分比较，差异均有统计学意义（P<0.01）。有兴趣评分显著高于一般和没兴趣（P<0.01），一般显著高于没兴趣（P<0.01）；≥80分者显著高于>70~<80分和≤70分者（P<0.01），>70~<80分显著高于≤70分者（P<0.01）；参加护患沟通讲座频次≥4次/年和2~3次/年显著高于≤1次/年（P<0.01）。护士人格特质E-外向型和L-说谎与护生的沟通能力成正相关（P<0.05），N-神经质和P-精神质与护生的沟通能力成负相关（P<0.05）。多元回归分析显示，对本专业兴趣越高、参加护患沟通讲座次数越多，外向型性格者，是护生沟通能力的保护因素，而神经质和精神质性格是护生沟通能力的危险因素。结论：应尽早培养学生的专业兴趣，加强其临床沟通能力学习意识；注重临床实践教学，采用多种教学方式相结合培养学生的沟通能力；同时加强医学教育改革，增加人文课程，培养积极乐观的性格，逐渐增加护生的临床沟通能力。Abstract: Objective:To know the current situation of clinical communication ability of nursing graduates,and explore effective cultivating mode of communication.Methods:The basic information,communication ability,and related-problems in cultivating clinical communication ability in grade 2016 nursing graduates from Huangshan Vocational and Technical College were investigated using anonymous questionnaire survey.Results:The lowest score,highest score,mean score and mean score of each item in clinical communication ability were 105,167,(140.58±8.85) and (2.34±0.26),respectively.The differences of the overall score of clinical communication ability and each dimension score among the students with different interest to their major,different average scores of courses,and different lecture-attending frequency were statistically significant(P<0.01).The score in students who has great interest was significantly higher than that in students who has common interest or no interest(P<0.01),and which in students who has common interest was significantly higher than that in who has no interest(P<0.01).The score in students with average score ≥ 80 was significantly higher than that in students with average score from >70 to <80 and ≤ 70(P<0.01),and the score in students with average score from >70 to <80 was significantly higher than that in students with average score ≤ 70(P<0.01).The score in students whose lecture-attending frequency ≥ 4 per year or from 2 to 3 per year was significantly higher than that in students whose lecture-attending frequency ≤ 1 per year.The E-extroversion and L-lie of nurses' personalities were positively correlated with their communication ability(P<0.05),while N-neuroticism and P-psychoticism were negatively correlated with their communication ability(P<0.05).Multiple regression analysis showed that the more interest to their major,attending more lectures and extraverted personality were the protective factors of communication ability,and the neuroticism and psychoticism were the dangerous factors of communication ability.Conclusions:Cultivating students' professional interest as early as possible,strengthening clinical communication skills and learning awareness,emphasizing clinical practice teaching,and adopting a variety of teaching methods cultivate the communication ability of students.Strengthening medical education reform,adding humanities courses and cultivating a positive and optimistic character can gradually increase the clinical communication ability of students.
-
Key words:
- medical education /
- nursing graduate /
- communication ability /
- influencing factor
-
[1] XING K,ZHANG X,JIAO M,et al.Concern about workplace violence and its risk factors in Chinese township hospitals:a cross-sectional study[J].Int J Environ Res Public Health,2016,13(8). [2] 卢燕.重庆市县级医院医疗纠纷的现状及影响因素研究[D].重庆:重庆医科大学,2016. [3] THOMPSON L.Delivering bad news:improving communication skills training of medical students and residents through the use of second life technology (755)[J].J Pain Symptom Management,2012,43(2):452. [4] BAERHEIM A,HJORTDAHL P,HOLEN A,et al.Curriculum factors influencing knowledge of communication skills among medical students[J].BMC Med Edu,2007,7(1):35. [5] 刘丽萍,冯涛.临床医学实习生医患沟通能力调查及培养方法探究[J].重庆医学,2016,45(13):1866. [6] 李晓辉.二级医院护士沟通能力的现况调查及影响因素的研究[D].衡阳:南华大学,2011. [7] 陈忠庚.艾森克人格问卷的项目分析[J].心理学报,1983,15(2):211. [8] 戴菲菲.网络环境下医患关系研究[D].广州:南方医科大学,2014. [9] 宋嘉,王宇彤,阮二宝,等.医学留学生临床实习中医患沟通技能培养的实践研究[J].中国高等医学教育,2016(1):23. [10] 秦玉婷,陈丽英.关于临床实习护生护患沟通能力的现状调查及影响因素分析——基于潍坊市某三级甲等医院的调查研究[J].中国医学伦理学,2015,28(5):737. [11] 林心宇.生物-心理-社会医学模式下医学院校学生国际化培养的研究[D].广州:南方医科大学,2015. [12] ODA Y,ONISHI H,SAKEMI T,et al.Improvement in medical students' communication and interpersonal skills as evaluated by patient satisfaction questionnaire after curriculum reform[J].J Clin Biochem Nutr,2014,55(1):72. [13] RAVANIPOUR M,BAHREINI M,RAVANIPOUR M.Exploring nursing students' experience of peer learning in clinical practice[J].J Edu Heal Promotion,2015,4:46. [14] 刘丽萍.医学实习生临床沟通能力调查及影响因素分析[D].重庆:重庆医科大学,2016. [15] 余卉.基于激励理论的大学生自主学习动力开发研究[D].武汉:武汉理工大学,2010. [16] 孙会欣,刘静,薛伟,等.二级医院护士护患沟通能力及其影响因素[J].当代护士(中旬刊),2016(2):98. -
点击查看大图
计量
- 文章访问数: 3752
- HTML全文浏览量: 539
- PDF下载量: 9
- 被引次数: 0
下载:
