实习护生不同时期学习策略的调查与分析

doi:10.3969/j.issn.1674-490X.2019.03.012

医学研究与教育 ›› 2019, Vol. 36 ›› Issue (3): 67-72.DOI: 10.3969/j.issn.1674-490X.2019.03.012

实习护生不同时期学习策略的调查与分析

魏云英¹,刘慧哲¹,魏金铠²,赵永辰¹,安林¹

1. 河北大学附属医院, 河北保定 071000;
2.保定市第一中心医院儿科, 河北保定 071000

收稿日期:2018-09-12 出版日期:2019-06-25 发布日期:2019-06-25
通讯作者: 安林(1981—),女,河北保定人,主管护师,主要从事临床护理及护理教育。E-mail: 1057920158@qq.com
作者简介:魏云英(1982—),女,河北保定人,主管护师,主要从事临床护理及护理教育。 E-mail: 1606009156@qq.com
基金资助:
河北省医学科学研究课题计划项目(20180721)

Received:2018-09-12 Online:2019-06-25 Published:2019-06-25

摘要/Abstract

摘要： 目的调查实习护生不同阶段学习策略的运用情况,为有针对性地对其进行指导提供参考。方法对2017年7月至2018年4月在河北大学附属医院实习的护生进行一般资料调查,运用由程小萍等编制的高职护理学生学习策略量表分别于进入实习1周内(初期)、18~20周(中期)、38~40周(后期)护生进行问卷调查。结果不同一般人口学特征实习护生学习策略各维度得分结果显示,女护生的实践操作策略得分高于男护生,差异有统计学意义(P＜0.05);不同年龄、不同学历层次、志愿填报和择业意向的护生学习策略各维度得分比较,差异均有统计学意义(P＜0.05)。实习护生不同时期运用学习策略的结果显示,不同时期学习策略水平差异有统计学意义(P＜0.05);进一步两两比较发现,实习中期护生除情感调控策略外,其余学习策略各维度得分较实习初期均高。实习后期护生认知策略、元认知策略各得分较实习中期高,资源管理策略、情感调控策略、实践操作策略各得分较实习中期低。通过多重比较分析结果显示,在认知策略、元认知策略、资源管理策略、实践操作策略上,实习护生中期的得分均高于初期和后期;在情感调控策略上,实习护生后期的得分低于早期和中期。结论临床带教老师应针对实习护生不同时期的学习策略特点,采取学习策略训练,使护生学会在各种情况下灵活运用学习策略,提高学习成效。

关键词: 学习策略, 实习护生, 实习不同时期

Abstract: Objective To investigate the application of learning strategies in different stages of internship nursing students and provide references for targeted guidance. Methods A general data questionnaire was conducted for student nurses who had practiced in our hospital from July 2017 to April 2018, and a study strategy scale for nursing students in higher vocational colleges compiled by Cheng Xiaoping et al was used to survey nursing students in the first week(initial), 18-20 weeks(middle)and 38-40 weeks(later)of the internship. Results The scores of nursing students’learning strategies in different dimensions showed that the scores of practical operation strategies of female nursing students were higher than that of male nursing students, and the differences were statistically significant(P＜0.05). The scores of nursing students with different ages, educational levels, voluntary application and career choice intention were compared in different dimensions, and the differences were statistically significant(P＜0.05). The results of applying learning strategies in different periods of nursing students showed that the differences in learning strategies in different periods were statistically significant(P＜0.05). In addition to the emotion regulation strategy, the scores of other learning strategies were higher in each dimension than in the early stage of the internship. The scores of nursing students’cognitive strategy and metacognitive strategy in the later period of internship were higher than those in the middle period of internship, while those of resource management strategy, emotion regulation strategy and practical operation strategy were lower than those in the middle period of internship. The results of multiple comparative analysis showed that the scores of nursing students in the middle stage of internship were higher than those in the early stage and the late stage in cognitive strategy, metacognitive strategy, resource management strategy and practical operation strategy. In terms of emotion regulation strategy, the scores of nursing students in the later period of internship were lower than those in the early and middle stages. Conclusion Clinical teaching teachers should adopt learning strategy training according to the characteristics of learning strategies of nursing students in different periods, so that nursing students can use learning strategies flexibly in various situations and improve their learning results.

Key words: learning strategies, student nurse, different periods of internship

中图分类号:

魏云英,刘慧哲,魏金铠,赵永辰,安林. 实习护生不同时期学习策略的调查与分析[J]. 医学研究与教育, 2019, 36(3): 67-72.

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实习护生不同时期学习策略的调查与分析

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