专科护士的学习需求与学习障碍的教学分析
| 作者: |
1李敏,
2张红卫,
3庄太凤,
4赵金辉
1 北京协和医院骨科，北京 100730 2 首都医科大学附属北京妇产医院产科，北京 100026 3 首都医科大学附属北京妇产医院儿科，北京 100026 4 首都医科大学附属北京妇产医院输血科，北京 100026 |
| 通讯: |
庄太凤
Email: ztf19731972@126.com 赵金辉 Email: zjh1969@126.com |
| DOI: | 10.3978/j.issn.2095-6959.2017.07.023 |
| 基金: | 首都医科大学附属北京妇产医院院内基金, fcyy201418 |
摘要
目的：了解专科护士的学习需求和学习障碍现况。方法：选取2015年6月至9月来自全国98家医院参加北京护理学会主办的某科专科护士培训的138名学员，自行填写学习需求调查问卷(7个维度，29个条目)和参与障碍普适量表(Deterrents to Participation Scale-General，DPS-G；6个维度，34个条目)，分别采用李克特量表统计各个维度的分数。结果：发放138份问卷，共收回有效问卷123份，学习需求依次为护理教学、相关学科、临床护理、风险防范、护理管理、医疗、护理科研。学习障碍依次为时间限制、课程缺乏相关性、缺乏自信、缺乏兴趣、教育经费、个人自身问题。结论：护理教学仍然是专科护士培训的重点。应当从制度上为专科护士培训提供充足的时间。
关键词：
专科护士
学习需求
学习障碍
继续教育
Education analysis on the learning needs and learning disabilities of clinical nurse specialist
CorrespondingAuthor: ZHUANG Taifeng Email: ztf19731972@126.com
DOI: 10.3978/j.issn.2095-6959.2017.07.023
Abstract
Objective: To investigate the learning needs and learning disabilities of clinical nurse specialist. Methods: The 138 trainees from Beijing Nursing Association Training Program from June to September 2015 were selected and the learning needs questionnaire (7 dimensions, 29 items) and Deterrents to Participation Scale-General
(6 dimensions, 34 items) were filled. The Likert Scales were used to counted the score of each item. Results: A total of 138 questionnaires were put out and 126 were returned. The learning needs of the nurses were following as: nursing teaching, discipline construction, clinical care, risk prevention, nurse management, nursing research; while the learning barriers were following as: course content, lack of confidence, not interested in content, education funding and individual factor. Learning needs and barriers have statistical differences. Conclusion: Nursing education is key in the training of clinical nurse specialist, on which enough time should be paid.
(6 dimensions, 34 items) were filled. The Likert Scales were used to counted the score of each item. Results: A total of 138 questionnaires were put out and 126 were returned. The learning needs of the nurses were following as: nursing teaching, discipline construction, clinical care, risk prevention, nurse management, nursing research; while the learning barriers were following as: course content, lack of confidence, not interested in content, education funding and individual factor. Learning needs and barriers have statistical differences. Conclusion: Nursing education is key in the training of clinical nurse specialist, on which enough time should be paid.