论著 Original Article

专科护士的学习需求与学习障碍的教学分析

Published at: 2017年第37卷第7期

李敏 1 , 张红卫 2 , 庄太凤 3 , 赵金辉 4
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
通讯作者 太凤 庄 Email: ztf19731972@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。


Education analysis on the learning needs and learning disabilities of clinical nurse specialist

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.


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引用

引用本文: 敏 李, 红卫 张, 太凤 庄, 金辉 赵. 专科护士的学习需求与学习障碍的教学分析[J]. 临床与病理杂志, 2017, 37(7): 1460-1463.
Cite this article as: LI Min, ZHANG Hongwei, ZHUANG Taifeng, ZHAO Jinhui . Education analysis on the learning needs and learning disabilities of clinical nurse specialist[J]. Journal of Clinical and Pathological Research, 2017, 37(7): 1460-1463.