目的 基于不同模型的领导力量表对研究生新生的领导力现状进行调查分析,并提出改进建议。方法 选取首都医科大学宣武医院2020~2021级209名研究生新生作为调查对象,采用社会责任型领导力量表、情绪智力领导力量表和学生领导力实践行为量表对其进行调查。采用多元线性回归分析影响因素。结果 医学研究生新生社会责任型领导力、情绪智力领导力和学生领导力实践行为评分分别为(275.11±29.03)分、(102.18±14.5)分和、(129.12±18.02)分,得分率分别为80.9%、85.2%和86.1%。社会责任型领导力量表的自我认知、以理相争和改变3个维度的评分分别为(3.54±0.44)分、(3.86±0.41)分和(3.56±0.40)分,而该量表其他维度及其他2个量表各维度的评分均大于4分。多元线性回归分析显示,学生领导力实践行为评分受社会责任型领导力和情绪智力领导力评分的共同影响(F=685.65、P<0.001、R2=0.87)。结论 医学研究生新生社会责任型领导力得分率较情绪智力领导力和学生领导力实践行为低。领导力实践受个人责任感和情绪智力因素的共同影响,对领导力的培养应当着力塑造学生的个体、团体和社会价值,同时注重情绪管理方面的培训。
Objective To investigate the leadership status of medical graduate freshmen with leadership scales from different models and put forward suggestions for improvement. Methods A total of 209 medical graduate freshmen enrolled in 2020 and 2021 in Xuanwu Hospital, Capital Medical University were selected as the survey subjects. The students were evaluated by socially responsible leadership scale (SRLS), emotionally intelligent leadership scale (EILS) and student leadership practices inventory (SLPI). Multiple linear regression was used to analyze the influencing factors. Results The scores of SRLS, EILS and SLPI were (275.11±29.03), (102.18±14.5) and (129.12±18.02), respectively. The scoring rates were 80.9%, 85.2% and 86.1%, respectively.The respondents had low scores in the dimensions of self-cognition, argument with reason and change of SRLS, with a mean score of (3.54±0.44), (3.86±0.41) and (3.56±0.40) respectively.The average score of other dimensions of SRLS and all dimensions of the other two scales were all above 4. Multiple linear regression analysis showed that the score of SLPI was jointly affected by the score of SRLS and EILS (F=685.65, P<0.001, R2=0.87). Conclusions Medical graduate freshmen had a lower scoring rate of SRLS than those of the other two scales. The behavior of leadership can be affected by personal responsibility and emotional intelligence factors. The training of leadership should focus on shaping the individual, group and social values of students, and focus on training in emotional management.
[1] Seemiller C. Assessing student leadership competency development[J]. New Dir Stud Leadersh, 2016,2016(151):51-66. DOI: 10.1002/yd.20200.
[2]贾英华, 白皙, 何丰宇, 等. 医学领导力培养及其课程建设的调查[J].基础医学与临床,2021,41(6):923-926. DOI: 10.3969/j.issn.1001-6325.2021.06.027.
[3]Gauld R. Clinical leadership: what is it and how do we facilitate it?[J]. J Prim Health Care, 2017,9(1):5-8. DOI: 10.1071/HC16041.
[4]Stanley D, Stanley K. Clinical leadership and nursing explored: a literature search[J]. J Clin Nurs, 2018,27(9-10):1730-1743. DOI:10.1111/jocn.14145.
[5]陶思亮. 中国大学生领导力实践行为研究——基于全国17所高校1 898名大学生的调查[J].领导科学论坛(理论),2013(12):38-41.
[6]龙星如, 袁子珺, 刘孟楠, 等. 医科类院校大学生领导力培养现状研究——以西南医科大学为例[J].教育现代化,2020,7(9):168-170.
[7]李勤, 李之键, 陈佳佳. 医学发展新形势下的领导力培养思考[J].全科医学临床与教育,2020,18(7):577-578. DOI: 10.13558/j.cnki.issn1672-3686.2020.007.001
[8]Sönmez B, ispir Ö, Azizo$\hat{g}$lu F, et al. Socially responsible leadership: a study with nursing and medical students in Turkey[J]. Nurse Educ Pract, 2019,36:144-150. DOI:10.1016/j.nepr.2019.03.014.
[9]Haight RC, Kolar C, Nelson MH, et al. Assessing emotionally intelligent leadership in pharmacy students[J]. Am J Pharm Educ, 2017,81(2):1-9. DOI:10.5688/ajpe81229.
[10]LoVasco L, Smith L, Yorke AM, et al. Impact of a leadership development program for students in a doctor of physical therapy program[J]. J Allied Health, 2019,48(3):209-216.
