目的 调查护理学专业实习生模拟学习沉浸感与临床实践反思能力现状,探讨两者之间的关系,为促进护理学专业实习生的临床实践反思能力、提高护理实习质量提供参考。方法 2023年3月,采用一般资料调查表、临床模拟学习沉浸感量表、护理学专业学生临床实践反思问卷对山东省某三级甲等医院2023届护理学专业243名实习生进行问卷调查,并采用Pearson相关分析、多重线性阶层回归分析等方法对数据进行处理。结果 243名实习生模拟学习沉浸感总分为(47.62±13.66)分,各维度条目均分由高到低依次为认知同化(3.23±0.92)分、情感带入(3.19±0.95)分、专注(3.12±0.95)分、获得性体验(3.10±1.01)分;临床实践反思能力总分为(106.86±23.35)分,各维度条目均分由高到低依次为动态的职业发展(2.98±0.68)分、基于反思的自我管理(2.98±0.67)分、内部动机来源(2.97±0.68)分、专业能力(2.97±0.67)分、动态的组织氛围(2.96±0.67)分、具有挑战性的临床情境(2.95±0.68)分。模拟学习沉浸感总分及其各维度评分与临床实践反思能力总分及其各维度评分均呈正相关(r=0.51~0.63,均P＜0.05)。控制人口学变量后,模拟学习沉浸感的各维度对临床实践反思能力均具有正向预测作用(β=0.123~0.324,均P＜0.05)。结论 护理学专业实习生模拟学习沉浸感与临床实践反思能力处于中等水平,模拟学习沉浸感水平会直接影响其临床实践反思能力。临床带教教师应当丰富临床模拟教学形式,增强学生模拟学习沉浸感,进而促进其临床实践反思能力的培养。
Objective To investigate the current tendencies of the perception of simulated learning immersion and clinical practice reflection ability of nursing interns, to explore the relationship between them, so as toinform nursing interns' clinical practice reflection and improving the quality of nursing practice. Methods In March 2023, 243 nursing interns in the 2023 session of a tertiary first-class hospital in Shandong Province were investigated with general information questionnaire, the learning immersion scale in clinical simulation and the reflection on clinical practice questionnaire for nursing students. Pearson correlation analysis and multiple linear hierarchical regression analysis were used to analyze the data. Results The total score of 243 interns' simulated learning immersion perception was (47.62±13.66), and the average score of each dimension item from high to low was cognitive assimilation (3.23±0.92), emotional inclusion (3.19±0.95), focus (3.12±0.95), and acquired experience (3.10±1.01); The total score of clinical practice reflection ability was (106.86±23.35), and the average scores of each dimension item in descending order were: dynamic career development (2.98±0.68), reflective self-management (2.98±0.67), internal motivation source (2.97±0.68), professional ability (2.97±0.67), dynamic organizational atmosphere (2.96±0.67), and challenging clinical situation (2.95±0.68). The total score of simulated learning immersion perception and its scores in various dimensions were positively correlated with the total score of clinical practice reflection ability and its scores in all dimensions (r=0.51~0.63, all P<0.05). After controlling for demographic variables, the dimensions of perception of simulated learning immersion positively predicted clinical practice reflection ability (β =0.123~0.324, all P<0.05). Conclusions Nursing interns' perception of simulated learning immersion and clinical practice reflection ability were at medium level, and the former directly affect the latter. Clinical teachers should enrich the forms of clinical simulation teaching, enhance students' immersion perception in simulation learning, and thereby promote the cultivation of their clinical practice reflection ability.
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