Objective To investigate the current situation of nursing interns' competence and to analyze the influencing factors on the building of competence. Methods From November to December 2020, nursing students from four hospitals in Beijing and Shandong were investigated by the Chinese version of Nursing Students Competence Instrument, Professional Identity Questionnaire and General Self-Efficacy Scale, and the influencing factors were analyzed by multiple linear regression. Results A total of 887 nursing students participated in the survey and the total competence score of the students was (220.44±41.44). The results of multiple linear regression analysis showed that the higher the professional identity (b=0.282, P<0.001) and self-efficacy (b=0.461, P<0.001), the better the competence of nursing students. Compared with nursing students trained in rural health institutions and not exposed to professional development training, nursing students trained in urban city institutions and received professional development courses or training showed better competence (b=0.087, P<0.001) and (b=0.067, P=0.028) respectively . The four variables of professional identity, self-efficacy, residence location and career development course can explain 50.6% of the total variation in completion ability score. Conclusions The competence of nursing interns is above the average level though there is still space for further improvement. Professional identity and self-efficacy have positive impacts on the competence development of nursing interns. Nursing educators can set up relevant courses and pay more attention to the students from rural area to help nursing students to establish professional emotion and to strengthen education on professional identity and self-efficacy, so as to support the capacity building of nursing students.
Yao Xiuyu
,
Shen Yiru
,
Yu Lingling
,
Wang Xiaoran
,
Kang Zihua
. Investigation and influencing-factors analysis on nursing students' competence during internship[J]. Chinese Journal of Medical Education, 2022
, 42(2)
: 163
-167
.
DOI: 10.3760/cma.j.cn115259-20210720-00918
[1] Smith SA. Nurse competence: a concept analysis[J]. Int J Nurs Knowl, 2012,23(3):172-182. DOI: 10.1111/j.2047-3095.2012.01225.x.
[2]Barrett D. Nurse education[J]. Evid Based Nurs, 2018,21(3):65-66. DOI: 10.1136/eb-2018-102940.
[3]Lin CC, Wu CJ, Hsiao YC, et al. An exploratory factor analysis for developing and validating a scale of Nursing Students Competence Instrument[J]. Nurse Educ Today, 2017,50:87-91. DOI: 10.1016/j.nedt.2016.12.007.
[4]郑凯丰, 刘凤, 徐芬. 实习护生完成能力现状及影响因素分析[J].中国护理管理,2020,20(9):1386-1390. DOI: 10.3969/j.issn.1672-1756.2020.09.021.
[5]George TP, DeCristofaro C, Murphy PF. Self-efficacy and concerns of nursing students regarding clinical experiences[J]. Nurse Educ Today, 2020,90:104401. DOI: 10.1016/j.nedt.2020.104401.
[6]李凤, 杨婷, 谢敏娟, 等. 自我效能感在实习护生压力应对人格与职业获益感间中介效应[J].中国职业医学,2021,48(3):272-277. DOI: 10.11763/j.issn.2095-2619.2021.03.006.
[7]庄丽娟, 马云春, 晏雪, 等.高职护生完成能力现状调查及培养对策研究[J].大理大学学报, 2021,6(4):97-100. DOI: 10.3969/j.issn.2096-2266.2021.04.025.
[8]Lee S, Kim DH, Chae SM. Self-directed learning and professional values of nursing students[J]. Nurse Educ Pract, 2020,42:102647. DOI: 10.1016/j.nepr.2019.102647.
[9]罗仙梅, 李栩亭, 彭康琳, 等. 护理实习生评判性思维能力的影响因素分析[J]. 当代护士(下旬刊), 2020,27(7):56-59. DOI: 10.19793/j.cnki.1006-6411.2020.21.021.
[10]张卓雅, 耿力, 曾莉, 等. 实习护生健康教育能力与自主学习能力及自我效能的相关性[J]. 护理学杂志, 2020,35(19):79-80, 90. DOI: 10.3870/j.issn.1001-4152.2020.19.079.
[11]倪平, 陈京立, 刘娜. 护理研究中量性研究的样本量估计[J]. 中华护理杂志, 2010,45(4):378-380. DOI: 10.3761/j.issn.0254-1769.2010.04.037.
[12]杨梓涵, 谢菲. 护理学生完成能力量表的汉化及信效度检验[J].护理研究,2019,33(2):233-236. DOI: 10.12102/j.issn.1009-6493.2019.02.011.
[13]郝玉芳. 提升护生职业认同、职业自我效能的自我教育模式研究[D].上海:第二军医大学, 2011.
[14]冷雅楠, 刘婷婷, 李玉琦, 等. 本科护生实习期专业自我概念、临床实践行为表现与职业认同的相关性[J]. 护理研究, 2019,33(17):2930-2934. DOI: 10.12102/j.issn.1009-6493.2019.17.003.
[15]陈红琢, 张彩云. 本科护生职业认同感的现状调查研究--以兰州大学护理学专业为例[J]. 中国临床护理, 2015(6):537-541. DOI: 10.3969/j.issn.1674-3768.2015.06.029.
[16]王才康, 胡中锋, 刘勇.一般自我效能感量表的信度和效度研究[J]. 应用心理学, 2001,7(1):37-40.
[17]施俊琦, 王垒. 一般性自我效能量表的信效度检验[J]. 中国心理卫生杂志, 2005,19(3):191-193. DOI: 10.3321/j.issn:1000-6729.2005.03.013.
[18]程丽楠, 仲朝阳, 陈茜, 等. 一般自我效能在本科大专护生生命意义感与亲社会行为间的中介效应[J]. 护理学报, 2020,27(19):47-51. DOI: 10.16460/j.issn1008-9969.2020.19.047.
[19]李丽娟, 刘青焱, 王娟, 等. 整合角色教学法在手术室护理教学中的应用[J]. 护理研究, 2020,34(18):3352-3354. DOI: 10.12102/j.issn.1009-6493.2020.18.033.
[20]Zhang H, Tu J. The working experiences of male nurses in China: Implications for male nurse recruitment and retention[J]. J Nurs Manag, 2020,28(2):441-449. DOI: 10.1111/jonm.12950.
[21]谢碧姣, 张旋.护理本科实习生临床能力与自我效能感的关系研究[J].中华护理教育,2015,12(9):685-689. DOI: 10.3761/j.issn.1672-9234.2015.09.012.
[22]Baldwin A, Mills J, Birks M, et al. Role modeling in undergraduate nursing education: an integrative literature review[J]. Nurse Educ Today, 2014,34(6):e18-e26. DOI: 10.1016/j.nedt.2013.12.007.
[23]封海霞, 李国宏, 徐翠荣, 等. 基于岗位胜任力的专科护士培养与使用[J]. 中华护理教育, 2020,17(8):681-684. DOI: 10.3761/j.issn.1672-9234.2020.08.002.
