Analysis on the current situation and related factors of learning motivation of nursing interns
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摘要:
目的 了解实习护生学习动机现状并分析相关影响因素。 方法 采用便利抽样法选取2019年11月—2020年1月安徽省某三级甲等医院518名实习护生为研究对象，使用一般资料调查表、学习动机调查量表、护理专业大学生自主学习能力量表、临床护理教师有效教学行为量表对518名实习护生进行横断面调查。 结果 实习护生学习动机量表总分为(134.70±23.79)分，处于中等偏上水平。单因素分析结果显示，是否为党员、学历、护理专业是否为第一志愿、今后是否从事本专业、实习时长、为何选择本专业、是否喜欢本专业在实习护生的学习动机差异有统计学意义(均P＜0.05)。实习护生学习动机的各个维度与自主学习能力和临床教师有效教学行为的各维度之间存在相关关系，差异具有统计学意义(P < 0.01)。将上述单因素分析中有意义的变量纳入多元线性回归分析中，结果显示是否为党员、学历、护理专业是否为第一志愿、今后是否从事本专业、实习时长、为何选择本专业、是否喜欢本专业和自主学习能力的3个维度进入回归方程，可解释实习护生学习动机变异的61.60%(P＜0.01)。 结论 实习护生的学习动机处于中上水平，其中实习护生的学习动机受自身对于护理价值的理解和自主学习能力影响。因此在临床中要提高实习护生的对护理事业的认知，建立对于护理的价值观，通过发展自主学习能力的干预措施，不断提高实习护生的学习动机，以取得良好的实习成绩。 -
关键词:
- 实习护生 /
- 学习动机 /
- 自主学习能力 /
- 临床护理教师有效教学行为 /
- 影响因素
Abstract:Objective To investigate the status of learning motivation of nursing interns and analyse the influencing factors. Methods A total of 518 nursing interns from a tertiary hospital in Anhui Province from November 2019 to January 2020 were selected as the research objects by convenience sampling method. A cross-sectional survey was conducted on 518 nursing interns by using the general information questionnaire, learning motivation survey scale, self-directed learning instrument and nursing clinical teacher effectiveness inventor. Results The total score of the learning motivation scale for nursing interns was (134.70±23.79) points, which was above the medium level. The results of univariate analysis showed that there were significant differences in the learning motivation of nursing students whether they were party members, educational background, whether nursing major was the first volunteer, whether they were engaged in this major in the future, the length of internship, why they chose this major, and whether they liked this major (all P < 0.05). There was a correlation between each dimension of learning motivation of nursing students and each dimension of autonomous learning ability and effective teaching behaviour of clinical teachers, and the difference was statistically significant (P < 0.01). Whether it is a party member, educational background, whether the nursing major is the first volunteer, whether to engage in this major in the future, the length of internship, why to choose this major, and whether to like the three dimensions were entered into the regression equation, which could explain 61.60% of the variation of learning motivation of nursing interns (P < 0.01). Conclusion The learning motivation of nursing interns is above the middle level and affected by their own understanding of nursing value and self-learning ability. The learning motivation of nursing students in practice needs to be constantly improved through interventions that develop autonomous learning ability, so as to achieve good results in practice. -
表 1 实习护生学习动机得分(x±s，分)
Table 1. Score of learning motivation of nursing students (x±s, score)
项目 得分 均分 学习动机总分 134.70±23.79 3.96±0.70 求知兴趣 43.67±8.23 3.97±0.75 能力追求 33.74±5.10 4.22±0.64 声誉获取 26.11±6.73 3.73±0.96 利他取向 31.18±6.47 3.90±0.81 
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表 2 影响实习护生学习动机的单因素分析(x±s，分)
Table 2. Univariate analysis on the influence of learning motivation of nursing students (x±s, score)
项目 人数 总均分 统计量 P值 党员 2.311a 0.021 是 30 144.40±24.50 否 488 134.10±23.64 学历 3.136a 0.002 大专 437 136.10±23.44 本科 81 127.15±24.40 护理专业是否为第一志愿 3.852a < 0.001 是 435 136.43±23.36 否 83 125.60±24.11 今后是否从事本专业 3.186a 0.002 是 493 135.44±23.57 否 25 120.04±23.77 实习时长(月) 3.472a 0.001 ≤10 455 136.04±23.66 ＞10 63 125.05±22.67 为何选择本专业 155.504b < 0.001 自己喜欢 255 141.40±21.55 父母选择 124 129.90±23.65 周围人的推荐 108 128.17±23.81 被调剂 31 121.55±26.41 是否喜欢本专业 19.249b < 0.001 喜欢 281 141.56±21.77 不确定 72 127.50±23.88 不喜欢但能接受 160 126.47±23.67 不能接受 5 116.00±14.27 注：a为t值，b为F值。
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表 3 实习护生学习动机与自主学习能力和临床护理教师有效教学行为的相关性分析
Table 3. Correlation analysis between learning motivation and autonomous learning ability of intern nursing students and effective teaching behavior of clinical nursing teachers
项目 教学能力 临床升任 对护生的评价 人际关系 个性特征 学习动机 计划与实施 自我管理 人际沟通 求知兴趣 0.490 0.500 0.460 0.423 0.474 0.760 0.716 0.707 0.718 能力追求 0.454 0.456 0.430 0.425 0.444 0.724 0.658 0.657 0.680 声誉获取 0.271 0.264 0.238 0.204 0.240 0.579 0.562 0.552 0.567 利他趋向 0.337 0.340 0.313 0.314 0.749 0.735 0.837 0.686 0.682 注：表内均为r值，所有维度的相关性均P < 0.001。
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表 4 实习护生学习动机影响因素的多元线性回归分析
Table 4. Multiple linear regression analysis of factors influencing learning motivation of nursing students
变量 B SE β t值 P值 是否党员 0.961 0.320 0.184 2.952 0.030 学历 -5.010 1.892 -0.081 2.650 0.010 护理专业是否为第一志愿 1.813 0.529 0.221 3.511 < 0.001 今后是否从事本专业 0.163 0.072 0.130 2.390 0.020 实习时长 0.027 0.010 0.101 3.118 0.002 为何选择本专业 0.300 0.401 0.284 7.251 < 0.001 是否喜欢本专业 0.856 0.677 0.573 12.723 < 0.001 教师教学行为总分 0.531 2.040 0.008 0.260 0.795 学习动机a 2.098 0.364 0.366 5.765 < 0.001 计划和实施 1.000 0.324 0.188 3.091 0.002 人际沟通 1.590 0.514 0.192 3.094 0.002 注：a自主学习能力量表的学习动机维度。
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