护理本科生的共情特点及相关因素的研究

【作者】 王钰；

【导师】 刘革新；

【作者基本信息】 青岛大学 ， 护理学， 2010， 硕士

【摘要】 目的：探讨护理本科生(下称护生)共情的特点及其与人格、家庭环境等的相关性,为有针对性地培养护生的共情能力提供依据。方法：通过分层抽样,用自编的一般资料问卷、人际反应指针量表(IRI-C,测量共情)、大五人格量表(BFI)和家庭功能量表(FAD)对某护理学院五年制护理专业184名护生进行问卷调查。通过SPSS13.0建立数据库进行统计分析。采用内部一致性分析各量表信度、描述性统计分析护生在各变量的分布、t检验比较不同特征护生的共情特点、F检验比较不同年级、不同家庭结构护生共情的特点,Pearson相关分析护生共情与各因素的相关性,逐步多元回归分析护生共情的相关因素。结果：①本研究各问卷总的Cronbachα系数及各维度的Cronbachα系数在0.55-0.89之间,量表具有较好的信效度。②护生IRI-C得分57.05±7.84,各条目均分达2.59分,高于量表条目均分2,显示护生的共情能力较好,略高于中等水平。③不同性别、家庭经济状况、是否学生干部及是否独生子女的护生共情的差异有统计学意义(P<0.05,P<0.01),不同年级、生源地和家庭的护生共情无统计学意义(F=2.13,F=2.03,P>0.05)④IRI-C总分与BFI神经性、宜人性及开放性维度呈正相关,与FAD问题解决、角色、沟通、情感反应成正相关(P<0.05,P<0.01)。⑤多元逐步回归显示,BFI的宜人性、神经性、开放性和FAD中的问题解决是影响共情的主要因素,解释共情总变异的25.7%。结论：①护生的总体共情水平较好,略高于中等水平,但仍需进一步改善和加强。②性别、是否学生干部、是否独生子女、家庭经济状况不同的护生共情水平也不同,但护生共情不受年级、生源地和家庭结构的影响。③共情与人格和家庭环境相关。④护生的人格维度和家庭功能可以有效地预测共情的水平。更多还原

【Abstract】 Objective To investigate the characteristics of nursing undergraduates’(nursing students) empathy and to explore the correlation of empathy with personality and family envinment, and to provide evidence for empathic training.Methods A total of 184 nursing undergraduates were investigated by using a self-designed demographic questionnaire, the Interpersonal Reactive Index (IRI-C), Big Five Inventory (BFI) and the Family Assessment Device(FAD) through stratified sampling.SPSS 13.0 was applied to analyse the data.Iinternal realibily analysis was used to identify the realibity of each questionnaire;Descriptive analysis, T-test and F-test were applied to investigate the characteristics of nursing students’empathy; Pearson correlation analysis was adopted to analyze the relations between empathy and each factor; Stepwise regression analysis was applied to ideniify the factors which affect nursing students’empathy.Results①The Cronbach a of each questionnaire and dimensions in each questionnaire was between 0.55-0.89, the scales had good reliability.②The total score of IRI-C was 57.05±7.84,the item mean score was 2.59,higher then mean score 2. It’s showed that nursing students’empathy was slightly higher then miaddle level.③Female nurse students scored higher in personal distress scale than that of male, class-leader scored higher in perspective-taking scale than that of non-class-leader, and single-child scored lower in empathic concern scale than that of non-single-child, nurse students come from middle or rich family scored higher in personal distress scale than that of students come from poor family (p<0.05, p<0.01).while the evaluation difference in different grades、born-cities and family-forms has no statistical significant (F=2.13,F=2.03,P> 0.05).④The total score of IRI-C was positively correlated with dimensions of neuroticism,agreeableness and openness of BFI and problem solving,roles,communication,affective responsiveness (P<0.05,P<0.01)⑤Stepwise regression analysis showed that agreeableness, neuroticism, openness and problem solving were the main fluence factors which can explain 25.7% of the total variance of empathy.Conclusion①Nursing undergraduates’empathy is satisfactory, higher then middle level. Nursing students of different demographic have different level of empathy. Empathy can’t be affected by grade, born-city and economy of family.②Empathy is correlated with personalities and family envinment.③of neuroticism, agreeableness, and openness are influencing factors of students’empathy. It’s suggested that cultivation their emotions and healthy personality should be strengthed to advance students’empathy.④Nursing students’personality dimensions and family functioning can predict the level of empathy effectively.更多还原