【作者】 刘芸；

【导师】 王爱红；

【作者基本信息】 南京中医药大学 ， 中西医结合护理学， 2017， 硕士

【摘要】 目的:1.调查ICU护士自主学习能力现状。2.比较不同背景资料ICU护士自主学习能力的差异并探讨其影响因素。3.调查ICU护士科研能力现状。4.比较不同背景资料ICU护士科研能力的差异并探讨其影响因素。5.探讨ICU护士自主学习能力和科研能力之间的相关关系。6.结合调查结果,为有针对性的提高ICU护士自主学习能力和科研能力提供理论依据和对策建议。对象与方法:采用问卷调查的方法,对徐州市8家三级医院286名ICU专科护士以问卷形式进行调查分析,调查问卷包括三部分内容:基本人口社会学资料调查表、护理人员自主学习能力评价量表以及护理人员科研能力自评量表。结果:1.共回收280份有效问卷,280名ICU护士的自主学习能力总得分为(128.51±12.57)分。其中4个维度中自我动机信念得分最高,自我评价得分最低。2.不同年龄、工作年限、职务、基础学历、最高学历、学历提升情况、职称、进修经历、ICU专科护士资质情况、主持或参与科研项目情况、科研论文发表情况及担任带教老师情况的ICU护士的自主学习能力得分显示了统计学差异(P<0.05)。其中,护士年龄>35岁、工作年限>15年、担任护士长或护理组长职务、最高学历为本科及以上、毕业后有学历提升、有进修经历、具备ICU专科护士资质、主持或参与科研项目、曾发表科研论文及担任带教老师的ICU护士其自主学习能力评分显著高于其他护士(P<0.05)。基础学历为中专的ICU护士自主学习能力显著高于大专组(P<0.05)。而职称为护师和主管护师及以上组自主学习能力得分均高于护士职称组(P<0.05)。不同性别,婚姻及子女状况的ICU护士自主学习能力得分差异未显示统计学意义(P>0.05)。3.ICU护士科研能力总分为(71.64±16.53)分。在问卷的6个维度中,护士发现问题的能力得分最高,而科研实施能力的得分则最低。4.现工作职务,最高学历,有进修经历,有主持或参与科研项目,以及发表过科研论文的ICU护士科研能力的得分显示了统计学差异(P<0.05)。现工作职务是护士长或是护理组长、最高学历为本科及以上、有进修经历、主持或参与科研项目及曾发表科研论文的ICU护士科研能力的评分则显著地优于对照组护士(P<0.05)。不同年龄、工作年限、性别、婚姻、有无子女、基础学历,学历提升情况、职称,ICU专科护士资质及担任带教老师情况的ICU护士科研能力评分差异无统计学意义(P>0.05)。5.ICU护士的自主学习能力和科研能力均处于中等水平,两者呈正相关,自主学习能力的自我动机信念、任务分析和自我监控及调节是科研能力的保护因素。结论:1.ICU护士的自主学习能力总体上处于中等的水平,其中,自我动机信念的得分最高,自我评价能力的得分则最低,均有进一步改善和提高的空间。2.ICU护士自主学习能力的影响因素包括:年龄、工作年限、职务、基础学历、最高学历、学历提升情况、职称、进修经历、ICU专科护士资质、主持或参与科研项目、曾发表科研论文及担任带教老师等。3.ICU护士的科研能力处于中等水平,其中6个维度中发现问题能力得分最高,科研实施能力最低,须有针对性的加强对科研实施能力的培养提高。4.ICU护士科研能力的影响因素包括:职务、最高学历、进修经历、主持或参与科研项目及曾发表科研论文等因素。5.ICU护士自主学习能力总分及各维度得分和科研能力的得分呈现正相关关系,其中,自我动机信念、任务分析以及自我监控和调节是科研能力的保护因素。更多还原

【Abstract】 Objectives:1.To investigate the current status of ICU nurses’ self-regulated learning ability.2.To evaluate the differences of the self-regulated learning ability of nurses in ICU with different background,and to explore the associated influencing factors.3.To investigation the current status of ICU nurses’ scientific research ability.4.To explore the differences of the scientific research ability of nurses in ICU with different background,and to explore the associated influencing factors.5.To explore the correlation between the self-regulated learning ability and scientific research ability of ICU nurses.6.To provide theoretical basis and countermeasures for improving the ICU nurses self-regulated learning ability and scientific research ability.Methods:286 ICU nurses in 8 tertiary hospitals of Xuzhou were selected as the subjects of the survey.Questionnaire survey was conducted by using the Basic Population Sociological Information Questionnaire,self-regulated learning ability of nursing staff and scientific research ability self-rating scales of nursing staff.Results:1 A total of 280 valid questionnaires were collected,among which 280 ICU nurses had a score of 128.51±12.57 for self-regulated learning ability.Among the four dimensions,self-motivated beliefs have the highest score and the lowest was self-evaluation score.2 Age,working years,duties,the basic academic qualifications,the highest academic qualifications,changes in academic qualifications after work,job title,training experience,ICU specialist nurses qualifications,participation or commitment to research projects,research papers published and the situation of teachers significantly affect the self-regulated learning ability of ICU nurses(P<0.05).>35 years old,working time>15 years,as head nurse or nursing team leader,the highest degree of undergraduate and above,enhance the qualifications after graduation,have training experience,with ICU specialist nurses qualifications,presided over or participate scientific research projects,published research papers and served as teachers had significantly higher self-regulated learning ability scores than other ICU nurses(P<0.05).The score for self-regulated learning ability of secondary school of ICU nurses with independent education are significantly higher than those of basic qualifications(P<0.05).Title for the nurse and supervisor and above have a higher scores of the self-regulated learning ability than the nurses title(P<0.05).The score of self-regulated learning ability of ICU nurses with different gender,marriages and child status did not show statistical significance(P>0.05).3 280 ICU nurses had a score of 71.64±16.53 for scientific research ability.The score of problem found was highest and the score of research and implementation was the lowest among the six dimensions.4 Duties,the highest academic qualifications,training experience,participation or commitment to research projects,research papers published significantly affect the scientific research ability of ICU nurses(P<0.05).As head nurse or nursing team leader,the highest degree of undergraduate and above,have training experience,presided over or participate scientific research projects,published research papers had significantly higher scientific research ability scores than other ICU nurses(P<0.05).The score of scientific research ability of ICU nurses with different age,working years,gender,marriages,child status,the basic academic qualifications,changes in academic qualifications after work,job title,ICU specialist nurses qualifications and the situation of teachers did not show statistical significance(P>0.05).5 ICU nurse’s self-regulated learning ability and scientific research ability are in the moderate level,the two are positively correlated with each other.Self-motivation,task analysis,self-monitoring and regulation of self-regulated learning ability were the protective factors of scientific research ability.Conclusions:1 ICU nurse’s self-regulated learning ability was at the moderate level,Self-motivated beliefs have the highest score and the lowest was self-evaluation score.2 The influencing factors of ICU nurses’ self-regulated learning ability include age,working years,duties,the basic academic qualifications,the highest academic qualifications,changes in academic qualifications after work,job title,training experience,ICU specialist nurses qualifications,participation or commitment to research projects,research papers published and the situation of teachers.3 ICU nurse’s scientific research ability was at the moderate level,The score of problem found was highest and the score of research and implementation was the lowest among the six dimensions.The training of scientific research and implementation capacity should be strength.4 The influencing factors of ICU nurses’ scientific research ability include duties,the highest academic qualifications,training experience,participation or commitment to research projects,research papers published.5 ICU nurse’s self-regulated learning ability and scientific research ability are positively correlated with each other.Self-motivation,task analysis,self-monitoring and regulation of self-regulated learning ability were the protective factors of scientific research ability.更多还原