【作者】 张伟红；

【导师】 范秀珍；

【作者基本信息】 山东大学 ， 护理学， 2019， 硕士

【摘要】 目的:了解护理实习生对临床护理教师有效教学行为的评价,以及护理实习生的认知风格、学习动机和学习策略;分析护理实习生对临床护理教师有效教学行为的评价与其个人认知风格、学习动机及学习策略之间的关系,旨在为临床护理教师的教学行为优化及教学方法改进提供依据。方法:2016年9月至2017年2月,抽取山东省和广东省4所医院650名护理实习生进行问卷调查。调查工具包括社会人口学特征调查问卷、镶嵌图形测验(EFT)、学习动机调查量表、大学生学习策略量表、临床护理老师有效教学行为问卷(NCTEI)。对问卷调查数据进行整理后,采用SPSS21.0软件进行统计分析。结果:1.护理实习生对临床教师教学行为重要性评价的总平均分为4.04±0.54,各维度平均得分由高到低依次为:教学水平4.15±0.54、个性特征4.13±0.62、专业水平4.08±0.60、对实习生的评价4.05±0.63、人际关系3.57±0.78。2.护理实习生社会人口学特征对评价临床教师教学行为重要性的影响主要体现在四个方面:其一,非独生子女护理实习生在“对实习生评价”与“人际关系”方面评分均高于独生子女(P<0.05);其二,来自城市的护理实习生在“教学水平”、“个性特征”方面的评分均高于来自农村的护理实习生(P<0.01,P<0.05);其三,第一志愿实习生在对临床教师教学行为评价总均分及“教学水平”、“专业水平”、“对实习生的评价”、“个性特征”方面评分均明显高于非第一志愿的实习生(P<0.01,P<0.05);其四,不同学历层次的护理实习生在“对实习生评价”、“人际关系”方面的评分差异具有统计学意义(P<0.01),其中,大专护理实习生在“对实习生的评价”方面的评分高于本科护理实习生(P<0.01),而在“人际关系”方面的评分,中专、大专护理实习生均高于本科护理实习生(P<0.01,P<0.05)。3.护理实习生的不同认知风格对临床教师教学行为及各维度的评价得分无显著差异(P>0.05)。4.护理实习生学习动机总均分及各维度均分情况:学习动机总分(3.88±0.63)、求知兴趣(3.92±0.65)、能力追求(3.96±0.65)、声誉获取(3.74±0.80)、利他取向(3.89±0.71)。护理实习生学习动机总分及各维度得分与对临床教师教学行为评价总分及教学水平、专业水平、对实习生的评价、个性特征、人际关系5个维度评价得分的相关系数分别为:学习动机总分(r=0.441,0.448,0.442,0.383,0.389,0.235)、求知兴趣(r=0.386,0.415,0.392,0.333,0.328,0.165)、能力追求(r=0.419,0..414,0.420,0.374,0.380,0.219)、声誉获取(r=0.357,0.339,0.362,0.303,0.313,0.238)、利他取向(r=0.435,0.443,0.424,0.376,0.390,0.238),学习动机总分及求知兴趣、能力追求、声誉获取以及利他取向的得分与对临床教师教学行为及各维度评价得分呈正相关关系(均P<0.01)。5.护理实习生学习策略应用能力总均分及各维度均分情况:学习策略总分(4.06±0.59)、认知策略(4.07±0.61)、元认知策略(4.05±0.62)、资源管理策略(4.08士0.63)、情感策略(4.06±0.60)。护理实习生学习策略总分及各维度得分与对临床教师教学行为评价总分及教学水平、专业水平、对实习生的评价、个性特征、人际关系5个维度评价得分的相关系数分别为:学习策略总分(r=0.517,0.550,0.506,0.452,0.445,0.247)、认知策略(r=0.480,0.512,0.464,0.418,0.414,0.236)、元认知策略(r=0.475,0.506,0.468,0.414,0.410,0.225)、资源管理策略(r=0.504,0.528,0.498,0.438,0.439,0.249)、情感策略(r=0.527,0.564,0.514,0.467,0.448,0.247)。学习策略各维度得分与对教师教学行为评价及各维度评价得分均成正相关关系(均P<0.01)。6.回归分析结果显示,护理实习生是否独生子女、生源地、现有学历、求知兴趣、能力追求、声誉获取、资源管理策略及情感策略对评价临床教师教学行为均有影响。护理实习生评价临床教师教学行为总分的影响因素为:独生子女、生源地、现有学历、资源管理策略、情感策略(adjustedR2=31.0%)。护理实习生评价临床教师教学水平的影响因素为:独生子女、生源地、现有学历、情感策略(adjustedR2=33.6%)。护理实习生评价临床教师专业水平的影响因素为:现有学历、资源管理策略、情感策略(adjustedR2=28.5%)。护理实习生评价临床教师对护生评价的影响因素为:独生子女、现有学历、能力追求、情感策略(adjusted R2=25.00%)。护理实习生评价临床教师个性特征的影响因素为:生源地、求知兴趣、能力追求、资源管理策略、情感策略(adjustedR2=23.1%)。护理实习生评价临床教师人际关系的影响因素为:现有学历、独生子女、求知兴趣、声誉获取、资源管理策略(adjusted R2=10.4%)。结论:1.护理实习生对临床护理教师教学行为重要性的评价较高,其中,对教学水平重视程度最高,对人际关系重视程度最低。2.不同社会人口学特征影响护理实习生对临床护理教师教学行为重要性的评价不同。3.护理实习生的学习动机处于中等偏上水平,其中,能力追求动机最强。护理实习生对临床护理教师教学行为重要性的评价与其学习动机水平呈正向关系。4.护理实习生的学习策略整体水平处于中等偏上水平,其中,资源管理策略应用水平最高。护理实习生对临床护理教师教学行为重要性的评价与其学习策略应用水平呈正向关系。5.临床护理教师在教学中应从护理实习生求知兴趣、能力追求、声誉获取、资源管理策略、情感策略等方面入手,充分了解实习生之间的差异,根据每个护理实习生的具体情况及个性特点实施不同的教学行为。更多还原

【Abstract】 Objective:To understand the effective teaching behavior of clinical nursing teachers from the perspective of nursing interns,as well as the cognitive style,learning motivation and learning strategies of nursing interns;to analyze the relationship between the effective teaching behavior of clinical nursing teachers and cognitive style,learning motivation and learning strategies of nursing interns;in order to provide evidence for the optimization of teaching behaviors and the improvement of teaching methods of clinical nursing teachers.Methods:A convenience sampling of 650 nursing interns was recruited in four hospitals of Shandong and Guangdong provinces from September 2016 to February 2017.Data were collected with social demographic characteristic questionnaire,nursing clinical teacher effective inventory(NCTEI),embedded figures test(EFT),learning motivation survey scale,and college students learning strategy scale.Statistical analysis was conducted with SPSS 21.0.Results:1.The average score of the evaluation of teaching behavior from the Perspective of Nursing Students is(4.04±0.54),and the average score of its dimensions from high to low in turn were:teaching level(4.15±0.54),personality characteristics(4.13±0.62),professional level(4.08±0.60),the evaluation of intern students(4.05±0.63),the interpersonal relationship(3.57±0.78).2.The different socio-demographic characteristics of nursing interns in evaluating the teaching behavior of clinical teachers are mainly reflected in the following four aspects:First,non-only child gave more scores than the only-child in the aspects of"the evaluation to the nursing interns" and "the relationship"(P<0.05).Second,in the aspects of "teaching level and personal characteristics" nursing students from cities gave more than those from countryside(P<0.01、P<0.05).Third,in the aspects of teaching behavior,teaching level,professional level,evaluation to the interns and personal characteristics the first volunteer interns gave more than the non-first ones(P<0.01,P<0.05).Fourth,in the aspects of "the evaluation to the nursing interns" and"the relationship",the differences of nursing interns from different educational background have significant statistical difference(P<0.01).Among of these,the junior college nursing interns gave more scores than the undergraduate nursing interns in the aspect of "the evaluation to the interns(P<0.01);and in the aspect of "the relationship" special secondary school nursing interns,the junior college nursing interns also gave more scores than the undergraduate nursing interns(P<0.01,P<0.05).3.Different cognitive styles of nursing interns have no significant differences in the evaluation of clinical teachers’ teaching behaviors and its five dimensions(P>0.05).4.The total average scores of learning motivation and its dimensions of nursing interns were as bellows:learning motivation(3.88±0.63),interest in learning(3.92±0.65),ability pursuit(3.96±0.65),reputation acquisition(3.74±0.80),and altruistic orientation(3.89±0.71).The correlation coefficients between the total score of nursing interns’ learning motivation and its four dimensions and the total score of clinical teachers’ teaching behavior evaluation,teaching level,professional level,evaluation to interns,personality characteristics and interpersonal relationship are respectively were as bellow:learning motivation(r=0.441,0.448,0.442,0.383,0.389,0.235),interest in learning(r=0.386,0.415,0.392,0.333,0.328,0.165),ability pursuit(r=0.419,0.414,0.420,0.374,0.380,0.219),reputation acquisition(r=0.357,0.339,0.362,0.303,0.313,0.238),altruistic orientation(r=0.435,0.443,0.424,0.376,0.390,0.238).The scores of learning motivation,interest in learning,ability pursuit,reputation acquisition and altruistic orientation were positively correlated with the evaluation scores of clinical teachers’ teaching behaviors and its dimensions(P<0.01).5.The scores of learning strategy and its dimensions of nursing interns were as bellows:learning strategy(4.06 ± 0.59),cognitive strategy(4.07± 0.61),metacognitive strategy(4.05±0.62),resource management strategy(4.08±0.63)and affective strategy(4.06±0.60).The correlation coefficients between the total score of nursing interns’ learning strategy with four dimensions and the total score of clinical teachers’ teaching behavior evaluation,teaching level,professional level,the evaluation to the students,personal characteristic,interpersonal relationship are as bellow:learning strategy(r=0.518,0.550,0.506,0.452,0.445,0.247),cognitive strategy(r=0.481,0.512,0.464,0.418,0.414,0.238),metacognitive strategy(r=0.477,0.506,0.468,0.414,0.410,0.225),resource management strategy(r=0.504,0.528,0.498,0.438,0.439,0.249),affective strategy(r=0.528,0.564,0.514,0.467,0.448,0.247).The scores of learning strategy,cognitive strategy,metacognitive strategy,resource management strategy and affective strategy were positively correlated with the evaluation scores of clinical teachers’ teaching behaviors and its dimensions(P<0.01).6.The results of multiple regression analysis shows that whether the nursing interns the only-child or not,their place of birth,educational background,interest of learning,ability pursuit,reputation acquisition,resource management strategy,and affective strategy all had impacts on the evaluation of clinical teachers’ teaching behavior.The influence factors to evaluate the total scores of clinical teachers’ teaching behavior were only child,place of birth,educational background,resource management strategy and affective strategy(adjustedR2=31.0%).The influence factors to evaluate the teaching level were only-child,place of birth,educational background,affective strategy(adjustedR2=33.6%).The influence factors to evaluate the professional level were educational background,resource management strategy and affective strategy(adjustedR2=28.5%).The influence factors to evaluate the evaluation to the nursing interns were only-child,educational background,ability pursuit and affective strategy(adjusted R2=25.0%).The influence factors to evaluate the personal characteristics were birth of place,interest of learning,ability pursuit and affective strategy(adj ustedR2=23.1%).The influence factors to evaluate the interpersonal relationship were only-child,educational background,interest of learning,ability pursuit,reputation acquisition,and resource nanagement strategy(adjusted R2=10.4%)Conclusions:1.Nursing interns had a high evaluation on the importance of clinical nursing teachers’teaching behavior.Among them,they paid most attention to the teaching level and lowest to the interpersonal relationship.2.The different socio-demographic characteristics of nursing interns affect the evaluation of the importance of teaching behavior to clinical nursing teachers made by nursing students.3.The level of learning motivation of nursing interns is above the average,among which the ability pursuit motivation is the strongest.Nursing interns’ evaluation of the importance of clinical nursing teachers’ teaching behaviors rose with the increase of learning motivation.4.The overall learning strategy level of nursing interns is above the average,among which the application level of resource management strategy is the highest.Nursing interns’ evaluation of the importance of clinical nursing teachers’ teaching behaviors rose with the increase of the application level of learning strategies.5.The clinical teachers should fully understand the differences of the nursing interns according to the interest of learning,the pursuit of ability,reputation acquisition,and resource management strategy and affective strategy etc.According to the specific situation and personality characteristics of each nursing intern to implement different teaching behavior.更多还原