职业期望对专科护生择业效能感的预测研究

[目的]探讨专科护生职业期望对择业效能感的预测作用。[方法]采用职位期望量表和择业效能感量表对493名专科护生进行调查分析。[结果]专科护生职业期望为中等水平,得分3.52分±0.55分;择业效能感为呈中等水平,得分3.59分±0.44分。择业效能感与职业期望总分、声望地位、自我发展及稳定性呈正相关(P0.01)。回归分析显示:职业期望总分可正向预测择业效能感,而稳定性因素可负向预测择业效能感,二者共解释总变量的19%。[结论]职位期望对专科护生的择业效能感有良好的预测作用,培养护生建立科学合理的职位期望和纠正护生过度重视稳定性因素的心理,是提高护生择业效能水平的有效途径。     

不同学历护生择业效能感与职业期望相关性的调查分析

[目的]对不同学历护生的择业效能感和职业期望及相关性进行调查分析,为临床护理教育者引导护生形成科学的职业期望提供依据。[方法]护理本科生、大专生、研究生各150名,填写职业期望和择业效能感调查量表。[结果]择业效能感,研究生在自我评价、目标设定方面得分均高于大专护生、本科护生(P<0.05),在总效能方面低于大专护生、本科护生(P<0.05)。职业期望、自我发展、总期望得分研究生高于本科护生、本科护生高于大专护生、研究生高于大专护生(P<0.05)。择业效能感与职业期望在大多数维度上都呈正相关(P<0.05)。[结论]不同学历护生职业期望和择业效能感有其各自的特点,随着择业效能感的提高,职业期望也会增加。因此,临床护理教育者可根据护生学历不同给予职业期望和相应的择业效能感指导,树立合理、科学的就业观。     

不同性别护理本科生择业效能感的质性研究

[目的]了解本科护生择业效能感的总体情况,探讨不同性别本科护生择业效能感存在的差异,为高校本科护生就业指导提供理论依据。[方法]采用质性研究的现象学研究方法,对60名在校本科护生进行择业效能感的访谈。[结果]男女生在择业客观优势方面、社会支持方面、职业目标方面以及对自我性格、能力的评价存在差异;男女生职业兴趣,获取就业信息渠道以及自我价值体现方面存在细微差别,但差异不明显。[结论]本科护生择业效能感在性别上存在一定差异,但这种性别差异是否在其传统职业领域更占优势,仍有待进一步深入研究。     

本科实习护生希望感与专业承诺的关系研究

[目的]分析本科实习护生希望感与专业承诺的现况及两者相关性,为稳固护理队伍提供依据。[方法]采用一般情况调查表、成人希望特质量表及护理专业承诺量表,对便利抽取的河北省某医学院186名本科实习护生进行调查。[结果]本科实习护生希望感项目评分为2.65分±0.38分,专业承诺项目评分为2.45分±0.39分,二者呈正相关;性别、专业兴趣、是否曾想转专业等方面影响本科实习护生希望感与专业承诺水平。[结论]本科实习护生希望感与专业承诺水平有待提高;积极开发本科实习护生的希望感资源,有助于强化其专业承诺。     

四川高校"95后"本科男护生职业认同感与生涯自我效能的相关性研究

[目的]探讨四川高校"95后"本科男护生职业认同感和生涯自我效能的现状及两者的相关性,为提升其职业认同感提供依据。[方法]采用便利抽样法,选取四川省4所普通高校符合纳入标准的406名男护生,采用护生职业认同问卷和护生生涯自我效能问卷对其进行调查。[结果]四川高校"95后"本科男护生职业认同感得分为(52.77±9.85)分,护生生涯自我效能得分为(85.98±10.17)分,Pearson相关分析的结果显示,职业认同和生涯自我效能之间呈正相关(r=0.876,P0.01)。[结论]四川高校"95后"本科男护生的生涯自我效能和职业认同感均处于中等偏下水平,呈密切正相关关系,提示可通过增强"95后"本科男护生的生涯自我效能水平来提高其职业认同感。     

在校护生学业自我效能感与职业决策自我效能的相关性研究

[目的]调查在校护生学业自我效能感和职业决策效能的现状,并分析其相关性。[方法]选取湖南省某医学院校护生712名,采用学业自我效能感量表和护生职业决策自我效能量表进行调查。[结果]学业自我效能感得分为(72.79±13.95)分,处于中等水平;护生职业决策自我效能得分为(129.43±29.01)分,处于较低水平;护生的学业自我效能感与职业决策效能呈正相关(P0.01)。[结论]在校护生学业自我效能感与职业决策自我效能密切相关,二者相互促进,医学院校可开展学业自我效能感训练来提升护生的职业决策自我效能。     

男护生人格特质对其择业效能感的影响

目的:研究男护生人格特质对择业效能感的影响。方法:采用人格特质问卷和大学生职业决策自我效能感量表对330名男护生进行调查。结果:人格特质中的内外向性格(E量表)与择业效能感的自我评价、选择目标和问题解决3个维度呈正相关(P<0.05),与总的择业效能感和制定规划呈正相关(P<0.01),其中情绪的稳定性(N量表)和择业效能感中的自我评价、收集信息2个维度呈正相关(P<0.01),但与选择目标、制订规划和问题解决3个维度呈负相关(P<0.01)。结论:男护生人格特质的内外向性格和情绪稳定性对择业效能感有影响。     

本科护生职业成熟度与生涯自我效能感的相关性研究

[目的]探讨本科护生职业成熟度与生涯自我效能感现状及相关性,为护理教育者提高护生职业成熟度提供依据。[方法]采用职业成熟度量表(CMI)和护生生涯自我效能问卷对某医学院校4个年级367名本科护生进行问卷调查。[结果]本科护生CMI得分为120.53分±10.06分,护生生涯自我效能感得分为86.95分±11.53分,两者均处于中等水平。4个年级护生CMI得分比较差异无统计学意义(P0.05),4个年级护生生涯自我效能感总分比较差异有统计学意义(P0.05),1年级、2年级、4年级生涯自我效能总分及职业信息收集和职业规划能力、职业价值、目标选择得分大于3年级,1年级职业态度及信念得分大于3年级、4年级,1年级、2年级问题解决能力得分大于3年级。护生职业成熟度与生涯自我效能感有相关性(P0.01),生涯自我效能感中的职业认知及职业价值对护生职业成熟度有一定的预测作用。[结论]在本科护生教育过程中应更重视护生职业生涯教育,关注自我效能感的培养,以提高护生职业成熟度水平。     

本科护生职业认同与心理弹性及职业自我效能的相关性研究

[目的]了解本科实习护生职业认同与心理弹性及职业自我效能的现状,分析其相关性。[方法]采用护生职业认同问卷、护生职业自我效能问卷及简易心理弹性量表对133名本科实习护生进行问卷调查。[结果]护生职业认同总分为(59.94±10.40)分,处于中等水平;护生职业认同与心理弹性及职业自我效能呈正相关(P0.01);多元回归显示职业自我效能、居住地、就业意向对职业认同有影响,可解释职业认同的43.3%。[结论]护理教育者可以从发展护生心理弹性,提升职业自我效能入手,提高护生的职业认同,从而使其更好地为病人服务。     

实习护生医护合作态度与职业自我效能感的相关性研究

[目的]探讨实习护生医护合作态度与职业自我效能感的现状及相关性。[方法]选取湖南省长沙市7所三级甲等综合医院的实习护生404人,采用医护合作态度量表及职业自我效能感问卷进行调查并对结果进行分析。[结果]实习护生医护合作态度的总分为45.30分±4.45分,处于中等偏上水平;职业自我效能感均分为3.33分±0.55分,处于中等水平;医护合作态度总分与职业自我效能感总分呈正相关(P0.01)。[结论]护理管理者以及护理教育者应采取措施提高实习护生的医护合作态度,进而提升其职业自我效能感。     

Effects of self-reflection-focused career course on career search efficacy,career maturity,and career adaptability in nursing students: A mixed methods study

BackgroundCareer education in nursing can affect career search efficacy, career preparation behavior, career maturity, perception of the nursing profession, and decision-making style. Reflection is essential for an in-depth approach to learning, and plays an important role in professional practice as well as in improving learning.PurposeThe aim is to investigate the effects of a self-reflection-focused career course, and what could improve a self-reflection-focused career course.MethodsAn explanatory sequential mixed methods design was used. The career search efficacy, career maturity, and career adaptability were measured three times in both the experimental and the control group. After the class ended, a focus group interview was conducted with the students in the experimental group.ResultsThe quantitative results suggested that the self-reflection focused career course was more effective on career adaptability than the general career course (F = 4.60, p < .001). The qualitative findings supported the quantitative results and also provided new information, in which nursing students became acquainted with themselves through the self-reflection-focused career course, developed a positive mind about nursing, had realized that they were well-connected to nursing care, and that they would prepare the future nurse.ConclusionThe self-reflection-focused career course was effective tools in the career development of nursing students.     

职业锚理论应用于护士职业生涯规划的思考

通过对职业锚理论与护士职业生涯规划相关性进行阐述,分析了护士职业发展中存在的问题,即职业规划意识淡漠、职业认同度低、职业规划目标不明确。提出了应用职业锚理论规划护士职业发展的设想,对稳定护理队伍,促进护理事业的发展具有积极意义。     

护理学生职业选择和职业发展中价值取向的研究进展

介绍了职业选择和职业发展中价值取向的研究工具、国内外大学生以及不同背景大学生职业选择和职业发展中价值取向的研究现状、国内外护理人员职业选择和职业发展的价值取向研究现状.     

护理学生职业选择和职业发展中价值取向的研究进展

介绍了职业选择和职业发展中价值取向的研究工具、国内外大学生以及不同背景大学生职业选择和职业发展中价值取向的研究现状、国内外护理人员职业选择和职业发展的价值取向研究现状。     

CLS advanced degrees and career enhancement. Part 1--Comparison of career data.

OBJECTIVE: Determine whether recipients of clinical laboratory science (CLS) advanced degrees (MS) experience greater career achievements than their baccalaureate level (BS) colleagues. DESIGN: Two similar questionnaires were used-one for certified or licensed CLS professionals who had earned advanced CLS degrees (MS); the other for matched BS CLS colleagues. SETTING: Five academic programs that conduct both National Accrediting Agency for Clinical Laboratory Sciences accredited CLS education and CLS MS degree programs participated. PARTICIPANTS: The number of survey respondents was 220, 117 with advanced CLS degrees and 103 BS level controls. There were 99 matched pairs, i.e., 198 individuals were matched for gender, residence region, and years of experience. MAIN OUTCOME MEASURES: Careers of BS vs. MS respondents were statistically compared, e.g., fractions with managerial level jobs, relative earnings increases per year, numbers of publications and reports, and other professional contributions. RESULTS: Compared to their BS degree controls, MS degree respondents had more managerial level jobs (62% MS; 36% BS), a higher frequency of job change (once per 4.3 years MS; once per 5.9 years BS), and a higher increase per year of earnings (9.1% MS; 8.1% BS). A greater percentage of the MS degree graduates (77%) than the BS level controls (33%) had authored external publications; the responses related to authorship of institutional reports and procedures were less different-84% MS and 64% BS. Professional contributions to their institutions or profession were cited slightly more frequently by the MS graduates (65%) than by the BS level controls (55%). CONCLUSION: Compared to their matched BS level CLS colleagues, CLS MS degree recipients had greater job mobility, greater management authority, higher salary, and more numerous professional contributions.