中职护生职业认同与学习动机相关性研究

目的：分析中职护生职业认同与学习动机的现状，并探讨两者的相关性，增强中职护生学习动机，提高其职业认同。方法：采用一般资料调查表，护生职业认同、学习动机问卷，运用问卷星对420名中职护生进行问卷调查。结果：共回收有效问卷405份。405名中职护生职业认同总分为（61.13±11.02）分，学习动机总分为（86.42±9.49）分。职业认同各因子中社会说服得分最高，为（3.79±0.80）分；留职获益与离职风险得分最低，为（3.35±0.80）分。学习动机中热衷性维度得分最高，为（3.06±0.42）分；依赖他人评价维度得分最低，为（2.68±0.37）分；内生动机分量表得分高于外生动机。学生是否参加社团、选择护理专业的原因、新冠疫情是否对选择护理专业产生影响的中职护生职业认同得分差异有统计学意义（P＜0.05）。职业认同与学习动机总体呈正相关（r=0.508,P＜0.01）。结论：中职护生职业认同得分不高，可通过鼓励学生积极参与学校社团活动，发挥父母教育作用，增加学生对护理专业的兴趣，正确认识新冠疫情，增强学生的学习动机，提高护生在受教育阶段的职业认同，进而提高护生就业率。

Research on the correlation between vocational nursing students' professional identity and learning motivation

Objective: To analyze the current situation of professional identity and learning motivation of secondary vocational nursing students, and to explore the correlation between them, so as to enhance the learning motivation and professional identity of secondary vocational nursing students. Methods: A total of 420 secondary vocational nursing students were surveyed by general data questionnaire, nursing students’ occupational identity and learning motivation questionnaire. Results: A total of 405 valid questionnaires were recovered. The total score of professional identity was 61.13±11.02, the score of learning motivation was 86.42±9.49. Among the factors of professional identity, the score of social persuasion was 3.79±0.80, which was highest; the score of retention benefit and resignation risk was the lowest(3.35±0.80). In learning motivation, the score of enthusiasm dimension was the highest(3.06±0.42); the score of relying on others’ evaluation was the lowest(2.68±0.37). The scores of endogenous learning motivation subscale were higher than that of exogenous learning motivation. There were statistically significant differences in the professional identity scores of secondary vocational nursing students in terms of whether students participated in clubs, reasons for choosing nursing majors, and whether COVID-19 pandemic had influence on the selection of nursing specialty(P<0.05). There was a positive correlation between professional identity and learning motivation(r=0.508, P<0.01). Conclusion: In order to enhance secondary vocational nursing students’ professional identity, and thus increase their employment rate, we need to encourage them to participate in activities of school club and encourage their parents to play an educational role, increase interest in nursing, help them to understand the COVID-19 pandemic correctly and improve learning motivation.