影响本科护理学生职业承诺的因素:一个结构方程建模分析分析
Guo-Cui Wu1, Yu-Ye Zuo2, Bin-Bin Feng2
1School of Nursing, Anhui Medical University, 15 Feicui Road, Shushan District, Hefei, Anhui Province, 230032, China. gcwu82@126.com.
BMC nursing
|July 2, 2025
概括
通过培养自我指导的学习和创新,提高护理学生的专业承诺. 这些技能调解了心理性和教育环境对承诺的影响.
科学领域:
- 护理教育 护理教育
- 社会认知理论社会认知理论
- 心理弹性 心理弹性
背景情况:
- 护理学生表现出低于最佳的专业承诺.
- 缺乏解释影响因素的理论模型.
- 社会认知理论 (SCT) 为这项研究提供了一个框架.
研究的目的:
- 描述本科护理学生的专业承诺.
- 检查专业承诺和心理性,医学教育环境,创新能力和自我指导学习能力之间的关系.
- 调查自主学习和创新能力的调解作用.
主要方法:
- 与813名本科护理学生进行横截面研究.
- 在医学大学进行便利抽样.
- 利用承诺,弹性,学习,创新和教育环境的验证尺度;用结构方程建模分析.
主要成果:
- 医学教育环境,自主学习和创新能力直接预测了专业的承诺.
- 自主学习和创新能力调解了心理性和教育环境对承诺的影响.
- 通过自我指导的学习和创新,在心理性,教育环境和专业承诺之间发现了显著的链中介效应.
结论:
- 自主学习和创新能力是心理性,教育环境和护理学生的专业承诺之间的关键调解者.
- 护理教育工作者应优先考虑培养学生的自主学习.
- 优化教育环境和加强心理性培训可以增强专业的承诺.
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