影响临床护士继续教育参与的动机因素:一个横截面研究
Rui Liu1,2, Juan Wang2, Min Li1
1College of Nursing, Dali University, Dali, People's Republic of China.
Contemporary nurse
|August 28, 2025
概括
临床护士对继续教育的动机不同,自我效能是关键因素. 干预措施应侧重于提高自我效能和职业支持,以提高参与和护理质量.
科学领域:
- 护士教育
- 医疗保健劳动力发展
- 专业能力
背景情况:
- 临床护士继续教育的动机对于专业发展和优质的患者护理至关重要.
- 动机水平有很大差异,特别是在资源有限的环境中,需要有针对性的干预措施.
研究的目的:
- 在中国西部资源有限的临床护士中识别出不同的动机特征.
- 探索自我效能和人口变量与这些动机概况的关联.
主要方法:
- 通过使用教育参与度和一般自我效能度进行了涉及400名临床护士的横截面调查.
- 隐性概况分析 (LPA) 分类了动机概况,多变量逻辑回归确定了相关因素.
主要成果:
- 发现了三种激励特征:高激励率以自我效能为驱动 (25%),中等激励率以职业发展为导向 (49.25%),低激励率以外部压力为导向 (25.75%).
- 自我有效性是高动机的重要预测因素 (OR=0.392). 父母的责任也显示出与激励类别的联系.
结论:
- 临床护士继续教育的动机是多样化的,自我效能发挥着关键作用.
- 建议进行分层干预以提高自我效能和职业支持,以促进参与和改善医疗保健质量.
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