我國本科護士臨床護理實踐中的問題調(diào)查,護理碩士論文

我們國家本科護士臨床護理實踐中的問題調(diào)查,護理碩士論文本篇論文目錄導(dǎo)航：【第1部分】我們國家本科護士臨床護理實踐中的問題調(diào)查【第2部分】【第3部分】【第4部分】【第5部分】【第6部分】【第7部分】內(nèi)容摘要目的：在對本科護士臨床護理實踐中常見問題相關(guān)文獻分析的基礎(chǔ)上，通過調(diào)查分析國內(nèi)醫(yī)院本科護士在臨床護理實踐中存在的問題，系統(tǒng)地了解我們國家護理本科教育10年來的成果與缺乏，討論解決問題的方式方法和對策，為加快護理教育改革，調(diào)整護理本科教育課程設(shè)置，優(yōu)化在校生人才培訓(xùn)，加強人文素質(zhì)教育提供參考根據(jù)，為培養(yǎng)合適臨床需要和人民群眾健康需求的合格護理人才探明方向。方式方法：本研究主要采用文獻分析法和問卷調(diào)查法，在分析國內(nèi)外有關(guān)本科護士臨床護理實踐中常見問題及對策方面文獻的基礎(chǔ)上，自編調(diào)查問卷，并選取省內(nèi)外5家三級甲等醫(yī)院的本科護士本人、護理管理者和護理同行分別進行調(diào)查研究，應(yīng)用統(tǒng)計軟件SPSS17.0進行數(shù)據(jù)分析。結(jié)果：1．在臨床護理實踐中，護理管理者和護理同行一致以為本科護士職業(yè)道德、誠信意識和護理倫理意識較強，專業(yè)理論知識扎實；本科護士本人以為其在職業(yè)道德、誠信意識、敬業(yè)精神和團隊意識方面表現(xiàn)突出。與此同時，護理管理者以為本科護士在科研能力、動手能力、團隊意識和心理素質(zhì)方面較薄弱，護理同行對本科護士科研能力、動手能力、團隊意識和敬業(yè)精神的評價較低，本科護士本人以為其在科研能力、創(chuàng)新意識、外語水平和管理水平方面有待提高。2．不同調(diào)查對象對本科護士臨床護理工作評價之間的差異性研究發(fā)現(xiàn)，職業(yè)道德、護理倫理意識、誠信意識、敬業(yè)精神、解決問題能力、法制觀念、工作適應(yīng)能力、團隊意識、外語水平、計算機水平、創(chuàng)新意識和動手能力上的差異有統(tǒng)計學(xué)意義〔P0.05〕；專業(yè)知識、語言表示出能力、自學(xué)能力、與患者溝通能力、應(yīng)急能力、心理素質(zhì)、教學(xué)能力、管理水平和科研能力上的差異無統(tǒng)計學(xué)意義〔P0.05〕。3．采用主成分分析法，通過KMO檢驗，得出KMO統(tǒng)計量為0.904，偏相關(guān)性很弱，非常適于因子分析。通過Bartlett球型檢驗，P0.001，亦講明適于因子分析。因子旋轉(zhuǎn)后，特征值大于1的主成分有5個，其對總方差的累積奉獻率為63.349%。提取的5個主成分分別為，F(xiàn)1：團隊意識、敬業(yè)精神、誠信意識、法制觀念、動手能力；F2：心理素質(zhì)、與患者溝通能力、解決問題能力、工作適應(yīng)能力、應(yīng)急能力、創(chuàng)新意識；F3：護理倫理意識、職業(yè)道德；F4：科研能力、管理水平、教學(xué)能力；F5：計算機水平、外語水平、語言表示出能力、自學(xué)能力、專業(yè)知識。一般來講，第1主成分奉獻率最大，即F1是評價者最為看重的因素。結(jié)論：本科護士在團隊意識、敬業(yè)精神和心理素質(zhì)方面有待加強，在動手能力、科研能力、創(chuàng)新意識、外語水平和管理水平等方面仍較為薄弱。針對本科護士在臨床護理實踐中的常見問題，提出三個方面的對策：本科護士本身應(yīng)加強自我修養(yǎng)，提升綜合素質(zhì)；醫(yī)院和管理者應(yīng)制訂培養(yǎng)方案，合理規(guī)劃使用；護理高等院校應(yīng)結(jié)合臨床需要，優(yōu)化課程設(shè)置。本文關(guān)鍵詞語：護理；本科；實踐；問題；對策AbstractObjective:Onthebasisoftheanalysisofliteratureoncommonproblemsinclinicalnursingpracticeoftheundergraduatenurses,throughinvestigatingandanalyzingtheproblemsofthedomesticundergraduatenursesinclinicalnursingpractice,knowingtheachievementsanddeficiencyofnursingundergraduateeducationinChinainthepast10years,exploringthemethodsandcountermeasurestosolvetheproblems,providingareferencebasis,inordertospeedupthereformofnursingeducation,adjustthenursingundergraduateeducationcurriculum,optimizepersonneltrainingstudents,andstrengthenhumanisticqualityeducation,findingoutthedirectionfortrainingqualifiednursingtalentswhoaresuitableforclinicalneedsandpeopleshealthdemand.Methods:Thisresearchmainlyadoptsliteratureanalysisandquestionnairesurvey,basedontheanalysisofrelevantundergraduatenursesclinicalnursingpracticeathomeandabroadonthebasisofthecommonproblemsandcountermeasuresintheaspectsofliterature,theself-madequestionnaire,andbothfivethirdrateofundergraduatenurses,nursingmanagersandhospitalcarepeerstudyrespectively,applicationSPSS17.0statisticalsoftwarefordataanalysis.Results:1.Inclinicalnursingpractice,nursingmanagersandpeersagreethatundergraduatenursesconsciousnessofprofessionalethics,integrityandnursingethicsconsciousnessisstronger,solidprofessionaltheoreticalknowledge;UndergraduatenurseIthinkintheconsciousnessofprofessionalethics,integrity,professionalismandteamconsciousness.Atthesametime,thenursingmanagersthinkundergraduatenursesinthescientificresearchability,practicalability,teamconsciousnessandthepsychologicalqualityisrelativelyweak,nursingcolleaguesforundergraduatenursescientificresearchability,practicalability,teamconsciousnessandtheprofessionalspiritofevaluationislow,undergraduatenurseIthinkinthescientificresearchability,innovationconsciousness,toimproveforeignlanguagelevelandmanagementlevel.2.Differentsubjectsofundergraduatenursesclinicalnursingevaluationbetweenthestudyfoundthatthedifferenceoftheprofessionalethics,nursingethics,integrity,dedication,problemsolvingskills,legalidea,theabilitytoadaptwork,teamconsciousness,foreignlanguagelevel,computerlevel,innovationconsciousnessandpracticeabilityinthedifferencewasstatisticallysignificant(P0.05);Professionalknowledge,languageexpressionability,self-learningability,abilitytocommunicatewithpatients,emergencyability,psychologicalquality,teachingability,managementlevelandthedifferencesofscientificresearchabilityhasnostatisticalsignificance(P0.05).3.Usingprincipalcomponentanalysis(pca),throughtheKMOtest,getKMOstatisticis0.904,thepartialcorrelationisveryweak,verysuitableforfactoranalysis.ByBartlettballtypetest,P0.001,alsosuitableforfactoranalysis.Therotationfactor,characteristicvaluegreaterthan1maincomponenthas5,itscumulativecontributionrateof63.349%oftotalvariance.Extractionoffiveprincipalcomponents,respectively,F1,teamconsciousness,professionaldedication,integrityawareness,legalidea,thebeginningability;F2:psychologicalquality,andpatientcommunicationskills,problemsolvingskills,abilitytoadaptwork,emergencyability,innovationconsciousness;F3:nursingethicsawarenessandprofessionalethics;F4:scientificresearchability,managementlevelandteachingability;F5:computerskills,foreignlanguagelevel,languageexpressionability,self-learningability,professionalknowledge.Ingeneral,thefirstprincipalcomponentcontributionrate,thebiggestoneisthemostvaluefactorsofevaluators.Conclusion:Undergraduatenursesintermsofteamconsciousness,spiritandpsychologicalqualityneedstobestrengthened,thebeginningability,scientificresearchabilityandinnovationconsciousness,foreignlanguagelevelandmanagementlevelisstillrelativelyweak.Forundergraduatenursesisacommonprobleminclinicalnursingpractice,putforwardthestrategyofthreeaspects:theunde