A survey on the status of interdisciplinary training of nursing graduate students and the factors influencing their cognition of interdisciplinary training

Zhang Chuanlin; Mi Jie

doi:10.3760/cma.j.cn116021-20240511-02059

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A survey on the status of interdisciplinary training of nursing graduate students and the factors influencing their cognition of interdisciplinary training

Nursing Education Study | 更新时间：2025-07-01

- A survey on the status of interdisciplinary training of nursing graduate students and the factors influencing their cognition of interdisciplinary training
- Chinese Journal of Medical Education Research Vol. 24, Issue 6, Pages: 841-847(2025)
- 作者机构：
  
  1.重庆医科大学附属第一医院重症医学科，重庆 400016
  2.重庆医科大学护理学院，重庆 400016
- 作者简介：
  
  Mi Jie, Email: 986457073@qq.com
- 基金信息：
  
  Graduate Education Reform Project of Chongqing Education Commission(YJG233061);Nursing Discipline Leap Plan of Chongqing Medical University School of Nursing in 2024-Collaborative Innovation Support Project for Nursing Discipline(20240204)
- DOI：10.3760/cma.j.cn116021-20240511-02059
  CLC： R-05
- Received：11 May 2024，
  
  Published：20 June 2025
- 稿件说明：
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张川林, 米洁. 护理研究生多学科交叉的培养现状及认知影响因素调查研究[J]. 中华医学教育探索杂志, 2025, 24(6): 841-847.

Zhang Chuanlin, Mi Jie. A survey on the status of interdisciplinary training of nursing graduate students and the factors influencing their cognition of interdisciplinary training[J]. Chinese journal of medical education research, 2025, 24(6): 841-847.
张川林, 米洁. 护理研究生多学科交叉的培养现状及认知影响因素调查研究[J]. 中华医学教育探索杂志, 2025, 24(6): 841-847. DOI： 10.3760/cma.j.cn116021-20240511-02059.

Zhang Chuanlin, Mi Jie. A survey on the status of interdisciplinary training of nursing graduate students and the factors influencing their cognition of interdisciplinary training[J]. Chinese journal of medical education research, 2025, 24(6): 841-847. DOI： 10.3760/cma.j.cn116021-20240511-02059.

摘要

目的

了解基于多学科交叉的护理研究生培养现状及认知的影响因素，为培养护理创新人才提供参考。

方法

采用便利抽样法，于2024年1月至3月，使用问卷星调查成渝地区6所院校护理研究生多学科交叉的培养现状。采用SPSS 22.0软件进行

检验、单因素方差分析与多元线性回归分析。

结果

本研究回收392份有效问卷，有167人（42.60%）课题涉及多学科交叉。最多的交叉方向是心理70人（41.92%）、康复59人（35.33%）和养老55人（32.93%）。研究生感兴趣的培养方式为课题合作341人（86.99%）、学生交换或联合培养291人（74.23%）与交叉学科课程学习261人（66.58%）。影响培养的因素主要是多学科导师团队314人（80

.10%）、师资力量287人（73.21%）与相关课程学习278人（70.92%）。开展多学科交叉研究面临的挑战主要包括学习多学科交叉知识有难度327人（83.42%）、对知识整合的能力要求高284人（72.45%）与缺乏培养方案254人（64.80%）。对多学科交叉研究感兴趣、课程内容涉及多学科交叉及了解多学科交叉培养模式是影响护理研究生对多学科交叉认知的影响因素（

=9.42，

0.001；

=0.146，调整

=0.131）。

结论

基于多学科交叉的护理研究生培养仍处于探索阶段，学校应制定护理研究生多学科交叉培养方案，培养多学科交叉研究的兴趣，设置护理与心理、康复、养老等交叉课程，组建多学科导师团队，支持课题合作或联合培养，从而提高护理研究生综合素养和创新能力。

Abstract

Objective

To investigate the status of interdisciplinary training of nursing graduate students and the factors influencing their cognition of interdisciplinary training

and to provide a reference for cultivating innovative nursing talents.

Methods

Using the convenient sampling method

an online questionnaire survey was conducted on the Wenjuanxing platform to investigate the current status of multidisciplinary training of nursing graduate students at 6 universities in Chengdu and Chongqing from January to March 2024. SPSS 22.0 software was used for

-test

one-way ANOVA

and multiple linear regression analysis.

Results

This study collected 392 valid questionnaires

with 167 (42.60%) respondents reporting engagement in multidisciplinary research. The most common interdisciplinary areas included psychology (70

41.92%)

rehabilitation (59

35.33%)

and elderly care (55

32.93%). Preferred training methods were research collaboration (341

86.99%)

student exchange or joint training programs (291

74.23%)

and interdisciplinary coursework (261

66.58%). The main influencing factors for training effectiveness were multidisciplinary mentor team (314

80.10%)

teaching staff (287

73.21%)

and related course learning (278

70.92%). The challenges in conducting multidisciplinary research included difficulties in acquiring interdisciplinary knowledge (327

83.42%)

high demands for knowle

dge integration capabilities (284

72.45%)

and a lack of training program (254

64.80%). Interest in interdisciplinary research

course content involving interdisciplinary studies

and understanding of the interdisciplinary training model were identified as factors influencing the cognition of interdisciplinary training among nursing graduate students (

=9.42

0.001;

=0.146

adjusted

=0.131).

Conclusions

The multidisciplinary training of nursing graduate students remains in the exploratory stage. Universities should formulate multidisciplinary training programs for nursing graduate students

cultivate their interest in interdisciplinary research

establish cross-disciplinary courses integrating nursing with psychology

rehabilitation

and elderly care

assemble multidisciplinary mentor teams

and support research collaborations or joint training programs. These measures can enhance the comprehensive competencies and innovative capabilities of nursing graduate students.

关键词

Keywords

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