Status quo, influencing factors, and improving path of nursing undergraduates' humanistic concern

Gu Can; Zhang Wanting; Liu Dan; Wang Yao; Wang Honghong; Chen Jia

doi:10.3760/cma.j.cn116021-20240915-01941

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Status quo, influencing factors, and improving path of nursing undergraduates' humanistic concern

Investigation Research | 更新时间：2025-07-01

- Status quo, influencing factors, and improving path of nursing undergraduates' humanistic concern
- Chinese Journal of Medical Education Research Vol. 24, Issue 6, Pages: 802-808(2025)
- 作者机构：
  
  中南大学湘雅护理学院，长沙 410013
- 作者简介：
  
  Chen Jia, Email: hlxycjia@csu.edu.cn
- 基金信息：
  
  2023 Innovation and Entrepreneurship Education Teaching Reform Research Project of Central South University(2023jy063);2019 Curriculum Ideological and Political Construction Research Project of Central South University(2019kcsz086)
- DOI：10.3760/cma.j.cn116021-20240915-01941
  CLC： R47
- Received：15 September 2024，
  
  Published：20 June 2025
- 稿件说明：
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谷灿, 张琬婷, 刘丹, 等. 护理本科生人文关怀现状、影响因素及提升路径分析[J]. 中华医学教育探索杂志, 2025, 24(6): 802-808.

Gu Can, Zhang Wanting, Liu Dan, et al. Status quo, influencing factors, and improving path of nursing undergraduates' humanistic concern[J]. Chinese journal of medical education research, 2025, 24(6): 802-808.
谷灿, 张琬婷, 刘丹, 等. 护理本科生人文关怀现状、影响因素及提升路径分析[J]. 中华医学教育探索杂志, 2025, 24(6): 802-808. DOI： 10.3760/cma.j.cn116021-20240915-01941.

Gu Can, Zhang Wanting, Liu Dan, et al. Status quo, influencing factors, and improving path of nursing undergraduates' humanistic concern[J]. Chinese journal of medical education research, 2025, 24(6): 802-808. DOI： 10.3760/cma.j.cn116021-20240915-01941.

摘要

目的

调查护理本科生人文关怀的现状并分析其影响因素，探讨提升人文关怀的教育实施路径。

方法

采用一般人口学资料调查表、关怀能力量表和自主学习能力量表对中南大学湘雅护理学院345名在读护理本科生进行调查。采用SPSS 26.0统计学软件进行数据分析，不同特征护理本科生的人文关怀能力得分比较采用独立样本

检验和方差分析，两两间的比较采用LSD检验；人文关怀能力与自主学习能力的各维度及总得分经检验均不满足正态分布，两者间的相关性采用Spearman相关分析。

结果

护理本科生的人文关怀能力得分为（169.52±10.62），护理本科生的人文关怀能力与自主学习能力呈正相关（

=0.426，

0.001）。逐步回归分析显示，人际交流、学习动机、年级、性别、是否任职过班干部是护理本科生人文关怀能力的影响因素。

结论

护理本科生的人文关怀能力得分低于现有研究的（175.70±18.74）分，处于较低水平，有待进一步提升。护理教育工作者在人文教育中需关注不同年级、不同性别护理本科生的个性化培养需求，发挥班干部的榜样作用，通过激发学生的学习动机，加强人际交流，有效提升护理本科生的人文关怀能力。

Abstract

Objective

To investigate the status quo and influencing factors of humanistic concern among nursing undergraduates

and to explore the educational path of improving humanistic concern.

Methods

A total of 345 nursing undergraduates from Xiangya School of Nursing of Central South University were investigated using a questionnaire of general demographic data

the Caring Ability Inventory

and the Self-directed Learning Instrument. The SPSS 26.0 statistical software was used for data analysis. The humanistic caring ability scores of nursing undergraduates with different characteristics were compared by the independent sample

-test and analysis of variance

and the pairwise comparison was conducted by the least significant difference

-test. All dimensions and total scores of humanistic caring ability and self-directed learning ability failed to meet normal distribution

and the correlation between them was determined by Spearman correlation analysis.

Results

The humanistic caring ability score of nursing undergraduates was (169.52±10.62). The correlation analysis showed that the humanistic caring ability of nursing undergraduates was positively correlated with their self-directed learning ability (

=0.426

0.001). The stepwise regression analysis showed that interpersonal communication ability

learning motivation

grades

genders

and class leader experience were influencing factors of humanistic caring ability of nursing undergraduates.

Conclusions

Nursing undergraduates should improve their humanistic caring ability

whose score is lower than that in the existing research (175.70±18.74). In humanistic education

nursing educators should pay attention to individualized development needs of nursing undergraduates with different grades and genders

set students with class leader experience as a good example

and effectively improve the humanistic caring ability of nursing undergraduates by stimulating learning motivation and strengthening interpersonal communication.

关键词

Keywords

references

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