消化内科护理带教教师软技能及其对带教行为的影响

王颖; 孟琴; 陈春花; 高可娜; 贾桂

doi:10.3760/cma.j.cn116021-20221010-01397

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消化内科护理带教教师软技能及其对带教行为的影响

护理教育研究 | 更新时间：2023-09-01

- 消化内科护理带教教师软技能及其对带教行为的影响
- Soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors
- 中华医学教育探索杂志 2023年22卷第8期页码：1252-1256
- 作者机构：
  
  空军军医大学第一附属医院消化内科，西安　710032
- 作者简介：
  
  贾桂，Email：15094052895@163.com
- 基金信息：
  
  陕西省重点研发计划项目(2023-ZDLSF-34)
- DOI：10.3760/cma.j.cn116021-20221010-01397
  中图分类号： R-05
- 纸质出版日期：2023-08-20，
  
  收稿日期：2022-10-10，
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王颖, 孟琴, 陈春花, 等. 消化内科护理带教教师软技能及其对带教行为的影响[J]. 中华医学教育探索杂志, 2023, 22(8): 1252-1256.

Wang Ying, Meng Qin, Chen Chunhua, et al. Soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors[J]. Chinese Journal of Medical Education Research, 2023,22(8):1252-1256.
王颖, 孟琴, 陈春花, 等. 消化内科护理带教教师软技能及其对带教行为的影响[J]. 中华医学教育探索杂志, 2023, 22(8): 1252-1256. DOI： 10.3760/cma.j.cn116021-20221010-01397.

Wang Ying, Meng Qin, Chen Chunhua, et al. Soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors[J]. Chinese Journal of Medical Education Research, 2023,22(8):1252-1256. DOI： 10.3760/cma.j.cn116021-20221010-01397.

摘要

目的

探讨消化内科护理带教教师软技能及其对带教行为的影响。

方法

整群抽样选取我省12所三甲医院消化内科的438名护理带教教师为调查对象。运用一般资料调查表、护理软技能测评量表、临床护理导师行为量表进行问卷调查。评估护理带教老师软技能、带教行为的得分水平。软技能与带教行为的相关性采用Pearson相关性分析。带教行为的单因素分析采用独立样本

检验、方差分析。带教行为的多因素分析采用多重线性回归分析。

结果

护理软技能测评量表总分为（164.75±18.49），条目均分为（3.43±0.49）。临床护理导师行为量表总分为（94.26±8.48），条目均分为（4.10±0.46）。护理软技能总分与带教行为总分呈正相关（

=0.31，

0.05）。不同学历、职称、护龄、带教年限的护理带教教师的行为量表总分比较差异有统计学意义（

0.05）。多重线性回归分析显示：职称、带教年限、护理软技能是影响护理带教教师带教行为水平的重要因素，可以解释带教行为水平的39.50%。

结论

消化内科护理带教教师软技能处于中等水平，职称、带教年限、护理软技能是影响带教行为的重要因素，提高带教教师软技能或许有助于改善带教行为。

Abstract

Objective

To investigate the soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors.

Methods

A total of 438 nursing teachers from the Department of Gastroenterology of 12 grade A tertiary hospitals in our province were selected as the subjects by cluster sampling. The general information questionnaire

nursing soft skill assessment scale

and clinical nursing mentors' behavior scale were used for a questionnaire survey. The scores for soft skills and teaching behaviors of nursing teachers were evaluated. A Pearson correlation analysis was conducted to discuss the correlation between soft skills and teaching behaviors. The independent sample

test and variance analysis were performed for univariate analysis of teaching behaviors. A multivariate analysis of teaching behaviors was performed by multiple linear regression analysis.

Results

The total score of the nursing soft skill assessment scale was (164.75±18.49)

and the average score of items was (3.43±0.49). The total score of the clinical nursing mentors' behavior scale was (94.26±8.48)

and the average score of items was (4.10±0.46). The total score of nursing soft skills was positively correlated with the total score of teaching behaviors (

=0.31

0.05). The total score of the behavior scale of nursing teachers varied significantly across different education backgrounds

professional titles

nursing ages

and teaching years (

0.05). The multiple linear regression analysis found that professional title

teaching years

and nursing soft skills were important factors affecting the teaching behavior level of nursing teachers

which could explain 39.50% of the teaching behavior level.

Conclusion

Soft skills of nursing teachers in the Department of Gastroenterology are at a middle level. Professional title

teaching years

and soft skills are important factors affecting teaching behaviors. Improving soft skills of nursing teachers may help improve teaching behaviors.

关键词

软技能带教行为消化内科护理带教

Keywords

Soft skillTeaching behaviorDepartment of gastroenterologyNursing teaching

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