妇产科实习护士学习收获的变化趋势及与学习信念、学业情绪的关联分析

刘小玮; 王蕊; 刘佳; 何珍

doi:10.3760/cma.j.cn116021-20250601-02187

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妇产科实习护士学习收获的变化趋势及与学习信念、学业情绪的关联分析

护理教育研究 | 更新时间：2026-07-27

- 妇产科实习护士学习收获的变化趋势及与学习信念、学业情绪的关联分析
- Trends in learning gains of intern nurses in obstetrics and gynecology and their correlations with learning beliefs and academic emotions
- 中华医学教育探索杂志 2026年25卷第7期页码：872-879
- 作者机构：
  
  首都医科大学宣武医院妇产科，北京 100054
- 作者简介：
  
  刘小玮，Email：louxw_928096@163.com
- 基金信息：
  
  首都医科大学2023年教育教学改革研究课题(2023JYY113)
- DOI：10.3760/cma.j.cn116021-20250601-02187
  中图分类号： R47;R-0;R-4
- 收稿：2025-06-01，
  
  网络首发：2025-12-10，
  
  纸质出版：2026-07-20
- 稿件说明：
移动端阅览
刘小玮, 王蕊, 刘佳, 等. 妇产科实习护士学习收获的变化趋势及与学习信念、学业情绪的关联分析[J]. 中华医学教育探索杂志, 2026, 25(7): 872-879.

Liu Xiaowei, Wang Rui, Liu Jia, et al. Trends in learning gains of intern nurses in obstetrics and gynecology and their correlations with learning beliefs and academic emotions[J]. Chinese Journal of Medical Education Research, 2026, 25(7): 872-879.
刘小玮, 王蕊, 刘佳, 等. 妇产科实习护士学习收获的变化趋势及与学习信念、学业情绪的关联分析[J]. 中华医学教育探索杂志, 2026, 25(7): 872-879. DOI： 10.3760/cma.j.cn116021-20250601-02187.

Liu Xiaowei, Wang Rui, Liu Jia, et al. Trends in learning gains of intern nurses in obstetrics and gynecology and their correlations with learning beliefs and academic emotions[J]. Chinese Journal of Medical Education Research, 2026, 25(7): 872-879. DOI： 10.3760/cma.j.cn116021-20250601-02187.

摘要

目的

纵向追踪妇产科实习护士学习收获（包括自我完善和应用技能2个维度）的变化趋势，并分析其与学习信念、学业情绪各维度的关联强度及方向。

方法

选取2022年10月至2024年4月于首都医科大学宣武医院妇产科轮转的80名实习护士作为研究对象，采用一般资料问卷、学习收获量表、学习信念问卷及学业情绪问卷进行调查。采用SPSS 26.0软件进行

检验、单因素方差分析、重复

测量方差分析。采用Pearson相关分析探讨各维度间的相关性。采用多元线性回归分析探讨学习收获的影响因素。

结果

妇产科实习护士的学习收获总分随实习阶段推进显著提升，但自我完善维度得分始终低于应用技能维度。大专学历及性格内向的实习护士学习收获得分较低。Pearson相关分析显示，学习收获与学习信念（

=0.253）、高兴情绪（

=0.328）、放松情绪（

=0.383）呈正相关，与焦虑（

=-0.301）及厌倦（

=-0.395）情绪呈负相关（

0.05）。以实习末期数据建立的回归模型显示，学历、性格、学习信念及学业情绪与妇产科实习护士的学习收获显著相关。

结论

妇产科实习护士的学习收获在实习过程中逐步提高，但自我完善能力的发展滞后于应用技能。建议通过分层培训、情绪管理与反思性学习等方式优化教学模式。本研究为单中心设计，未来需开展多中心研究以增强结论的代表性与推广价值。

Abstract

Objective

To longitudinally track the trends in learning gains (including two dimensions: self-improvement and applied skills) among obstetrics and gynecology intern nurses

and analyze the strength and direction of their associations with various dimensions of learning beliefs and academic emotions.

Methods

A total of 80 intern nurses rotated in the Department of Obstetrics and Gynecology at Xuanwu Hospital

Capital Medical University

from October 2022 to April 2024 were selected as the study subjects. Surveys were conducted using a general information questionnaire

a learning gains scale

a learning beliefs questionnaire

and an academic emotions questionnaire. SPSS 26.0 software was used for t-tests

one-way ANOVA

and repeated measures ANOVA. A Pearson correlation analysis was employed to explore correlations among dimensions. A multiple linear regression analysis was used to examine the influencing factors of learning gains.

Results

The total learning gains score of obstetrics and gynecology intern nurses significantly increased as the internship progressed

but the self-improvement dimension consistently scored lower than the applied skills dimension. Intern nurses with a junior college education and introverted personalities had relatively low learning gains scores. The Pearson correlation analysis

revealed positive correlations of learning gains with learning beliefs (

=0.253)

happy emotions (

=0.328)

and relaxed emotions (r=0.383) and negative correlations with anxiety (

=-0.301) and boredom (

=-0.395) (

0.05). A regression model based on end-of-internship data indicated that education level

personality

learning beliefs

and academic emotions were significantly associated with the learning gains.

Conclusions

The learning gains of obstetrics and gynecology intern nurses gradually improved during the internship

but the development of self-improvement lagged behind applied skills. It is recommended to optimize teaching methods through tiered training

emotional management

and reflective learning. This study employed a single-center design

and future multicenter studies are needed to enhance the representativeness and generalizability of the findings.

关键词

Keywords

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