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护理学报 ›› 2022, Vol. 29 ›› Issue (4): 53-58.doi: 10.16460/j.issn1008-9969.2022.04.053

• 调查研究 • 上一篇    下一篇

自我反思与洞察力在本科护生个人成长主动性与跨专业合作学习准备度的中介效应

臧爽1, 吴一凡1, 赵梅珍2, 王雪1, 杨筱曼1   

  1. 1.中国医科大学 护理学院,辽宁 沈阳 110122;
    2.华中科技大学同济医学院附属同济医院 护理部,湖北 武汉 430030
  • 收稿日期:2021-08-25 出版日期:2022-02-25 发布日期:2022-03-04
  • 作者简介:臧爽（1980-）,女,辽宁朝阳人,满族,硕士,副教授。
  • 基金资助:
    2021年度辽宁省普通高等教育本科教学改革研究项目; 2021年度中国医科大学护理学院科研立项项目（2021HL-04）

Mediating Effect of Self-reflection and Insight between Personal Growth Initiative and Readiness for Inter-professional Collaborative Learning among Nursing Undergraduates

ZANG Shuang1, WU Yi-fan1, ZHAO Mei-zhen2, WANG Xue1, YANG Xiao-man1   

  1. 1. School of Nursing, China Medical University, Shenyang 110122, China;
    2. Dept. of Nursing Administration, Tongji Hospital Affiliated to Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China
  • Received:2021-08-25 Online:2022-02-25 Published:2022-03-04

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摘要： 目的 探讨自我反思与洞察力在本科护生个人成长主动性与跨专业合作学习准备度间的中介作用。方法 采用便利抽样,2020年2月选取中国医科大学护理学院246名本科护生作为研究对象,采用一般资料调查表、个人成长主动性量表、跨专业合作学习准备量表、自我反思与洞察力量表进行调查。采用SPSS 20.0 分析跨专业合作学习准备度与自我反思与洞察力、个人成长主动性的相关性,采用AMOS 21.0分析自我反思与洞察力在个人成长主动性与跨专业合作学习准备度间的中介效应。结果 本组本科护生跨专业合作学习准备度总分、自我反思与洞察力总分、个人成长主动性量表的总分分别为（69.10±9.84）分、（74.63±10.01）分、（53.78±8.44）分;跨专业合作学习准备度与自我反思与洞察力、个人成长主动性均呈正相关（r=0.411,0.532;P<0.01）,个人成长主动性和自我反思与洞察力呈正相关（r=0.460; P<0.01）;自我反思与洞察力在个人成长主动性与跨专业合作学习准备度之间起部分中介作用（β=0.201,P<0.01）,中介效应值为20.1%。结论 本组本科护生跨专业合作学习准备度、个人成长主动性、自我反思与洞察力处于中等偏上水平。自我反思与洞察力在本科护生跨专业合作学习准备度及个人成长主动性间起部分中介作用。护理本科院校教育者应采取多种措施提高本科护生个人成长主动性,增强其自我反思与洞察力,以提升其跨专业合作学习准备。

关键词: 个人成长主动性, 跨专业合作学习准备度, 自我反思与洞察力, 本科护生

Abstract: Objective To To explore the mediating effect of self-reflection and insight between personal growth initiative and readiness for inter-professional collaborative learning among nursing undergraduates. Methods A convenience sample of 246 nursing undergraduates from China Medical University were selected as the objects in February 2020. They were investigated by using the general information questionnaire, Personal Growth Initiative Scale, Readiness of Inter-professional Learning Scale, and the Self-reflection and Insight Scale. SPSS 20.0 was used to analyze the correlation among readiness for inter-professional collaborative learning, self-reflection and insight, and personal growth initiative, and AMOS 21.0 to analyze the mediating effect of self-reflection and insight between personal growth initiative and readiness for inter-professional collaborative learning. Results The total score of the readiness for inter-professional collaborative learning, self-reflection and insight, and personal growth initiative among nursing undergraduates were 69.10±9.84, 74.63±10.01, and 53.78±8.44, respectively. There was a positive correlation among readiness for inter-professional collaborative learning, self-reflection and insight, and personal growth initiative（r=0.411, 0.532; P<0.01）and between personal growth initiative and self-reflection and insight（r=0.460; P<0.01）.Self-reflection and insight partly mediated personal growth initiative and readiness for inter-professional collaborative learning (β=0.201, P<0.01), with a mediating effect value of 20.1%. Conclusion Nursing undergraduates' readiness for inter-professional cooperative learning, personal growth initiative, and self-reflection and insight are all in a level above the medium. Self-reflection and insight are partial mediator of personal growth initiative and readiness for inter-professional collaborative learning among nursing undergraduates. Educators in nursing colleges should take various measures to improve nursing students' personal growth initiative and enhance their self-reflection and insight to enhance their readiness for inter-professional cooperative learning.

Key words: personal growth initiative, readiness for inter-professional cooperative learning, self-reflection and insight, nursing undergraduate

中图分类号: 

  • R47
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