标题：护理人文教育对本科实习护生人文关怀能力的影响

      作者：谭 利，刘梅训，龙海燕，雷凤琴，彭贵海
    (湖北医药学院附属太和医院心内科，湖北 十堰 442000)

      卷次： 2015年26卷11期

      【摘要】 目的 探讨护理人文教育对本科实习护生人文关怀能力的影响。方法 选取 2012年3月至2014
年2月在我院心内科实习的全日制护理学本科学生49名，分为人文教育组25名与传统教育组24名；传统教育组
给予“护理传统教育”干预，人文教育组在护理传统教育的基础上，实施“护理人文教育”；采用人文关怀能力评价
量表、关怀行为质量评价表、自主学习自评量表和护生就业态度调查表对两组实习护生进行测评，且分析、比较
两组各相应指标的差异。结果 ①人文教育组人文关怀能力各维度得分及其总分、关怀行为质量各维度得分及
其总分、自主学习能力各维度得分及其总分，与传统教育组一一比较，明显升高，差异均有统计学意义(P<0.05)；
②人文教育组喜欢护理专业、愿意从事护理工作的护生人数及其百分比分别为22/25(88%)、24/25(96%)，与传统
教育组17/24(70.83%)、20/24(83.33%)比较，明显升高，差异均有统计学意义(P<0.05)。结论 护理人文教育可以
改善本科实习护生的人文关怀能力与质量、自主学习能力以及认同护理专业的就业态度。

      【关键词】 护理学；本科生；实习；人文教育；人文关怀能力

      【中图分类号】 R471 【文献标识码】 A 【文章编号】 1003—6350（2015）11—1707—04


Influence of humanity education in nursing on the humanistic caring ability of undergraduate nursing student.
TAN Li, LIU Mei-xun, LONG Hai-yan, LEI Feng-qin, PENG Gui-hai.
Department of Cardiology, Affiliated Taihe
Hospital of Hubei University of Medicine, Shiyan 442000, Hubei, CHINA

【Abstract】 Objective To discuss the influence of humanity education in nursing on the humanistic caring
ability of undergraduate nursing students.Methods Forty-nine nursing undergraduates during internship in the De-
partment of Cardiology of our hospital from March 2012 to February 2014 were divided into traditional education
group (n=24) and humanity education group (n=25), which received traditional nursing education and humanity educa-
tion in nursing based on traditional nursing education, respectively. The two groups were surveyed by 4 question-
naires, which were designed for the assessment of humanistic caring ability, quality of caring behaviors and autono-
mous learning and for the investigation of students' attitude towards employment. The survey results of the two groups
were analyzed and compared. Results (1) Compared with the traditional education group, the score of each dimen-
sion, including humanistic caring ability, quality of caring behaviors and autonomous learning ability, and the total
score were significantly higher in the humanity education group, and the differences were statistically significant (P<
0.05). (2) The proportion of nursing students in the humanity education group who were fond of this profession and
were willing to be a nurse accounted for 88% (22/25) and 96% (24/25), respectively. In the traditional education
groups, the two proportions were 70.83% (17/24) and 83.33% (20/24), respectively. There were statistically differenc-
es between the two groups (P<0.05). Conclusion Humanity education in nursing can help improve the capacity and
quality of humanistic caring, autonomous learning ability and employment attitude of undergraduate nursing students.