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Nursing Science 2025
产教协同背景下本科护生实习前对老年人态度、老化知识水平及人文关怀能力的现状研究
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Abstract:
目的：了解产教协同背景下护理专业本科生(简称“护生”)实习前对老年人态度、老化知识水平及人文关怀能力现状，探讨护生对老年人态度、老化知识水平相关性。方法：使用对老年人态度量表、护生老化知识量表、关怀能力量表进行问卷调查，通过问卷星对新疆某医科大学实习前护生开展网络调查。结果：护生对老年人态度得分为(108.69 ± 20.73)分，偏见维度得分为(64.42 ± 15.47)分，欣赏维度得分为(44.27 ± 10.49)分；老化知识得分(9.79 ± 3.74)分；人文关怀能力总分为(150.89 ± 11.43)分，认知维度得分为(63.54 ± 10.66)分，勇气维度得分为(38.69 ± 9.53)分、耐心维度得分为(48.67 ± 7.99)分；护生老化知识与对老年人态度呈负相关(r = ？0.204)。结论：实习前护生对老年人态度趋于负向、老化知识普遍缺乏，人文关怀能力水平偏低，护理教育者及管理者需加强对护生老年护理专业课程及人文关怀的教育，提高护生的老化知识水平及人文关怀能力，以便护生更好地适应及过渡到临床实习。
Objective: To understand the status quo of nursing undergraduates’ attitude, aging knowledge level and humanistic care ability towards the elderly before practice under the background of cooperation between production and teaching, and to explore the correlation between nursing undergraduates’ attitude and aging knowledge level. Methods: Questionnaire survey was conducted with the attitude scale for the elderly, nursing students’ aging knowledge scale and caring ability scale, and online survey was conducted among nursing students before practice in a medical university in Xinjiang by asking questions. Results: The score of nursing students’ attitude towards the elderly was (108.69 ± 20.73), the score of prejudice dimension was (64.42 ± 15.47), and the score of appreciation dimension was (44.27 ± 10.49). The score of aging knowledge is (9.79 ± 3.74); The total score of humanistic care ability is (150.89 ± 11.43), the score of cognitive dimension is (63.54 ± 10.66), the score of courage dimension is (38.69 ± 9.53), and the score of patience dimension is (48.67 ± 7.99). There was a negative correlation between nursing students’ knowledge of aging and their attitude towards the elderly (r = ？0.204). Conclusion: Before practice, the attitude of nursing students towards the elderly tends to be negative, the knowledge of aging is generally lacking, and the level of humanistic care ability is low. Nursing educators and managers need to strengthen the education of nursing students’ professional courses and humanistic care, and improve their aging knowledge level and humanistic care ability, so that nursing students can better adapt to and transition to clinical practice.
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