Begley Cecily M, Glacken Michèle
School of Nursing and Midwifery Studies, Trinity College Dublin, 24 D'Olier Street, Dublin 2, Ireland.
Nurse Educ Today. 2004 Oct;24(7):501-10. doi: 10.1016/j.nedt.2004.06.002.
Stress and bullying have been found to be common problems in a number of studies of Irish nursing and midwifery. Victims of bullying need high levels of assertiveness to enable them to withstand the stress of victimization. It was deemed important to measure nursing students' level of assertiveness prior to, and near completion of, their pre-registration education programme. Aim. To ascertain nursing students' perceived levels of assertiveness prior to, and nearing the completion of, their three-year pre-registration programme.
Ethical approval was given. The students commencing general nurse education programmes in two schools in Southern Ireland agreed to take part (n=72). A questionnaire adapted from a number of assertiveness scales, and tested for validity and reliability in this population, was used to collect data.
In general, students' reported assertiveness levels rose as they approached completion of their three-year education programme.
The resource constrained health service of the 21st century requires nurses who are assertive to meet the needs of its users. Nursing students' assertiveness skills could be augmented through concentrated efforts from nurse educationalists and clinicians to reduce the communication theory practice gap in nurse education today. To address the multi-dimensional nature of assertiveness, strategies to increase assertiveness should operate at the individual, interface and organisational level.
The students in this study reported an increase in levels of assertiveness as they approached completion of their three-year education programme. To function as effective, safe practitioners registered nurses need to be assertive, therefore education in assertiveness should be an integral part of their preparation. The precise composition and mode of delivery of this education requires exploration and evaluation.
在爱尔兰护理和助产领域的多项研究中，压力和欺凌已被发现是常见问题。欺凌受害者需要高度的自信才能承受受害带来的压力。在护理专业学生完成预注册教育课程之前及临近结束时测量其自信水平被认为很重要。目的：确定护理专业学生在三年制预注册课程开始前及临近结束时所感知到的自信水平。
获得了伦理批准。在爱尔兰南部两所学校开始接受普通护士教育课程的学生同意参与研究（n = 72）。使用一份改编自多个自信量表且在此人群中经过效度和信度测试的问卷来收集数据。
总体而言，随着学生接近三年制教育课程的结束，他们报告的自信水平有所提高。
21世纪资源受限的医疗服务需要自信的护士来满足使用者的需求。护士教育工作者和临床医生应集中精力缩小当今护理教育中沟通理论与实践的差距，从而增强护理专业学生的自信技能。为解决自信的多维度性质问题，提高自信的策略应在个人、界面和组织层面发挥作用。
本研究中的学生报告说，随着他们接近三年制教育课程的结束，自信水平有所提高。为了成为有效、安全的从业者，注册护士需要自信，因此自信教育应成为他们培训的一个组成部分。这种教育的确切构成和授课方式需要进行探索和评估。
