Hsieh Suh-Ing, Hsu Li-Ling
Department of Nursing, Chang Gung University of Science and Technology, Taiwan, ROC.
Nurse Educ Today. 2013 Dec;33(12):1536-45. doi: 10.1016/j.nedt.2013.01.012. Epub 2013 Feb 18.
Limited literature is available for demographic and learning factors related to performance of baccalaureate nursing students. The study aimed at examining mean differences in nursing competency between the first week and the sixth week of a nursing clinical practicum as well as evaluating mean differences in nursing competency by demographic and learning factors at the sixth week of a nursing clinical practicum controlling for baseline scores of nursing competency. A comparative study design was conducted using the competency inventory for baccalaureate senior nursing students based on learning outcomes. Participants were surveyed at the first week and the sixth week of a nursing practicum with 95% mean response rate. Paired t test was used to compare within-subjects differences in mean nursing competency. ANCOVA and Kruskal-Wallis test, and Mann-Whitney U test were conducted to compare between-subjects differences in mean nursing competency. There are significant mean differences in nursing competency in general clinical skills, lifelong learning, clinical biomedical science, caring, and critical thinking and reasoning between the 1st week and the 6th week of nursing practicum. Likewise, type of nursing program, prior schooling, type of nursing license, interest in nursing, and extracurricular activity experience were significantly related to mean total nursing competency. Similarly, demographic attributes (location of school, type of nursing program, prior schooling, type of nursing license, a family member working as a medical practitioner or a nurse, interest in nursing, attributes of preferred workplace after college) and learning factors (extracurricular activity experience, played an active role in classroom discussions and asked questions, academic class rank, and English grade, clinical biomedical science, nursing science, and nursing practicum) were significantly related to six-subscale scores of nursing competency. There are mean differences in nursing competency across several demographic and learning factors. These factors should be given greater emphasis by nurse educators in planning the academic and clinical phases of professional education.
关于护理学本科学生表现的人口统计学和学习因素的文献有限。该研究旨在考察护理临床实习第一周和第六周之间护理能力的平均差异，并在控制护理能力基线分数的情况下，评估护理临床实习第六周时护理能力在人口统计学和学习因素方面的平均差异。采用基于学习成果的护理学本科高年级学生能力量表进行了一项比较研究设计。在护理实习的第一周和第六周对参与者进行了调查，平均回复率为95%。配对t检验用于比较护理能力均值的受试者内差异。进行协方差分析、Kruskal-Wallis检验和Mann-Whitney U检验以比较护理能力均值的受试者间差异。在护理实习的第1周和第6周之间，一般临床技能、终身学习、临床生物医学科学、关爱以及批判性思维和推理等方面的护理能力存在显著的平均差异。同样，护理项目类型、先前学业、护理执照类型、对护理的兴趣以及课外活动经历与护理总能力均值显著相关。类似地，人口统计学属性（学校所在地、护理项目类型、先前学业、护理执照类型、家庭成员是医生或护士、对护理的兴趣、大学毕业后首选工作场所的属性）和学习因素（课外活动经历、在课堂讨论中发挥积极作用并提问、学业班级排名、英语成绩、临床生物医学科学、护理科学和护理实习）与护理能力的六个子量表得分显著相关。在多个人口统计学和学习因素方面，护理能力存在平均差异。护理教育工作者在规划专业教育的学术和临床阶段时应更加强调这些因素。
