Department of Health Care Management, Kitasato University School of Medicine, Sagamihara City, Kanagawa, Japan.
Tohoku J Exp Med. 2013 May;230(1):33-42. doi: 10.1620/tjem.230.33.
Nursing students must develop their abilities to provide appropriate nursing services. They need to acquire the level of nursing knowledge to pass the national examination according to Japanese law. Moreover, even if the awareness of the rights of people who receive nursing services increases, students must not have a sense of resistance toward those rights. Therefore, we investigated the factors associated with students' motivation to pass their examination and such a sense of resistance. We produced items related to reasons students wanted to become registered nurses with reference to job satisfaction and their learning environment (e.g., teachers' manners and school events unrelated to the examination). There were 3,417 female nursing students analyzed in 29 vocational schools that allow graduation after a 3-year study period (average age, 21.93 years [standard deviation, 5.44]). Older and third-year students had a stronger motivation to pass the examination and a weaker sense of resistance to people's rights compared with younger and first- to second-year students. Students who answered a "Lack of enthusiasm for becoming a registered nurse" had a weakened motivation and a strengthened sense of resistance. Factors enhancing students' motivation to pass their examination were "Professional commitment," "Desire for companionship," and "School events unrelated to the national examination." Factors strengthening students' sense of resistance to people's rights were "Living stability" and "Social appraisal." Teachers must develop methods to teach ethics so that their students respect the rights of people who receive nursing services and to ensure that they acquire the necessary nursing knowledge.
护理学生必须发展提供适当护理服务的能力。他们需要根据日本法律获得通过国家考试的护理知识水平。此外，即使接受护理服务的人的权利意识增加，学生也不得对这些权利产生抵触情绪。因此，我们调查了与学生考试动机和抵触情绪相关的因素。我们参考了工作满意度和学习环境（例如，教师的举止和与考试无关的学校活动），生成了与学生成为注册护士的原因相关的项目。在允许 3 年学习后毕业的 29 所职业学校中，有 3417 名女性护理学生接受了分析（平均年龄为 21.93 岁[标准差为 5.44]）。与年轻的一、二年级学生相比，年龄较大的三年级学生更有动力通过考试，对他人权利的抵触感也较弱。回答“对成为注册护士缺乏热情”的学生的动机和抵触感较弱。增强学生通过考试动机的因素有“职业承诺”、“同伴愿望”和“与国家考试无关的学校活动”。增强学生对他人权利抵触感的因素有“生活稳定”和“社会评价”。教师必须开发教授伦理的方法，使学生尊重接受护理服务的人的权利，并确保他们获得必要的护理知识。
