Ford Yvonne
J Nurs Educ. 2015 Sep;54(9):S107-11. doi: 10.3928/01484834-20150814-20.
Positive nurse self-concept has been shown to increase job productivity, retention, and job satisfaction. Student participation in peer-mentoring experiences has been shown to increase self-confidence and understanding of the role of the nurse leader.
The Nurse Self-Concept Questionnaire (NSCQ) was used to measure the nurse self-concept of senior baccalaureate nursing students before and after completion of a peer-mentoring experience.
Female students scored significantly higher on two subscales of the NSCQ than male students prior to the peer-mentoring experience. This difference was not seen after the experience. Mean changes in scores on all six dimensions of self-concept measured by the NSCQ were significantly higher after the mentoring experience.
Further investigation of male students' experiences in clinical settings may be warranted. The experience of mentoring lower-level students offers practice for upper-level nursing students in providing direction, exercising leadership and management skills, and working as a member of the health care team.
积极的护士自我概念已被证明能提高工作效率、留职率和工作满意度。学生参与同伴指导经历已被证明能增强自信心并加深对护士领导者角色的理解。
使用护士自我概念问卷（NSCQ）来测量本科高年级护理专业学生在完成同伴指导经历前后的护士自我概念。
在同伴指导经历之前，女生在NSCQ的两个分量表上的得分显著高于男生。经历之后这种差异不再明显。通过NSCQ测量的自我概念所有六个维度的得分平均变化在指导经历之后显著更高。
可能有必要进一步调查男生在临床环境中的经历。指导低年级学生的经历为高年级护理专业学生提供了在提供指导、运用领导和管理技能以及作为医疗团队成员开展工作方面的实践机会。
