Zhang Wei, Li Kun, Zhang XiuMin, Chen Li
Nursing College of Jilin University, Changchun, Jilin Province, China; School of Public Health of Jilin University, Changchun, Jilin Province, China.
Nursing College of Jilin University, Changchun, Jilin Province, China.
Nurse Educ Today. 2016 Oct;45:126-31. doi: 10.1016/j.nedt.2016.07.003. Epub 2016 Jul 12.
Undergraduate nursing education includes both professional knowledge and research skills. With regard to training nursing professionals for future healthcare settings, the ability to conduct research is fundamental for nurses after they graduate from universities. However, how nursing students develop coping self-efficacy and scientific skills as a specific ability during their professional study has received little attention.
We studied nursing undergraduates' scientific research ability and its associated factors in the Chinese context and evaluated their self-efficacy for coping with research tasks.
A total of 134 nursing undergraduates participated in the study. A purposely designed 22-item questionnaire was used to quantify students' research ability in implementing their research projects and the associated factors. Coping self-efficacy was measured with a modified Chinese version.
The mean total self-efficacy score was 50.78±6.604 (M±SD). The majority (63.4%) of the students' coping self-efficacy was at a moderate level. Having "the ability to write a manuscript before conducting research projects" (P=0.006) and "topics determined by instructors after discussion with group members" (P=0.005) were the two predictive factors of good coping self-efficacy in students.
Nursing undergraduates' self-efficacy was high enough to cope with their scientific research projects, but the information on procedures needed for project application was not abundant, and new training programs might be needed to meet the needs of nursing undergraduates. We should make full use of the predictors of good coping self-efficacy and promote nursing undergraduates' research ability.
本科护理教育包括专业知识和研究技能。就为未来医疗环境培养护理专业人员而言，开展研究的能力对于护士大学毕业后至关重要。然而，护理专业学生在专业学习过程中如何培养应对自我效能感和作为一种特定能力的科研技能却很少受到关注。
我们在中国背景下研究了护理本科生的科研能力及其相关因素，并评估了他们应对研究任务的自我效能感。
共有134名护理本科生参与了本研究。使用一份专门设计的包含22个条目的问卷来量化学生在实施研究项目中的研究能力及相关因素。应对自我效能感采用修订后的中文版进行测量。
自我效能感总均分是50.78±6.604（均数±标准差）。大多数（63.4%）学生的应对自我效能感处于中等水平。“在开展研究项目前具备撰写论文的能力”（P = 0.006）和“与小组成员讨论后由教师确定课题”（P = 0.005）是学生良好应对自我效能感的两个预测因素。
护理本科生的自我效能感足以应对他们的科研项目，但项目申请所需程序的信息并不丰富，可能需要新的培训项目来满足护理本科生的需求。我们应充分利用良好应对自我效能感的预测因素，提升护理本科生的研究能力。
