Okuda Reiko, Fukada Mika
Department of Fundamental Nursing, School of Health Science, Tottori University Faculty of Medicine, Yonago 683-8503, Japan.
Yonago Acta Med. 2019 Jun 20;62(2):211-220. doi: 10.33160/yam.2019.06.006. eCollection 2019 Jun.
Basic social competency is defined as the fundamental ability necessary for working with diverse people in the workplace and community. This study aimed to clarify the differences in the basic social competency of university nursing students by year of study, and related factors.
The subjects were 305 first- to fourth-year university nursing students. A survey was conducted using a self-completed questionnaire. Analyses were performed by comparing basic social competency amongst different years of study, calculating correlation coefficients of occupational readiness and development of personalization and socialization with basic social competency, and multiple regression analysis of factors influencing basic social competency.
The subjects analyzed were the 162 students who returned the questionnaire (the recovery rate was 53.1%, and the response rate was 100%). Basic social competency tended to decrease in second-year students and subsequently improved in fourth-year students. Specifically, the scores of Action and Teamwork were significantly high in fourth-year students. In addition, the correlation coefficient between occupational readiness and basic social competency was = 0.566 ( = 0.01), = 0.615 for the individual orientedness ( = 0.01), and = 0.542 for the social orientedness ( = 0.01); and significant correlations were observed in these relevant factors. Multiple regression analyses revealed that basic social competency were influenced by occupational readiness, individual orientedness, and social orientedness ( = 0.47, = 15.14, = 0.00).
Basic social competency for university nursing students was significantly higher in fourth-year students, and the correlation with basic social competency was strong in the categories of occupational readiness and the development of personalization and socialization. It was suggested that clinical practice experiences promoted students' personal growth and socialization while preparing to take a nursing job and affected the development of basic social competency.
基本社会能力被定义为在工作场所和社区与不同人群合作所必需的基本能力。本研究旨在阐明大学护理专业学生基本社会能力随学习年份的差异及相关因素。
研究对象为305名大学护理专业一至四年级学生。采用自填式问卷进行调查。通过比较不同学习年份的基本社会能力、计算职业准备度以及个性化和社会化发展与基本社会能力的相关系数，以及对影响基本社会能力的因素进行多元回归分析来开展研究。
分析的对象为162名返还问卷的学生（回收率为53.1%，应答率为100%）。基本社会能力在二年级学生中呈下降趋势，随后在四年级学生中有所提高。具体而言，四年级学生在行动和团队合作方面的得分显著较高。此外，职业准备度与基本社会能力的相关系数为 = 0.566（ = 0.01），个人导向性方面为 = 0.615（ = 0.01），社会导向性方面为 = 0.542（ = 0.01）；在这些相关因素中观察到显著相关性。多元回归分析显示，基本社会能力受职业准备度、个人导向性和社会导向性影响（ = 0.47， = 15.14， = 0.00）。
大学护理专业学生的基本社会能力在四年级学生中显著更高，且在职业准备度以及个性化和社会化发展类别中与基本社会能力的相关性较强。研究表明，临床实践经验在促进学生为从事护理工作做准备的同时，推动了他们的个人成长和社会化，并影响了基本社会能力的发展。
