Yang Jie, Mao Tianyang, Yuan Ping, Zhou Juan, Li Mengqun, Chen Bing
Department of Hepatopancreatobiliary Surgery, The People's Hospital of Leshan, Leshan, 614000, Sichuan, China.
North Sichuan Medical College, Nanchong, 637000, China.
BMC Nurs. 2024 Oct 9;23(1):731. doi: 10.1186/s12912-024-02392-z.
New graduate nurses often have certain potential safety hazards for patients due to insufficient knowledge and lack of clinical practice ability. To address these challenges, China has implemented a standardized training strategy. The improvements in the quality of this training involve not only the intervention of teaching methods but also the consideration of personality traits.
The application software based on the BFI-2 Chinese scale was utilized to administer personality tests to nursing students; nursing students were invited to scan the QR code and voluntarily fill in a questionnaire, including basic information, personality test results, and a professional self-efficacy test scale; offline paper-based theoretical examination results of nursing students were collected before and after training. The data was then analyzed using SPSS software version 26.0, which involved descriptive analysis, one-way between-groups analysis of variance (ANOVA) and Spearman correlation analysis.
Based on the data, there were no observable differences in the theoretical results before and after training across different personality traits. In terms of skill assessment, conscientiousness exhibited the highest score at 78.91 ± 2.98 points, while negative emotionality showed the lowest score at 74.59 ± 2.12 points. These differences between different personality traits are statistically significant (P < 0.001). In terms of professional self-efficacy, conscientiousness scored the highest at 98.48 ± 12.69, while negative emotionality scored the lowest at 85.89 ± 11.71, with significant differences between different personality traits (P < 0.001). Professional self-efficacy was negatively correlated with agreeableness (r = -0.150, P = 0.044) and positively correlated with conscientiousness (r = -0.310, P < 0.001). Skill scores were negatively correlated with negative emotionality (r = -0.257, P < 0.001) and positively correlated with conscientiousness (r = 0.182, P = 0.014).
This study shows that personality traits affect the skills test results and professional self-efficacy of nursing students. Conscientiousness scored the highest in this study, while negative emotionality scored the lowest. Therefore, personalized training plans are recommended to improve the quality of care for such nursing students and to further enhance patient safety.
新毕业护士由于知识不足和临床实践能力欠缺，往往对患者存在一定的潜在安全隐患。为应对这些挑战，中国实施了标准化培训策略。这种培训质量的提升不仅涉及教学方法的干预，还包括对人格特质的考量。
利用基于BFI - 2中文版量表的应用软件对护生进行人格测试；邀请护生扫描二维码并自愿填写问卷，内容包括基本信息、人格测试结果以及专业自我效能量表；收集护生培训前后的线下纸质理论考试成绩。然后使用SPSS 26.0软件对数据进行分析，包括描述性分析、组间单因素方差分析（ANOVA）和Spearman相关性分析。
根据数据，不同人格特质的护生培训前后理论成绩无明显差异。在技能评估方面，尽责性得分最高，为78.91±2.98分，而消极情绪性得分最低，为74.59±2.12分。不同人格特质之间的这些差异具有统计学意义（P < 0.001）。在专业自我效能方面，尽责性得分最高，为98.48±12.69，而消极情绪性得分最低，为85.89±11.71，不同人格特质之间存在显著差异（P < 0.001）。专业自我效能与宜人性呈负相关（r = -0.150，P = 0.044），与尽责性呈正相关（r = -0.310，P < 0.001）。技能得分与消极情绪性呈负相关（r = -0.257，P < 0.001），与尽责性呈正相关（r = 0.182，P = 0.014）。
本研究表明人格特质会影响护生的技能测试结果和专业自我效能。本研究中尽责性得分最高，消极情绪性得分最低。因此，建议制定个性化培训计划，以提高此类护生的护理质量，并进一步提升患者安全。
