摘要
目的分析不同人口社会学特征学生人际容纳状况的差异性。方法采用自制高职护理专业学生一般资料调查表和Fey编制的容纳他人量表和被他人容纳量表对336名学生进行调查,按照不同人口社会学特征进行对比分析。结果高职护理专业学生人际容纳首期评价（71.72±2.9）分、后期评价（79.37±2.4）分。容纳他人、被他人容纳、人际容纳总分,三校生均高于普高生（P〈0.05）,非独生子女高于独生子女（P〈0.05）,学习成绩优秀者高于成绩一般者（P〈0.05）。与首期评价相比,各类型学生经过专业后期教育与临床实习,人际容纳总分明显提高（P〈0.05）,普高生与三校生比较已无差异,而非独生子女仍高于独生子女（P〈0.05）,学习成绩优秀者仍高于成绩一般者（P〈0.05）。三校生、非独生子女、学习成绩优秀者容纳他人与被他人容纳呈正相关（r=0.298~0.419,P〈0.01）。普高生、三校生、单亲家庭、独生子女与学习成绩优秀者之间呈正相关（P〈0.05）。结论后期教育对提高学生人际容纳起积极作用,同时高职教育应针对不同人口社会学特征的学生进行个性化教育。
Objective To analyze the difference of interpersonal acceptance status between students with different population sociological features.Method Investigate 336 students by self-designed questionnaire on general information of high vocational nursing students,Acceptance of others and Acceptance by others by Fey.Compare and analyze the result according to different population sociological features.Result Score of initial evaluation is（71.72±2.9）and score of later stage evaluation is（79.37±2.4）.The total scores of acceptance of others,acceptance by others and interpersonal acceptance are all higher for students from professional,technical and polytechnic schools than for general school students（P〈0.05）.The scores are higher for non-only-child than for only child（P〈0.05）.The scores are higher for outstanding students than general students（P〈0.05）.The total score of interpersonal acceptance for all kinds of students is obviously improved after later education and clinical practice compared to initial evaluation（P〈0.05）,while students from professional,technical and polytechnic schools have no difference with general school students,non-only-child is still higher than only child（P〈0.05）and outstanding students is still higher than general students（P〈0.05）.There is positive correlation between acceptance of others and acceptance by others for students from professional,technical and polytechnic schools,non-only-child and outstanding students（r=0.298~0.419,P〈0.01）.There is positive correlation between general students,students from professional,technical and polytechnic schools,single parent family,only child and outstanding students（P〈0.05）.Conclusion Later education has positive effect on students＇ interpersonal acceptance.Individualized education is necessary for high vocational education according to students with different population sociological features.
出处
《护理与康复》
2015年第4期327-330,共4页
Journal of Nursing and Rehabilitation
基金
浙江省高职高专护理优势专业建设项目
编号:浙财教(2012)281号
衢州职业技术学院校企合作开发课程
编号:XQKC201206
关键词
高职护理
学生
人口社会学特征
人际容纳
差异性
vocational nurse
student
population sociological features
interpersonal acceptance
difference
