临床护理教师护理人文关怀认知与有效教学行为的相关性研究与对策 [中文引用][英文引用]

目的 描述广州市三级甲等综合医院临床护理教师有效教学行为和护理人文关怀认知的现状，探讨护理人文关怀认知与有效教学行为的相关性。方法 采用便利抽样法，选取广州市某三级甲等综合医院 226 名临床护理教师作为研究对象，采用一般资料调查表、中文版临床护理教师有效教学行为评价表（nursing clinical teacher effectiveness inventory，NCTEI）、中文版关怀维度量表（caring dimensions inventory，CDI）进行调查。采用分层回归分析人文关怀认知对有效教学行为的影响。结果 222 名临床护理教师完成研究。临床护理教师有效教学行为总分（89.57±10.64）分，临床护理教师护理人文关怀认知总分（113.41±12.07）分。分层回归方程：有效教学行为（Y）=14.81+3.88× 教学意愿 +0.61× 护理人文关怀认知，护理人文关怀认知可解释临床护理教师有效教学行为 45.10% 的变异。结论 广州市三级甲等综合医院临床护理教师有效教学行为和护理人文关怀认知总分较高，临床护理教师护理人文关怀认知与有效教学行为呈正相关。

Objective To investigate current situation of effective teaching behaviours and perceived nursing humanistic care of clinical nursing teachers in a Tier-IIIA hospital in Guangzhou，and to explore the correlation between them. Methods Convenience sampling was employed to recruit 226 clinical nursing teachers from a Tier-IIIA hospital in Guangzhou. Data were acquired by using a general data questionnaire，the nursing clinical teacher effectiveness inventory（NCTEI）and caring dimensions inventory（CDI）. The impact of humanistic care on effective teaching behaviour used hierarchical multiple regression analysis. Results All 224 participants completed the survey. The total average scores of effective teaching behaviours and perceived humanistic care were 89.57±10.64 and 113.41±12.07，respectively. A hierarchical multiple regression equation was formulated：effective teaching behaviour（Y）= 14.81+3.88× teaching willingness +0.61× nursing humanistic care perceive. Perceived nursing humanistic care independently explained 45.10% of the variation of effective teaching behaviours. Conclusion There are high total scores of effective teaching behaviour and perceived nursing humanistic care of clinical nursing teachers in a Tier-IIIA hospital in Guangzhou. Perceived humanistic care is positively correlated with effective teaching behaviours.