目的：了解护生创新能力与学习积极主动性水平,探讨两者之间的关系,为提高和改善其创新能力提供理论依据。方法随机抽取我校2010—2013级护生260例,应用创新能力水平自我测试问卷评估护生创新能力,应用学习积极主动性量表评估护生学习积极主动性。结果护生创新能力得分为(63.04±10.99)分,学习积极主动性得分为(72.96±6.17)分；男护生在学习驱动力维度明显高于女护生(P<0.05)；农村护生在学习积极主动性总分及其学习驱动力、学习目标维度明显高于城镇护生(P<0.05)；创新能力水平高者学习积极主动性总分及其学习目标、控制学习、扎实学习维度明显高于创新能力低者。护生创新能力水平与学习积极主动性总分及学习目标、控制学习、扎实学习三个维度呈显著正相关(r值分别为0.272,0.153,0.243,0.398；P<0.05)。结论在教学工作中,应重视提高护生学习积极主动性,有效地提高护生创新能力。%Objective To investigate the level of innovation ability and learning proactivity in nursing students, and to analyze the correlation between them. Methods A total of 260 grade 2010—2013 nursing students were recruited in this study by random sampling method. They were investigated with the test of self innovation level scale and learning proactivity scale. Results The average score of innovation ability was (63. 04 ± 10. 99), and the average score of learning proactivity was (72. 96 ± 6. 17) in nursing students;the male nursing students in learning driving force dimension was significantly higher than that of the female nursing students (P<0. 05); the rural students in learning initiative and learning objective dimension score were significantly higher than those of urban students as well as learning driving force (P<0. 05). Students with high innovation had higher total learning initiative scores, learning goals, learning control and solid learning dimension than students with low innovation ability (P <0. 05). The innovation ability of nursing students had significantly positive correlation with learning initiative score and learning goals, learning control and solid learning three dimensions (r=0. 272,0. 153,0. 243,0. 398;P <0. 05). Conclusions It is suggested to pay attention to improving learning proactivity of nursing students, which contributes to innovation ability.
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