护士核心能力现状的调查与分析

摘要

Objective:To analyze and understand the status of clinical nurses' core competence as well as explore its influencing factors through quantiza-tion, providing the basis for the formulation of pertinent interventions. Methods:The "Chinese Nurses' Core Competence Scale" was adopted for question-naire survey, as well as for the following summary and conclusion. Results:When nurses with less than 3 years of working experience were compared with those with great than or equal to 3 years of working experience, their comparative differences were of statistical significance (P<0. 05) in aspects of clinical nursing, leadership, critical thinking and the capacity for scientific research. But they were of no statistical significance (P>0. 05) in aspects of interper-sonal relations, ethical and legal practice, professional development as well as education and consultation. When nurses with college or higher degrees were compared with those only with technical secondary school diplomas, their comparative differences were of statistical significance (P<0. 05) in aspects of leadership, critical thinking and the capacity for scientific research. But they were of no statistical significance (P>0. 05) in clinical nursing, interperson-al relations, ethical and legal practice, professional development as well as education and consultation. Conclusion:The hospital administrators should focus their attention on the continuing education of clinical nurses to arouse their learning and working enthusiasm. Resources should be properly used for multi-level trainings. They should also put emphasis on the cultivation of clinical competence and the training of knowledge and competence-based nursing tal-ents.%目的:通过量化分析了解临床护士核心能力情况,探讨其影响因素,为制定针对性干预措施提供依据.方法:采用"中国护士核心能力量表"进行问卷调查,然后进行归纳总结.结果:工作年限<3年与≥3年护士相比,在临床护理、领导能力、评判性思维和科研能力维度方面比较差异有统计学意义(P<0.05),人际关系、伦理与法律实践、专业发展、教育与咨询维度方面比较差异无统计学意义(P>0.05);大专及以上护士与中专护士相比,领导能力、评判性思维和科研能力维度比较差异有统计学意义(P<0.05);临床护理、人际关系、伦理与法律实践、专业发展、教育与咨询方面比较差异无统计学意义(P>0.05).结论:医院管理者应注重临床护士的继续教育,激发其学习、工作积极性,合理利用资源进行分层次培训,重视临床能力的培养,重点培养知识能力型的护理人才.