The Study Of Impact Of Teacher-student Relationships On Nursing Students’learning Motivation In Their Clinical Practice And Its Countermeasure

Objective To investigate the level of learning motivation and teacher-student relationship, analyze their influencing factors and relationship. Comprehend nursing students’ cognition and response to learning initiative and its influence factors in their clinical learning process. And to describe nursing students experience in clinical training in view of learning motivation and teacher-student relationship. Get supervisory grounds on how to win the successful teaching effect and put forward the corresponding management countermeasures. Methods Combining quantitative research with qualitative research. The nursing students from3hospitals in jiang-xi province were investigated by using Learning Motivation Scale and Teacher-Student Relationship Questionnaire. They were recruited by convenience sampling. Based on qualitative research method,12nursing students from3hospitals in Jiangxi province Nanchang city were interviewed individually by QQ. They were recruited by stratified sampling. Results (1)The factor scores of learning motivation were ranked as DM(3.52±0.55), AM(3.33±0.57), SM(3.10±0.49), innigkeit was the strongest factor effected in DM and LM, supportive was the strongest factor effected in AM, and vocational objectives was influencing factor of DM and AM. The factor scores of teacher-student relationship were ranked as supportive(3.68±0.75), satisfaction (3.62±0.66), innigkeit(3.21±0.69), conflict(1.63±0.52), SM effected in supportive and conflict, which was a negative factor to teacher-student relationship. DM effected in supportive, satisfaction, innigkeit and conflict, AM effected in supportive. And they were positive factors to teacher-student relationship. Vocational objectives, medical staff in family, the hospitals based on the categories, age and education background were also the influencing factors of teacher-student relationship.(2) Students learning eagerly in clinical training. They think themselves are the subject of learning, meanwhile, they emphasis on the establishment of good relationship between teachers and students is the effective way to support learning. They were influenced by many factors, such as hospital, patients, dependents, timeliness, especially the teachers when learning in clinical training. Students should be more responsible and more initiative in their learning. Conclusion and countermeasure Learning motivation and teacher-student relationship were influenced by many factors, and they promoted each other. It is urgent for educators to cultivate students’ learning interest and build nursing harmonious teacher-student relationship. It is suggested that managers should set up a reasonable system of clinical teaching to meet the need of the reality of medical environment.