Study On The Influence Of Occupational Attitude Education On The Physical Assessment Skills Of Nursing Undergraduates

Objectives:This thesis is to investigate the occupational attitudes and pertaining factors of the undergraduates who were enrolled in the year of2011specialized in nursing at Shanxi Medical University. By implementing the experimental teaching methods of the physical assessment skills of the health assessment, we lunched a program of occupational attitude education to these undergraduates major in nursing to evaluating the influence exerted by the occupational attitude education on the skills learning of physical assessment and to explore the efficient ways of occupational attitude education which are consistent with the criteria of the Chinese higher nursing education.Objects:Baseline survey was practiced by taking243undergraduates who were enrolled in the year of2011specialized in nursing at Shanxi Medical University as objects. In the experimental phase, the cluster sampling was adopted, namely, these students were divided into two groups:the experimental groups with79students from two classes and the control group with82students from the other two classes.Methods:Ⅰ. In the phase of baseline survey:The questionnaire was conducted before the experimental classes of health assessment, including general information, occupational attitude level and its relatedly influential factors, and comprehensive scores of last semester.Ⅱ. In the phase of teaching implementation:①Preparation before experiment:The data based on the baseline survey collected were inspected from the experimental group and the control group. The result showed that P values were greater than0.05, no significant difference. Therefore, the same two groups of nursing students in the baseline data were balanced and comparable.②Experiment implementation:In the process of experimental classes of the physical assessment of the health assessment and the control group adopted the regular methods, while the control group, besides the regular contents, added the occupational attitude education which was conducted5times in total and once a week,50minutes each time. The occupational attitude education was divided into two parts: before the experimental classes, the students watched the videos and discussed which lasted for about20minutes; after the classes, the students engaged in the following activities:cases analysis, playing roles,self-evaluation, group discussion. Those activities lasted for about30minutes.Assessment of the experiment results:when the experimental classes were finished, we compared the occupational attitude levels of the two groups before and after the course, and analyzed the students’s efficacy, scores of the physical assessment skills exams and of the theories exam of the physical assessment. In addition, we took questionnaires on occupational attitude to the experimental group.Statistical methods:All data a database with SPSS17.0software for data entry, statistical analysis. Methods descriptive statistical analysis, two independent samples t test, Pearson correlation analysis, One-Way ANOVA, multiple linear regression.Study Results:Ⅰ. Results of Baseline Survey:①level of occupational attitude:the score of occupational attitude on average kept a middle and positive level (4.65±1.35).②general information:the age, sex and other7items were covered by the survey. By comparison, the occupational attitude of nursing undergraduates, who applied the nursing major when filling in the application form of higher education entry examination, had a significant difference by single-factor analysis of variance(P<0.01).③influential factors of occupational attitude:occupational interest of nursing undergraduates, clinical working pressure in future, vague occupational cognition, attitude of lecturers themselves in nursing, needs for self-development and fulfillment.④ademic score:after analyzing the average score of occupational attitude and the integrated test score last semester,they had significantly positive correlationsII. Experimental Intervention Results:①comparison of occupational attitude level of two groups before and after teaching: the occupational attitude level of experiment group was obviously higher after intervention than before intervention (P<0.01), while the control group did not show a significant difference before and after teaching(P>0.05).②comparison of scores of physical assessment skills and theoretical test after teaching:by comparison, scores of physical assessment skills and theoretical test of the experiment group were obviously higher than the control group. It showed a significant difference (P<0.01).③the questionnaire survey on the teaching effect of occupational attitude education in experiment group indicated as follows:more than90%of the nursing undergraduates in experiment group believed that the occupational attitude and emotion education enhanced the development of occupational attitude among students, and facilitated the smooth going of theoretical knowledge and skills learning of health assessment curriculum; most of students thought the videos and cases chosen for the course were appropriate;70.9%of students suggested that the occupational attitude education combine with other disciplines such as nursing in order to play a better role.Conclusion and Suggestions:1. This study focuses on the occupational attitude education by the means of experimental course of the health assessment and the physical assessment. That course was welcomed by the students and achieved a satisfactory result, that is, fostering occupational attitude level, enhancing learning motivations and improving self-efficacy. Those are conducive to improve the skills learning of the physical assessment for the those students major in nursing.2. This study combines the occupational attitude education into the experimental course of the health and physical assessment through the emotional education which is consisted of the video-watching-and-discussing and the comprehensive teaching, so as to provide the basis for the teaching of other subjects and to provide reference for the nursing teaching reform.