摘要
目的评价基于自我效能的干预模型对降低双师型护理教师工作倦怠的效果。方法抽取成都、重庆、南充三级甲等医院10所,选择202名双师型护理教师作为研究对象,实施6个月基于自我效能的干预。在干预前后,采用一般自我效能感量表和Maslach工作倦怠问卷一通用版进行调查。结果干预后,双师型护理教师自我效能感得分高于干预前(P<0.01);干预前,情绪枯竭和去人格化得分高于常模(P<0.05),而工作成就感得分低于常模(P<0.05);干预后,情绪枯竭和去人格化得分降低(P<0.01),且低于常模(P<0.05),而工作成就感得分升高(P<0.01),且高于常模(P<0.05)。结论对双师型护理教师实施基于自我效能的干预,能有效提升其自我效能感,降低工作倦怠程度。
Objective To evaluate the effect of self-efficacy intervention on self-efficacy and job burnout in double qualified nursing teachers. Methods Totally 202 double qualified nursing teachers were recruited from 10 hospitals in Chengdu,Chongqing and Nanchong. They received 6-month self-efficacy based interventions and were investigated using General Self-Efficacy Scale（GSES） and Maslach Burnout Inventory-General Survey（MBI-GS） before and after intervention. Results After intervention,the self-efficacy score increased significantly than before（P〈0.01）. Before intervention,the emotional exhaustion（EE） score and depersonalization（DP） score were significantly higher than the norm（P〈0.05）,while the personal achievement（PA） score was significantly lower than the norm（P〈0.05）. After intervention,the EE score and DP score decreased significantly（P〈0.01） and were lower than the norm（P〈0.05）,while the PA score increased significantly（P〈0.01）,and was higher than the norm（P〈0.05）. Conclusion The implementation of self-efficacy based interventions can effectively improve the self-efficacy and reduce job burnout in double qualified nursing teachers.
出处
《中华护理教育》
2015年第8期565-569,共5页
Chinese Journal of Nursing Education
基金
2013年度四川省高校人文社会科学重点研究基地科研项目(XLJKJY1309B)
关键词
护理教师
自我效验
厌倦
职业性
Nursing teacher
Self Efficacy
Burnout
Professional
