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工作场所暴力对实习护生职业认同的影响 被引量:8

Effect of workplace violence on professional identity of nursing students
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摘要 目的:了解护生实习期间工作场所遭受暴力和职业认同现状,探讨工作场所暴力对护生职业认同的影响。方法采用问卷调查法对130名实习护生实施调查,比较遭受暴力护生与未遭受暴力护生职业认同的差别。结果护生实习期间,69.2%人曾遭受工作场所暴力,其中心理暴力占81.1%,身体暴力占18.9%。73.1%人遭受暴力次数为2次及以上。未遭受暴力护生职业认同得分高于曾遭受医院工作场所暴力的护生,差异有统计学意义( P〈0.05),且遭受躯体暴力护生职业认同得分低于遭受心理暴力护生( t=3.118,P〈0.05)。结论护生遭受工作场所暴力现状不容乐观,遭受工作场所暴力护生职业认同下降,应积极开展工作场所暴力知识及预防技能培训,加强护生职业认同及职业态度教育。 Objective To investigate current status of workplace violence and professional identity of nursing students, and explore the effect of workplace violence on professional identity of nursing students. Methods Totally 130 nursing students were investigated by questionnaire about their professional identity. The differences of professional identity were compared between two groups with and without workplace violence. Results The results showed that within nursing students who suffered workplace violence, 69. 2% nursing students once suffered with workplace violence, and in which psychological violence accounted for 81.1%, and physical violence accounted for 18.9%. 73.1% of nursing students suffered workplace violence more than once. The scores of professional identity in violence group were significantly lower than that in the non-violence group [(61.65±9.42) vs (57.16±9.14),P〈0.05)]. There was significant difference in the total score of nursing students professional identity between the psychological violence group and physical violence group [ ( 55. 16 ± 10.08) vs (57.46±7.79),t=3.118,P〈0.05)].Conclusions The incidence rate of workplace violence is high, and the professional identity of nursing students suffered workplace violence are low. Nursing schools and hospitals should positively provide prevention strategies and training of workplace violence for nursing students, and the education of professional identity and attitude should be enhanced.
出处 《中华现代护理杂志》 2016年第27期3945-3947,共3页 Chinese Journal of Modern Nursing
关键词 工作场所暴力 职业认同 实习护生 Workplace violence Professional identity Nursing students
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