Abstract:

Objective To explore the influence of cognitive intervention program on undergraduate intern nursing students’ professional identity and professional self-efficacy.Methods Two comprehensive tertiary class-A hospitals which were comparable in scale,salary,hospital environment and quality of teaching staff,were selected using convenience sampling method,and were randomly assigned as the experimental group and the control group. Convenience sampling method was used to recruit 75 nursing students in the experimental group and 69 nursing students in the control group. The intervention program was based on ABC Theory and Broaden-and-Build Theory. The experimental group was given a 5-times cognitive intervention training biweekly based on the routine training. The intervention program mainly consisted of the online and offline lectures and the interactive discussion in class. The control group was given a 5-times routine professional learning during intern practice.Results A total of 138 nursing students completed the study. The overall score of nursing students’ professional identity and professional self-efficacy in the experimental group was better than those in the control group and the differences were statistically significant after the intervention（P<0.05）.Conclusion The intervention program based on ABC Theory and Broaden-and-Build Theory can improve intern nursing students’ professional identity and professional self-efficacy effectively.

Key words: Baccalaureate Nursing Students, Professional Identity, Professional Self-Efficacy, Students, Nursing, Education, Nursing

摘要：

【目的】探讨认知干预方案对护理本科实习生职业认同及职业自我效能感的影响。【方法】便利选取A、B两所在规模、工资薪酬、医院环境、带教资质水平大致相近的综合性三级甲等医院,以抛硬币法将其随机分为实验组和对照组的实习医院。便利抽取A医院75名本科实习生作为实验组,B医院69名本科实习生作为对照组。以合理情绪疗法的ABC理论和扩展-构建理论为理论依据构建干预方案。实验组在接受常规实习培训的同时接受每2周1次、共5次的职业认同集体认知干预,主要形式有专家现场授课和视频授课、现场答疑、课堂互动式讨论等;对照组接受常规实习培训的同时参加医院组织的专业讲座。【结果】共138名学生完成干预,干预后实验组职业认同感及职业自我效能得分均优于对照组,差异具有统计学意义（P<0.05）。【结论】采用认知干预方案对护理本科实习生进行培训,可提高学生的职业认同感水平及职业自我效能感。

关键词: 护理本科实习生, 职业认同, 职业自我效能, 学生, 护理, 教育, 护理