護理學生之人格特質、專業承諾與學習態度、學習動機、學習成效之研究

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题名:	護理學生之人格特質、專業承諾與學習態度、學習動機、學習成效之研究
作者:	高聖惠
贡献者:	林素戎
关键词:	人格特質;專業承諾;學習態度;學習動機;學習成效;personality traits;professional commitment;learning attitude;learning motivation;learning effectiveness
日期:	2016
上传时间:	2016-10-13T09:12:53Z
出版者:	經國管理暨健康學院;健康產業管理研究所
摘要:	近年來臺灣全民健保實施，護理人力的改變，特別是長期照護的需求增加，衛生福利機構努力規劃和改變制度，想有效吸引護理人力進入職場，這是攸關大家健康的議題，而留住護理人力是值得探討的。研究意旨在瞭解護理學生的人格特質對專業承諾、學習態度、學習動機與成效之相關，並針對其相關性，在基本屬性對護理學生人格特質與專業承諾的影響，透過問卷調查方式進行資料蒐集，共發放312份問卷，回收有效問卷292份，將回收資料以SPSS 12.0版套裝軟體進行描述性及推論性統計、單因子變異數分析、皮爾森積差相關法及迴歸分析後所呈現數據與相關文獻資料進行比對與分析，求得研究結果與驗證假設。研究結果為不同「年齡」、「年級」及「家中排行」的護理學生的人格特質沒有差異;不同「年齡」、「年級」的護理學生的專業承諾有顯著差異、「家中排行」中沒有顯著差異。而護理學生人格特質中嚴謹性、外向性構面和專業承諾、學習態度、學習動機有顯著正相關；而人格特質神經性、嚴謹性、外向性、開放性四個構面對學習態度為顯著正相關。並且，護理學生學習動機的努力歸因、自我效能因素、工作價值因素等對學習態度、學習成效皆為顯著正相關。再者，護理學生學習態度的老師因素、課程因素、環境因素、自我因素等對學習成效亦為顯著正相關。期望藉此研究結果，應用於護理教育與課程設計，以提供護理學校在教學與培育護理人才，亦可運用於臨床護理人員晉用選擇之參考，以培育更多優秀的護理生力軍。 The implementation of Taiwan's National Health Insurance has greatly increased the need for nursing care, especially the long-term care, and has urged the health and welfare agencies to make every effort to attract more fresh nurses into the job market and develop their career. This is a very important issue of public health that deserves further study on how to retain nursing manpower in situ. The present study aimed to explore how and to what extent the personality traits of the nursing students were related to their professional commitment, learning attitude, learning motivation and learning effectiveness. The investigation used questionnaire to collect data. Among totally 312 questionnaires collected, 292 were valid samples and processed for analysis appropriate with SPSS12.0 software package version descriptive and inferential statistics, one-way analysis of variance, Pearson product-moment correlation or regression. The results showed that age, grade in school or ranking in siblings made no difference in nursing students’ personality traits. Professional commitments were significantly different in students of difference ages or grades, but were unrelated with ranking in siblings. The nursing students' personality traits were evaluated in four facets including rigor, extraversion, nerve and openness. Professional commitment, learning attitude and motivation were positively correlated with rigor and extraversion, and learning attitude was positively correlated with all the four dimensions of personality traits. Factors of nursing students' learning motivation, including efforts attribution, self-efficacy and work value were all positively correlated to learning attitude and learning outcomes. Factors in learning attitude such as teacher factors, curriculum factors, environmental factors and other self-inner factors, were also significantly correlated with learning effectiveness. We hope that our findings and conclusions are useful and can be applied to nursing education as well as curriculum design in nursing school. In clinical nursing setting, they may well be the important references to select and recruit capable nursing staff.
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