■护理专业的学生由于其有限的临床经验和错误的倾向,经常犯临床错误,揭示他们对护理错误的态度和行为倾向。了解自我效能感,动机,安全感对护理专业学生错误定向的影响是制定提高其错误定向策略的重要手段。
■本研究旨在探讨自我效能感与动机,护理专业学生在临床实习期间的错误取向。
■这是一项横断面研究。于2023年9月14日至9月30日在郑州某综合性三级甲等教学医院向护生发放电子问卷,河南省。本研究使用的工具包括一般信息问卷,一般自我效能感量表,成就动机量表,安全量表,和错误方向比例。使用自动统计产品和服务软件(SPSSAU)进行统计描述。调解分析,和主持调解分析。
■本研究共纳入510名护生。成功和失败逃避的动机完全介导了护生自我效能感与错误取向之间的关系,调解效果为0.101(95%CI:0.058-0.144)。护生的安全性调节了该模型的直接影响和失败逃避动机的间接影响。当安全性很高的时候,护生的自我效能感与错误定向呈正相关,效果为0.059(95%CI:0.003~0.116)。当安全性很高的时候,调节作用显著,效果为-0.012(95%CI:-0.026~-0.002)。然而,在低和中等安全级别,调解效果不存在。
■成功和失败逃避的动机在自我效能感和错误取向之间的路径中起着不同的作用。临床护理教师应采取措施,增强成功动机,减少失败逃避动机,以改善护生的错误取向。此外,在临床实习期间关注和提高学生的安全感至关重要。
UNASSIGNED: Nursing students often make clinical errors due to their limited clinical experience and their orientation toward errors, revealing their attitude and behavioral tendencies regarding nursing errors. Understanding how self-efficacy, motivation, and a sense of security influence the error orientation of nursing students is important for developing strategies to enhance their error orientation.
UNASSIGNED: This study aimed to explore the relationship between self-efficacy, motivation, and error orientation of nursing students during clinical internships.
UNASSIGNED: This was a cross-sectional study. An electronic questionnaire was distributed to nursing students from 14 September 2023 to 30 September at a comprehensive tertiary A teaching hospital in Zhengzhou, Henan province. The instruments used in this study included the General Information Questionnaire, General Self-efficacy Scale, Achievement Motives Scale, Security Scale, and Error Orientation Scale. Statistical Product and Service Software Automatically (SPSSAU) was used to perform statistical description, mediation analysis, and moderated mediation analyses.
UNASSIGNED: A total of 510 nursing students were included in this study. The motivation for success and failure-escaping fully mediated the relationships between self-efficacy and error orientation of nursing students, with a mediation effect of 0.101 (95% CI: 0.058-0.144). The security of nursing students moderated both the direct effect of this model and the indirect effect of motivation for failure-escaping. When security was high, the self-efficacy of nursing students was positively correlated with their error orientation, with an effect of 0.059 (95% CI: 0.003~0.116). When security was high, the moderation effect was significant, with an effect of -0.012 (95% CI: -0.026~-0.002). However, at low and median levels of security, the mediation effect was non-existent.
UNASSIGNED: The motivation for success and failure escaping play different roles in the paths between self-efficacy and error orientation. Clinical nursing teachers should take measures to enhance the motivation for success but reduce the failure-escaping motivation to improve the error orientation of nursing students. Additionally, it is crucial to pay attention to and improve the sense of security of students during clinical internships.