Why choose a career in nursing?
Why choose a career in nursing?
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DOI：
10.1111/j.1365-2648.2012.05991.x
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发表时间：
2012-07-01
影响因子：
3.8
通讯作者：
Rudman, Ann
中科院分区：
文献类型：
--
作者：
Jirwe, Maria;Rudman, Ann
jirwe m. & rudman a.（2012）为什么选择护理职业？高级护理杂志，68(7),16151623。抽象的目的。本文考察了护理学生在两个国家队列中分别在教育开始和结束时给出的各种职业选择动机的患病率，以及这些动机如何相互关联并与感知的职业选择压力相关。背景。一些国际研究已经确定了选择护理的各种动机。动机的自主或受控程度影响个人的职业发展和健康。早期关于职业选择的研究使用了小的非代表性样本。设计。横断面调查。方法。这是一项针对瑞典所有大一（n = 1697）或大四（n = 1150）护理专业本科生的研究。本研究的数据收集于2002年，形成了前瞻性纵向研究的基线，该研究在2002年至2010年期间每年收集数据。数据分析包括描述性统计、探索性因子分析和多元回归分析。结果。一个包含三个因素的模型解释了5060%的成为护士的动机差异。真正的兴趣排在第一位，其次是实际原因。只有一小部分学生将护理作为默认选择。选择护理的自主动机较少与感知到的职业选择压力有关。结论。我们建议，护士教育工作者必须识别缺乏自主权的学生。支持学生自主有可能改善教育成果，实现专业社会化，减少专业人员流动。未来需要进一步研究学生动机与教育成果、专业人员流动以及病人护理质量的关系。
jirwe m. & rudman a. (2012) Why choose a career in nursing? Journal of Advanced Nursing68(7), 16151623. Abstract Aim. This paper examines the prevalence of various career-choice motives given by nursing students in two national cohorts at the beginning and end of their education respectively and how these motives are interrelated and associated with perceived career-choice stress. Background. Several international studies have identified various motives for choosing nursing. The degree to which motives are autonomous or controlled affects an individuals professional development and health. Earlier research on career choice has used small non-representative samples. Design. Cross-sectional survey. Methods. This was a study of all Swedish undergraduate nursing students in their first (n = 1697) or last (n = 1150) year. The data for this study were collected in 2002, forming the baseline of a prospective longitudinal study where data were collected annually between 20022010. Data analysis included descriptive statistics, exploratory factor analysis and multiple regression analysis. Results. A model incorporating three factors explained 5060% of the variance in motives for becoming a nurse. Genuine interest was ranked highest, followed by practical reasons. Only a small group of students gave nursing as default choice. Fewer autonomous motives for choosing nursing were associated with perceived career-choice stress. Conclusion. We suggest that it is imperative for nurse educators to identify students who lack autonomy. Supporting students autonomy is likely to improve educational outcome, enable professional socialization and decrease professional turnover. Future research on students motivation in relation to educational outcome and professional turnover as well as quality of patient care is needed.