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目的通过护生职业人格角色化的研究,帮助学生了解其自身人格与职业人格的差异,探索其职业人格角色化途径。方法运用问卷调查法对我院2005级139名学生进行调查。结果护生与优秀护士在有恒性、自律性、忧虑性、稳定性和亲和性维度的差异有统计学意义,而与普通护士在忧虑性、稳定性、幻想性和亲和性维度的差异有统计学意义。结论护理教育者要加强护生在有恒性、自律性、稳定性方面的培养,增强其社会责任感,帮助其学会自我管理和自我控制;增强其对现实社会的认识,使学生的认知和行为切合实际;并培养学生与人合作的精神;培养学生的交往能力和沟通交流的技巧。
Objective To help students understand the difference between their own personality and professional personality through the research on the role-playing of nursing students’ professional personality and explore the ways of their role in professional personality. Methods A questionnaire survey was used to investigate 139 students at 2005 level in our hospital. Results There were significant differences in the dimensions of constant, self-discipline, anxiety, stability and affinity between nursing students and elite nurses, and statistical differences were found between common-sense nurses and ordinary nurses in anxiety, stability, fantasy and affinity dimensions Significance of learning. Conclusion Nursing educators should strengthen nursing students’ training in terms of persistence, self-discipline and stability, enhance their sense of social responsibility and help them learn self-management and self-control; enhance their understanding of the real society so that their cognition and behavior Practical; and cultivate the spirit of student-person cooperation; develop student communication skills and communication skills.