The Study On College Nursing Professional Identity And Learning Burnout

Objective: through investigation and analysis, understanding about college nursestudents’ professional identity and the status of the learning burnout, for higher vocationalnursing students, college nurse students and Top-up nursing students at three different levelsof nursing students in professional identity and differences in learning burnout, toprofessional identity to analyze the influence of learning burnout is discussed, and on thisbasis for the reform of the current nursing education in China to provide theoretical basis andreference.Methods: this study adopts questionnaire survey method, adopted the "nursing studentsprofessional identity questionnaire" and "college students’ learning burnout questionnaire" astest materials, using stratified cluster sampling, respectively investigated for456nursingstudents investigated, and the data all use SPSS16.0software statistics and analysis.Result:(1) the college nurse students in professional skill factors of high professionalidentity, professional expectation factor shows low professional identity; Nursing professionalidentity of Girls is significantly higher than boys; Grade year one students scored significantlyhigher than year two students in the professional will factor and professional identity; Ruralstudents scored significantly higher than rural students in professional identity andprofessional emotion factor, the professional will factor, factor on professional values;Non-single-child scored in professional expectation factor scored significantly higher than thesingle-child; College nurse students in professional identity factor score and professionalvalues and professional skills factor score is the highest, students of turning junior intoundergraduate scored lowest on professional knowledge factor.(2) college nurse students in misconduct and low sense of achievement shows higherlearning burnout, two factor in depression factor lower learning burnout. Overall, theincidence of nursing students without learning burnout,87.3%of mild learning burnout rate12.3%, severe learning burnout rate0.4%. In terms of grades, different grade significantdifferences on depression factor, and first year students scored significantly higher than gradetwo students. Different degree students in every factors of learning burnout and learningburnout scores on all significant degree difference, look from the score, score is the highest of higher vocational students, students of turning junior into undergraduate students scoredlowest, include the center. In terms of gender, region, and whether the one-child, learningburnout each factors and total score difference was not significant.(3) professional awareness, professional emotion, professional will, professional valuesand professional skills and learning burnout factors have significant negative correlation;Professional identity score and each factor and learning burnout scores are also significantnegative correlation; Professional identity in professional will, professional emotion,professional skills and professional values of learning burnout has significantly negativeprediction function, professional knowledge of learning burnout has a significant positiveprediction function; Professional emotion and professional will depression has significantnegative prediction function.Conclusion: the influence of professional identity and learning burnout by gender, grade,region, education and other factors of college nurse students, professional identity has theforecast function to the learning burnout.