Correlation of psychological capital, role stress and readiness for interprofessional learning in clinical nurses
10.3760/cma.j.cn115682-20210728-03344
- VernacularTitle:临床护士心理资本、角色压力与跨专业学习准备度的相关性研究
- Author:
Yan XU
1
;
Lan YUE
;
Meng ZHOU
;
Bingyan ZHANG
;
Qing LYU
;
Hongmei ZHANG
Author Information
1. 河南省人民医院，河南省护理医学重点实验室，郑州大学人民医院，河南大学人民医院肿瘤中心五病区，郑州 450003
- Keywords:
Nurses;
Readiness for interprofessional learning;
Psychological capital;
Role stress
- From:
Chinese Journal of Modern Nursing
2022;28(13):1732-1736
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the correlation of psychological capital, role stress and readiness for interprofessional learning in clinical nurses.Methods:From January to February 2021, convenience sampling was used to select 524 clinical nurses from four hospitals in Henan Province as the research object. The investigation was carried out with the Psychological Capital Questionnaire, Role Stress Scale and the Readiness for Interprofessional Learning Scale. AMOS 24.0 software was used for mediation effect analysis and structural equation modeling. A total of 524 questionnaires were distributed, and 523 valid questionnaires were recovered, with a valid recovery rate of 99.8%.Results:Among 523 clinical nurses, the total scores of the Psychological Capital Questionnaire, Role Stress Scale and the Readiness for Interprofessional Learning Scale were (89.11±14.18) , (36.15±10.30) and (74.61±8.24) , respectively. The psychological capital of clinical nurses was positively correlated with readiness for interprofessional learning ( r=0.53, P<0.001) , while role stress was negatively correlated with psychological capital and readiness for interprofessional learning ( r=-0.43, -0.13; P<0.001) . Role pressure could directly affect readiness for interprofessional learning. Psychological capital could directly affect readiness for interprofessional learning, and it could also indirectly affect clinical nurses' readiness for interprofessional learning through role stress, with a mediating effect of 81.67%. Conclusions:Nursing managers should continuously monitor the psychological capital of clinical nurses, and improve clinical nurses' readiness for interprofessional learning through effective management measures and positive psychological interventions, and promote multidisciplinary cross-cooperative learning.
