建立護理專業身份是個體與護理專業相聯繫的概念，個體對護理專業在社會角色與自我概念之間取得平衡。在專業社會化中，產生專業的知識、技能、價值與自我身份的過程。在社會急速發展和世界護理專業發展影響下，澳門護理專業教育出現強中有弱、弱中有強的局面。這現狀對中學生選擇護理、護士學生對知識價值的主動學習、日後在專業發展中持續創新都產生影響。因為護士人力的緊缺，護理教育能否幫助學生建立專業身份成為關注的重心。 / 鏡湖護理學院是澳門歷史最長的護理教育機構，於2002年起開辦澳門首個四年制護理學學士學位課程。課程理念奠基於鏡湖慈善會歷史和性質，命名「從人到仁」，推動以關懷為核心的護理全人教育。學院在護理學士學位課程中加入了一些元素，希望幫助學生在進入專業的早期即打下良好基礎，建立專業身份，從而加強教育的全面效果。究竟澳門鏡湖護士學生在護士學習的過程中如何建立專業身份，課程對護士學生身份認同的成效怎樣?本研究目的正是希望回答以上兩個問題。 / 研究者選取了二十名畢業生和八名教師參與是次研究。採用質性研究取向的個案研究法。透過深度訪談和文件查證分析取得所需研究資料。經過對個案資料的綜合深度討論以及不同個案的分析比較，得出以下研究發現：鏡湖護士學生的專業身份認同是通過五個轉變表現出來，包括：1. 責任重大、尊重生命；2. 與苦難同行、全人護理；3. 護理與生活同在、發揮專業才能；4. 立足專業知識、像護士般思考和行動；及5. 成為團隊、薪火相傳。分析歸納受訪畢業生及教師資料可以看到，鏡湖現行學士學位課程對學生建立專業身份是有明顯的影響作用。大部份學生是通過臨床實踐和生活實踐，處理健康問題，和幫助人們建立健康生活方式，來建構自我的專業身份。除了課程影響之外，關懷的學院文化、教師的言傳身教、醫院與學院的關係，以及學生的個人因素均對學生專業身份認同有影響作用。 / 根據這些發現，本研究嘗試從護理教育層面和未來研究層面提出建議，務求完善促進護士學生身份認同的課程理念和課程設置，優化人文與環境因素，以便進一步提升護理教育的質素，培育具公民專業精神的護理人員。本研究亦嘗試對當中的一些理論與概念展開討論，並修訂或補充了它的不足。 / The formation of nursing professional identity links the individual with the nursing profession. In this process the individual strives to maintain a balance between her professional role and her self-identity. It is a process of developing professional knowledge, skills, value and self-identity. With rapid social changes as well as worldwide development in the nursing profession, Macau’s nursing education is in a situation where strengths and weaknesses co-exist and interact with each other. Such a situation will certainly have significant impact on secondary school graduates’ decision to choose nursing as a future career, nursing students’ pursuit of nursing education as well as the possibility of their contributing to the nursing profession via creative innovation. Owing to the shortage of nurses, whether nursing education is able to help the students establish a concrete professional identity has become a major concern at present. / Being the most long-standing nursing education institution in Macau, Kiang Wu Nursing College established the first four-year Bachelor of Science in Nursing Programme in 2002. The philosophy of the programme, named ─From Personhood to Benevolence", is founded on the history and nature of Kiang Wu Charitable Association with the aim of fostering holistic nursing education that centres on care. To enhance the holistic impact of education, Kiang Wu Nursing College adds some new elements to the programme in order to enable students to formulate their professional identity. How did nursing students of Kiang Wu Nursing College form their professional identity in the course of learning, and how effective was the programme in forming students’ sense of professional identity were precisely the two questions that the present study aims at answering. / The researcher selected 20 nursing graduates and 8 nursing educators as participants of the study, which employed a qualitative case study method. In-depth interviews and document reviews were first conducted to collect the required data. After having undergone thorough examination of the collected data as well as detailed analyses and comparisons of various cases, it was found that the sense of professional identity of students of Kiang Wu Nursing College was developed through the following five crucial changes that they had experienced, including shouldering important responsibilities and respecting life, confronting hardship and offering holistic nursing care, leading a life inseparable from nursing and capitalizing on professional competences, developing professional knowledge, and thinking and acting like a nurse, as well as becoming part of the team and carrying forward the nursing spirit. Through summarizing and analyzing the data of the interviewed graduates and teachers, it was discovered that the current bachelor’s degree programme of Kiang Wu Nursing College played an important role in influencing the formation of students’ professional identity. Most students constructed their professional identity by solving people’s health problems and assisting others in developing a healthy lifestyle through their practice in clinical environment and in daily life. In addition to the programme, other aspects including the College’s caring culture, faculty’s role model of effective and appropriate behaviours, connection between the Hospital and the College, as well as students’ personal factors all contribute to the formation of students’ sense of professional identity. / On the basis of the above findings, the present study puts forward some suggestions with regard to nursing education and in the interest of future studies, in order to improve the programme philosophy and programme design for the fostering of students’ sense of professional identity, as well as to optimize the humanistic and environmental attributes for the further enhancement of the quality of nursing education and for the cultivation of nursing professionals who demonstrate civic professionalism. In addition, the study discusses some of the relevant theories and notions, and proposes revisions or solutions for their deficiencies. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 尹一橋. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 331-350). / Abstracts also in Chinese. / Yin Yiqiao.
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_1202920 |
| Date | January 2014 |
| Contributors | 尹一橋 (author.), 林智中 (thesis advisor.), Chinese University of Hong Kong Graduate School. Division of Education. (degree granting institution.), Yin, Yiqiao (author.), Lin, Zhizhong (thesis advisor.) |
| Source Sets | The Chinese University of Hong Kong |
| Language | Chinese, English |
| Detected Language | English |
| Type | Text, bibliography, text |
| Format | electronic resource], electronic resource, remote, 1 online resource (viii, 350 leaves) : illustrations (some color), computer, online resource |
| Coverage | China, Macau (Special Administrative Region) |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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