导师支持对护理硕士研究生心理资本的影响:年级的调节作用-现代医学

导师支持对护理硕士研究生心理资本的影响:年级的调节作用

单位：1. 贵州医科大学护理学院, 贵州, 贵阳 550025;
2. 广州市红十字会医院护理部, 广东, 广州 510220

分类号：R471

出版年·卷·期（页码）：2023·51·第一期（90-95）

摘要：

目的: 分析护理硕士研究生导师支持对心理资本的影响，并探讨年级在两者之间的调节作用，为提高护理硕士研究生心理资本提供理论依据。 方法: 采用一般资料调查表、心理资本问卷、导师支持量表对242名护理硕士研究生进行问卷调查，并运用分层回归法进行调节效应分析。 结果: 242名护理硕士研究生心理资本条目平均得分为(3.63±0.87)分，导师支持为(3.79±0.96)分。不同性别、居住地、年级、硕士类型、学校类型、工作经历等护理硕士研究生的心理资本得分比较，差异无统计学意义(P＞0.05)。相关性分析显示，心理资本与导师支持(r=0.813，P＜0.01)呈显著正相关，分层回归分析结果显示，年级在导师支持与心理资本之间发挥着调节作用(ΔR²=0.016，P＜0.01)。 结论: 护理硕士研究生心理资本处于中等偏上水平，导师支持对研究生心理资本的影响受到年级的调节作用，导师应根据学生所处的不同阶段给予相应的指导，从而进一步提升学生的心理资本水平。

Objective: To analyze the influence of mentor support for nursing postgraduates on psychological capital, and explore the moderating effect of grades between them, so as to provide a theoretical basis for improving the psychological capital of nursing postgraduates. Methods: Totally 242 postgraduate nursing students were investigated using General Information Questionnaire, Psychological Capital Questionnaire and Mentor Support Scale. The hierarchical regression method was used to analyze the regulation effect. Results: The average score of psychological capital of 242 nursing master students was 3.63±0.87, and the tutor support was 3.79±0.96 points. There was no statistically significant difference(P>0.05) in psychological capital scores of nursing postgraduates with different genders, place of residence, grade, master's type, school type, working years and so on. Correlation analysis showed that psychological capital was positively correlated with mentor support(r=0.813, P<0.01). Hierarchical regression analysis results showed that grade played a moderating role between mentor support and psychological capital(ΔR²=0.016,P<0.01).Conclusion: The psychological capital of nursing postgraduate is above the medium level, and the influence of mentor support on postgraduate psychological capital is moderated by the grade. Mentor should give corresponding guidance according to the different stages of students, thus to improve the level of students' psychological capital.

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