为什么卫生保健学生对老年护理说“不”:来自计划行为理论的见解。

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Mingyang Zheng, Pamela Y Frasier, H George Philippi
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引用次数: 0

摘要

美国的老龄化人口正在迅速增加,然而,为老年人提供服务和支持的卫生保健工作者短缺,同时卫生专业的学生对这一领域的兴趣有限。了解影响健康专业学生与老年人一起工作意愿的因素对于解决这一劳动力短缺问题至关重要。本研究运用计划行为理论,对东南部一所中等公立综合性大学的244名卫生专业学生进行了调查。结构方程模型拟合结果显示,χ2 = 625.981, df = 340, p态度和主观规范对卫生专业学生老年护理意向的形成起关键作用。研究结果强调,教育干预应侧重于改善对老年人的态度,同时利用社会影响来提高老年人职业的吸引力。未来的研究应探讨卫生专业学生态度的纵向变化,并继续制定和评估有针对性的干预措施,以改善学生的职业意向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Why health care students say "no" to geriatric care: insights from the theory of planned behavior.

The aging population is increasing rapidly in the United States, yet there is a shortage of health care workers to provide services and support for older adults, along with health profession students expressing limited interest in this field. Understanding the factors influencing health profession students' intention to work with older adults is crucial for addressing this workforce shortage. Using the Theory of Planned Behavior, this study surveyed 244 health profession students at a mid-sized public comprehensive university in the Southeast. Structural equation modeling showed a good fit with χ2 = 625.981, df = 340, p < 0.001, CFI = 0.918, RMSEA = 0.059, SRMR = 0.064, and TLI = 0.908. The results indicated that attitudes and subjective norms play critical roles in shaping health profession students' intention toward geriatric care. The findings highlighted that educational interventions should focus on improving attitudes toward older adults while leveraging social influence to enhance the desirability of geriatric careers. Future research should explore longitudinal changes in health profession students' attitudes and continue to develop and evaluate targeted interventions on students' career intentions.

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来源期刊
GERONTOLOGY & GERIATRICS EDUCATION
GERONTOLOGY & GERIATRICS EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
18.80%
发文量
47
期刊介绍: Gerontology & Geriatrics Education is geared toward the exchange of information related to research, curriculum development, course and program evaluation, classroom and practice innovation, and other topics with educational implications for gerontology and geriatrics. It is designed to appeal to a broad range of students, teachers, practitioners, administrators, and policy makers and is dedicated to improving awareness of best practices and resources for gerontologists and gerontology/geriatrics educators. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.
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