摘要目的 探讨高职院校护理专业学生积极心理资本在专业认同和学习倦怠关系中的中介作用.方法 运用专业认同问卷、积极心理资本问卷和大学生学习倦怠量表对某地区高职院校627名护理专业学生进行调查.结果 不同性别学生专业认同总分及认知性、情感性、适切性专业认同因子评分差异无统计学意义(均P＞0.05),但在行为性专业认同因子上,女生得分显著高于男生[(3.36±0.69)分,(3.20±0.76)分,t=-2.411,P＜0.05],不同年级的专业认同总分及因子差异有统计学意义(F=9.490,P＜0.01).积极心理资本与学习倦怠呈显著负相关(r=-0.533,P＜0.01),专业认同度与积极心理资本呈现显著正相关(r=0.474,P＜0.01),专业认同与学习倦怠呈现显著负相关(r=-0.540,P＜0.01).积极心理资本在专业认同度与学习倦怠中起部分中介作用(β=-0.17,ab/c=0.46,95％CI=-0.23-0.13).结论 高职院校护理专业学生专业认同和积极心理资本对学习倦怠有重要预测作用,积极心理资本在专业认同和学习倦怠中起部分中介作用.

abstractsObjective To investigate the mediating role of positive psychological capital on the relationship between professional identity and learning burnout in higher vocational nursing students.Methods Using professional identity questionnaires,positive psychological capital questionnaires and college students' learning burnout scales to survey 627 nursing students in higher vocational colleges in a certain area.Results There was no significant difference in gender of nursing students' professional identity (t =0.432,P＞0.05).But the behavioral factors in female students were significantly higher than those in male students ((3.36±0.69) vs (3.20±0.76),t=-2.411,P＜0.05).And in different grade the behavioral factor had a significant difference too(F=9.490,P＜0.01).Obviously,there was negative correlation between positive psychological capital and learning burnout (r=-0.533,P＜0.01),and positive correlation between professional identity and active psychological capital in vocational nursing students (r=0.474,P＜0.01),and negative correlation with learning burnout (r=-0.540,P＜0.01).Positive psychological capital plays partially mediating role in professional identity and learning burnout (β =-0.17,ab/c =O.46,95％ CI =-O.23 ～-0.13).Conclusion Positive psychological capital and professional identity have important predictive effects on learning burnout in higher vocational nursing students.Positive psychological capital plays partially mediating role in professional identity and learning burnout.