护理实习生灵性照护认知与生命意义感的现状及其关系研究

A Study of the Current Status and Relationship between Nursing Interns’ Perception of Spiritual Care and Their Sense of Meaning in Life

摘要: 目的：本研究旨在评估护理实习生对灵性照护的认知水平及其与生命意义感的关系，基于Frankl的意义治疗理论与Puchalski的灵性照护模型构建“意义追寻–照护实践”双向理论框架，探讨两者的相互作用机制及关键影响因素，为优化护理人文教育提供依据。方法：采用横断面调查设计，以新疆某三级甲等医院283名护理实习生为研究对象，通过结构化问卷(含一般资料、灵性照护认知量表、生命意义感量表)收集数据，运用统计描述、单因素分析、多元线性回归及Spearman相关性分析处理数据。结果：1. 现状特征：灵性照护认知总分(175.38 ± 27.46)与生命意义感(51.51 ± 7.88)均处于中等偏上水平，但59.4%护生未接受系统性灵性照护课程，11.3%仅初步了解相关理论。2. 核心关联：灵性照护认知与生命意义感呈显著正相关(r = 0.701, P < 0.001)，生命意义感维度中“寻求意义感”(r = 0.719)对灵性照护实践的驱动作用尤为突出。3. 影响因素：灵性照护认知、担任班干部(β = −0.123, P = 0.038)、课程含灵性照护内容(β = 0.234, P < 0.001)是主要预测因子；生命意义感：学业成绩自我评价(β = 0.143, P = 0.020)与灵性照护课程(β = 0.279, P < 0.001)影响显著。结论：护理实习生的灵性照护能力受责任感培养与系统化课程的双重驱动，生命意义感通过“意义追寻”机制强化其人文关怀实践意愿；当前教育体系存在理论整合不足、实践环节薄弱的问题，需构建以“全人关怀”为目标的教学模式，结合临床案例设计模块化课程，并增设叙事倾听、临终关怀等实践环节；未来研究应延伸至跨文化、跨地区纵向追踪，探索灵性照护的差异化路径。

Abstract: Objective: This study aimed to evaluate nursing interns’ cognition of spiritual care and its relationship with meaning in life. Guided by Frankl’s logotherapy theory and Puchalski’s spiritual care model, a bidirectional theoretical framework of “meaning-seeking-care practice” was constructed to explore their interaction mechanisms and key influencing factors, providing insights for optimizing nursing humanities education. Methods A cross-sectional survey was conducted among 283 nursing interns from a tertiary hospital in Xinjiang, China. Data were collected using structured questionnaires (including demographic information, Spiritual Care Cognition Scale, and Meaning in Life Scale) and analyzed through statistical description, univariate analysis, multiple linear regression, and Spearman correlation. Results: 1. Current status: Spiritual care cognition (total score: 175.38 ± 27.46) and meaning in life (51.51 ± 7.88) were moderately high. However, 59.4% of interns lacked systematic spiritual care training, and 11.3% only had basic theoretical knowledge. 2. Core association: Spiritual care cognition was significantly positively correlated with meaning in life (r = 0.701, P < 0.001), with the “search for meaning” dimension (r = 0.719) being the strongest driver of spiritual care practice. 3. Influencing factors: Spiritual care cognition serving as a class officer (β= −0.123, P = 0.038), and curriculum coverage of spiritual care (β= 0.234, P < 0.001) are the main predictors. Meaning in life: Self-assessment of academic performance (β= 0.143, P = 0.020) and spiritual care courses (β= 0.279, P < 0.001) have significant effects. Conclusion: Nursing interns’ spiritual care competence is jointly driven by responsibility cultivation and systematic education. Meaning in life enhances their willingness for humanistic care through a “meaning-seeking” mechanism. Current education systems face challenges in theoretical integration and practical training. It is recommended to establish a “whole-person care”-oriented pedagogical model with modular courses integrating clinical cases, supplemented by narrative listening and end-of-life care training. Future studies should extend to cross-cultural and longitudinal designs to explore differentiated pathways for spiritual care development.