Analysis of Health Service and Management Professional Perceptions

and Influencing Factors Based on Multiple Linear Regression

Xiaowen Wan

, Cheng Zeng

, Qiang Ma

, Yinfeng Huang

and Xiaoqin Zhang

School of Economics and Management, Jiangxi University of Chinese Medicine, Nanchang, Jiangxi, China

The Third Affiliated Hospital of Guangzhou Medical University, Guangzhou, Guangdong, China

Keywords: Health Service And Management, Professional Cognitive, Influencing Factors, Multiple Linear Regression.

Abstract: Objective: To understand the professional recognition of health service and management students, to conduct

factor analysis, and to provide rationalized suggestions for improving the recognition of this profession.

Methods: Using a self-designed questionnaire, an anonymous questionnaire survey was conducted on 155

students majoring in health services and management at Jiangxi University of Chinese Medicine. The data

obtained were analyzed using by Excel software to create a database and SPSS 22.0 software to perform

descriptive analysis and multiple linear regression tests. Result: The overall level of professional awareness

of the study subjects is moderate to low, and the level of professional awareness of senior students is higher

compared to that of junior students. Students are not very willing to change their majors and are not very

satisfied with the curriculum of their current majors. Multiple linear regression analysis showed statistically

significant differences in grade level perceptions and engagement in the profession (p < 0.05). Conclusion: It

is recommended to broaden the scope of publicity for the health service and management major, strengthen

national policy support, actively guide students to clarify their orientation, optimize the curriculum, enrich

the faculty, and provide more opportunities and ways for students to contact scientific research and solve

practical problems.

1 INTRODUCTION

In August 2016, Xi Jinping stressed at the National

Health Conference that “we should advocate a

healthy and civilized lifestyle, build the concept of

big health, change the focus on disease treatment to

people's health, establish a robust health education

system, improve the health literacy of all people, and

promote the deep integration of national fitness and

national health.” (The National Health Conference,

2016) In October 2016, the State Council of the

People's Republic of China issued the ‘Plan of Health

China 2030’, which ushered in a major historical

development opportunity for health services. Under

the historical opportunity, the Ministry of Education

approved the establishment of the health service and

management major in 2015. Health service and

management is a new comprehensive application

profession based on medical science and

management science, which meets the needs of

society, caters to the development of the health

Corresponding author’s e-mail address

industry and integrates other emerging subjects. (Xie,

2013)

Professional cognition means that students have a

clear understanding of the training objectives,

learning contents and requirements of their majors,

and the job characteristics, contents and development

direction of their future careers (Mao, 2012).

Professional cognition is the main influencing factor

of learning motivation, which directly affects

learning efficiency and quality. Literature research

shows that the current situation of professional

cognition among college students in China is not

optimistic in general. Low professional cognition is

not conducive to the development of health service

and management profession. On the one hand, the

health service and management profession was firstly

established in five universities for enrollment in

2016, and the social awareness is weaker compared

with traditional professions. On the other hand, the

curriculum system of health service and management

profession covers several first-level disciplines such

624

Wan, X., Zeng, C., Ma, Q., Huang, Y. and Zhang, X.

Analysis of Health Service and Management Professional Perceptions and Inﬂuencing Factors Based on Multiple Linear Regression.

DOI: 10.5220/0012040800003620

In Proceedings of the 4th International Conference on Economic Management and Model Engineering (ICEMME 2022), pages 624-630

ISBN: 978-989-758-636-1

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

as clinical medicine, preventive medicine and

management, and the contents of the courses include

basic medicine, clinical medicine, preventive

medicine, Chinese medicine, psychology and

management. The complexity of the academic system

seriously affects students' cognition of their majors.

Therefore, it is of great practical significance to

conduct a study on the cognition of health service and

management students.

In this study, health service and management

students of Jiangxi University of Chinese Medicine

were investigated by means of questionnaires. The

purpose is to collect students' cognition of the major

and their suggestions on the course system; to provide

empirical data for further improvement of the training

program and course system, and to provide reference

for the development and innovation of the major in

other universities.

2 OBJECTS AND METHODS

2.1 Survey Objects

All 155 undergraduate students of Health Services

and Management, College of Economics and

Management, Jiangxi University of Traditional

Chinese Medicine, Classes 2017--2019 were selected

as the study objects. This study was conducted with

informed consent and anonymity

2.2 Survey Methodology

The questionnaire was self-administered through

literature review and consisted of two parts: basic

situation and professional identity. The questions

were designed according to three dimensions:

professional awareness, professional emotion and

professional commitment (corresponding to the

number of questions:4,3,3. 10 questions in total). The

questionnaire includes: ① Cognition of the major:

willingness to change the major, professional interest,

employment intention, study plan, professional

knowledge and skills mastery, etc.; ② Degree of

understanding of the courses offered; ③ Degree of

attention to professional dynamics and research

progress; ④ Subjective questions: suggestions for

curriculum development and improving social

acceptance of new majors.

2.3 Assignment Principles

The questionnaire was scored on the Likert five point

scoring method. There are five levels, with scores

ranging from 5 (fully conforming) to 1 (not

conforming at all), with higher scores representing

higher professional cognition, and each study

participant's scores are totaled and converted to a

percentage system.

2.4 Statistical Methods

Data entry was performed by using Excel software to

create a database. SPSS 22.0 was used for statistical

analysis, mainly descriptive analysis and multiple

linear regression test analysis (test level α=0.05).

3 CONCLUSIONS

3.1 Basic Information of the Study

Subjects

All undergraduate students in Health Services and

Management 2017 - 2019 class 155 students, 155

questionnaires were distributed, 155 were returned,

The recovery rate, efficiency rate and coverage rate

of the questionnaire are 100%. The number of

freshmen students is 52 (33.55%), the number of

sophomores is 55 (35.48%), the number of juniors is

48 (30.97%); the number of female students is 115

(74.19%), male students is 40 (25.81%); the number

of students who transferred in the entrance

examination is 65 (41.94%), the number of non-

transfer students is 90 (58.06%); the number of urban

students is 52 (33.55%), the number of rural students

is 103 (66.45%); the number of arts students is 78

(50.32%), science students is 77 (49.68%). In

addition, the survey results of these three dimensions

are: professional commitment > professional

emotion > professional awareness.

3.2 Professional Awareness

The statistics show that the overall average score of

professional awareness is low, and the frequency

distribution of each question is shown in Table 1. The

proportion of people who do not know the curriculum

of the major is 1.29%, including 1 freshman and 1

sophomore each; 11.61% of subjects are not willing

to work in the field at all. Most of them are in the

distribution range of "neutral" and "not too much".

Analysis of Health Service and Management Professional Perceptions and Inﬂuencing Factors Based on Multiple Linear Regression

625

Table 1: Distribution of response status of professional awareness questions (%).

Question Very much Much Neutral Not too much Very not

Do you want to change your

major?

(11.61)

27 (17.42)

(34.84)

46 (29.68) 10 (6.45)

Are you interested in your

profession?

5 (3.23) 36 (23.23) 62 (40) 47 (30.32) 5 (3.23)

Are you willing to work in

this profession?

14 (9.03) 36 (23.23)

(18.71)

58 (37.42)

(11.61)

Do you understand the

curriculum of the program?

2 (1.29) 32 (20.65)

(45.16)

47 (30.32) 4 (2.58)

3.3 Professional Emotionality

Statistics show that the overall sentiment of the

profession is moderate, and the distribution of the

number of subjects is mainly concentrated in the

range of "relatively", "neutral" and "not very", and

the number of people on both sides of the extremes is

relatively small. Among them, the number of people

who fully understand the knowledge and skills

required to master the profession is 0. It means that

the popularity of the profession is not enough and the

publicity is not strong enough. The frequency of the

distribution of the number of people in the topic of

professional emotion is shown in Table 2, and the

data in the table below shows that the proportion of

the number of people in various distribution degrees

is moderate.

Table 2: Distribution of responses to the question of professional affectivity of the study subjects (%).

Question Very clear Clear Neutral unclear Very unclear

Do you understand the required

knowledge and skills?

0 (0.00) 31 (20.00) 66 (42.58) 56 (36.13) 2 (1.29)

Do you know the employment

situation of this profession?

4 (2.58) 32 (20.65) 74 (47.74) 41 (26.45) 4 (2.58)

Do you make long-term study

plans?

5 (3.23) 64 (41.29) 46 (29.68) 39 (25.16) 1 (0.65))

3.4 Degree of Professional Input

The statistics show that the overall situation of

professional commitment is upper intermediate. The

frequency of the distribution of the number of

professional commitment is shown in Table 3. The

results show that the number of people who will not

miss professional courses at all is 113 (72.90%); the

number of people who will not miss professional

courses too much is 40 (25.81%), and interviews

revealed that most of these students were freshmen

and sophomores who were absent because they

needed to attend some important campus events or

because they were unwell. The number of students

who will always miss professional courses is 0, and

the number of students who will miss professional

courses is 1 (0.65%) and 1 (0.65%), which shows that

students attach more importance to professional

courses and hope to learn useful professional skills.

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Table 3: Distribution of responses to the question of professional input of the study subjects (%).

Question Always will Will Neutral Will not Never

Do you be absent from

professional courses?

0 (0.00) 1 (0.65) 1 (0.65) 40 (25.81) 113 (72.90)

Do you read books or journals

related to this profession?

2 (1.29) 47 (30.32) 50 (32.26) 50 (32.26) 6 (3.87)

Do you follow the professional

development and research

progress?

8 (5.16) 55 (35.48) 48 (30.97) 41 (26.45) 3 (1.94)

3.5 Multiple Linear Regression

Analysis

Using SPSS to conduct multiple linear regression

analysis on the three dimensions of students'

professional cognition, and the results of the analysis

are shown in Table 4.

Table 4: Analysis of factors influencing multiple linear regression.

Statistics

Gender

Age

Transfer or not

Awareness Affectivity Input Awareness Affectivity Input Awareness Affectivity Input

T 0.967 1.071 0.630

-8.693 0.197 9.444

-0.174 -0.338 0.771

P 0.335 0.286 0.529

0.000 0.844 0.000

0.862 0.735 0.442

Table 4(continued). Analysis of factors influencing multiple linear regression.

Statisti

Place of student source

Economic level

Arts & Sciences

Awaren

ess

Affectiv

ity

Input

Awaren

ess

Affectiv

ity

Input Awareness

Affectivit

Input

0.484 -0.925 -0.825 -1.599 0.223 0.163 -0.462 -1.041 -0.405

0.629 0.356 0.410 0.112 0.824 0.871 0.645 0.300 0.686

Six variables, including gender, grade, transfer or

non-transfer, place of origin, economic level, and

discipline type, were analyzed to discover the

influence of professional cognition, emotion, and

commitment. The study data did not have significant

outliers and were nearly normally distributed within

each group, while the variance was flush. The

statistical results showed that the P-value of the

influence factor of grade on professional cognition

and engagement was less than 0.05, and the higher

the grade, the higher the score of perception and

engagement, which was positively correlated. The p-

values of the remaining five influential factors in

professional awareness, affectivity and commitment

were all higher than 0.05 and not statistically

significant. It means that the main factor affecting

students' professional recognition is grade level. As

the study of the major deepens and the major is

gradually promoted, students' recognition of the

profession is getting higher and higher.

3.6 Analysis of Subjective Questions

The questionnaire set two open questions, which also

showed differences in the answers. Sophomores and

juniors were clearer and more comprehensive in

answering the questions compared with freshmen.

When answering the question "What are your

valuable suggestions and opinions on the curriculum

of this major", freshmen students generally answered

that college should offer more practical courses, the

current curriculum is too complicated, many courses

are not related to their major, and some students even

asked why they need to study advanced mathematics

Analysis of Health Service and Management Professional Perceptions and Inﬂuencing Factors Based on Multiple Linear Regression

627

in this major. In addition to the above responses,

sophomores and juniors also reflected that more

courses should be offered to learn the operation of

related equipment; clear training directions, set

focused courses, and train specialists rather than

generalists. In response to the question "How do you

think the social recognition of new majors should be

improved?", many students said that firstly, they

should express their recognition of their chosen

majors; secondly, the national policy should increase

the support for health service and management

majors, increase the publicity of new majors, hold

more related lectures, and enhance the publicity of

online platforms. From the students' answers, we can

also reflect that they are eager for the social

recognition of their own profession.

4 DISCUSSION

4.1 Analysis of the Current Situation of

Professional Recognition

First of all, more than 72% of the survey respondents

are positive about the employment prospect of the

profession and are willing to engage in the work

related to the profession. Most of the students are

interested in the profession to a high degree, the

proportion of interested people is 62.32%, and those

who are very interested and not interested at all each

account for 3.27%; secondly, 74.15% of the students

know less about the employment situation of the

profession, while 2.54% of students do not know at

all; 42.53% of students generally know about the

knowledge and skills required for the major, 36.14%

do not know much, while only 20% know. Through

data analysis, we found that the program obeyed the

transfer rate of more than half (58%), the first

volunteer rate is not high. The reasons for the above

situation are multiple. On the one hand, it is a new

major, with a late start, and an uncertain job market

and insufficient publicity, so there are not many

"Double First-class" and "Project 985" universities

offering this major, and it is not the mainstream

discipline of universities; on the other hand, the

media and parents do not know much about this

major, and there are not many graduates of the major

and the corresponding employment information is

lacking, which leads to the low rate of filling in the

first volunteer of the major. Take Jiangxi University

of Traditional Chinese Medicine as an example, most

of the students are transferred.

4.2 Preferences for Professional

Curriculum and Study Planning

Curriculum aspect. As many as 59.62% of the

students do not know the setting of their major

courses at all, and the number of students who know

only accounts for 21%. In the on-site conversation,

we understand that it is because students have not

studied major courses for a long time, and many

students are not very interested in their own major, so

they know almost nothing about the setting of major

courses. However, 97.10% of the students said they

would not be absent from their major courses, which

shows that most of the students have a serious and

responsible attitude towards their major studies. In

the survey of subjective questions, there are also

many students who think that the professional

curriculum is not reasonable. For example, courses

such as advanced mathematics and linear algebra are

not necessary, while courses in clinical medicine and

anatomy and physiology are less frequently offered.

Schools should increase the opening of practical

sessions to improve practical hands-on skills. This

may be due to the fact that students are still in the

lower grades, where the public courses take up a

larger proportion and there are fewer opportunities

for practice. As the grades increase, these doubts will

decrease with the rich diversity of the curriculum.

Study planning. The percentages of students who

"neutral" and "not very much" make study plans for

themselves are 29.63% and 25.12% respectively.

44.46% of students make long-term study plans for

their major studies, which indicates that most of the

students do not pay enough attention to their own

majors and lack long-term study and career planning.

The data on the reading of books and journals related

to this major shows, 31.52% of the students said they

often read related books, and 40.58% of the students

said they often pay attention to the related trends and

research progress of this major. This also indicates

that the students of this major read less, lack the

knowledge expansion of related majors, and have

insufficient knowledge of their own majors.

5 RECOMMENDATIONS

Professional cognition largely influences students'

professional learning and their future career maturity.

By sorting out the relevant problems found in this

survey, it is suggested to improve students'

professional cognition from the following aspects.

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5.1 Strengthen Professional Publicity

and Establish Professional Self-

Confidence

The survey shows that the main way for students to

obtain professional knowledge is through teachers.

Nearly half of the students in the open answer hope

to increase the publicity of the major. Not only the

network platform, many students also suggested that

more lectures related to the major should be opened,

and even the publicity of the major can be radiated to

the township areas, so that the publicity of the major

can penetrate the people and play a subtle role. As a

new major, many students are informed about this

major through online platform, which also reflects

that the publicity of the major is inadequate and the

popularity is not strong. It is suggested to strengthen

the promotion of the major, use the media and

network to actively promote the professional profile,

employment fields and prospects. Through the

introduction of outstanding graduates, schools can

help students understand the knowledge and skills

required for their majors, correct their learning

attitudes, have a clear and realistic plan for their

studies and careers when they fill out their volunteer

forms, give them a strong sense of belonging and

honor for their majors, and establish a sense of

professionalism.

5.2 Improve the Training Program and

Optimize the Curriculum System

Constantly

The survey shows that the training objectives and

curriculum system are the most confusing for

students. The proportion of those who generally

understand the curriculum of the major reaches

43.23%, and those who do not know much and do not

know at all also account for 29.82% and 3.87%

respectively, both are higher than the number of those

who know very much. As a new major only opened

for the first time in 2016, there is no national standard

for curriculum construction, and the training program

and curriculum system of each university are in the

exploration stage. In response to the irrelevant

curriculum arrangement proposed by students, such

as higher mathematics. It is recommended to

carefully define the role of each course offered in the

teaching program in the curriculum system, delete

and merge duplicate course contents, and optimize

the class schedule. Determine the reasonable ratio of

public theory courses, humanities foundation curses

professional and professional foundation courses,

ability and method training courses, quality training

courses, etc. (Zhang, 2006), pay attention to the

curriculum articulation. According to the

requirements of professional training, professional

mindset should be cultivated as early as possible.

Professional foundation courses and professional

courses can be appropriately advanced, while adding

some lectures to broaden students' professional

horizons.

The characteristics of health service and

management major determine the importance of

practical teaching links, and the ideal practical

teaching mode is "multi-dimensional synergy",

which is suitable for the cultivation objectives of the

majors (Yang, 2008). For freshmen, sophomores and

juniors, we can design a hierarchical and stage-

specific practical teaching link with different course

contents, so that the practical teaching can be

integrated into the whole process of professional

teaching from shallow to deep, and students can

receive practical teaching training from easy to

difficult and simple to complicated in a step-by-step

manner. (Deng, 2007) We will make full use of the

practical teaching time during winter holiday and

summer holiday, and establish internship practice

bases with clinical skill departments of hospitals and

community health service institutions; design the

practical teaching syllabus; arrange students to go to

these bases for internship. Practical teaching of

students' testing skills, assessment skills, and

intervention skills in accordance with the subjects

designed in the syllabus, and enriching the content

and links of practical teaching.

5.3 Raising the Level of Institutions

Offering Majors and Improving the

Educational Level

Many students also said that the state should

encourage "Double First-class" and "Project 985"

universities to open health service and management

majors, so as to enhance the level of institutions

offering the majors and thus improve the reputation

of the majors. Due to the short time and late start of

the profession, the construction of the profession is

still in the exploration stage, and not many "Double

First-class" universities offer this profession. The

lack of "Double First-class" universities is not

conducive to improving the recognition of the

profession. It is suggested that the state should

increase the policy support in order to encourage

"Double First-class" and "Project 985" universities to

open this major, set up related scholarship programs,

and cultivate higher-level research talents.

Analysis of Health Service and Management Professional Perceptions and Inﬂuencing Factors Based on Multiple Linear Regression

629

Some studies have shown that the professionalism

of college teachers has an important impact on

teaching (Zhang, 2016). Among the external support

factors influencing students' professional attitudes,

teachers' professionalism ranked first; it is evident

that faculty members are crucial to the cultivation of

high quality health services and management

personnel. The survey shows that students value their

mentor's research areas, and look forward to actually

participating in the mentor's research project. It is

also very helpful and enlightening for students to go

on to higher education. It is suggested that "Double

First-class" and "Project 985" universities should

give full play to the leading role of their high-quality

teachers and encourage the participation of

undergraduates in the research projects of their

mentor. In addition to the study of professional

courses, students should be exposed to high-level

scientific research to solidify their professional

foundation, familiarize themselves with the future

direction of professional development, and improve

the level and standard of education.

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