西岸大学の看護学生の臨床的学習環境と経験:混合方法の研究
Nihad Bsharat1, Ibrahim Aqtam1, Hanan Al-Modallal2
1Ibn Sina College for Health Professions, Department of Nursing, Nablus University for Vocational and Technical Education, Nablus, Palestine.
PloS one
|August 26, 2025
まとめ
ポジティブな教育環境と監督関係により,紛争地域での看護学生の臨床学習が大きく改善されます. これらの要因は地政学的な障壁にもかかわらず 教育の回復力を向上させる上で極めて重要です
科学分野:
- 介護教育
- 高等教育
- 紛争に関する研究
背景:
- 臨床学習環境 (CLEs) は看護の能力開発に不可欠です.
- 紛争の影響を受けた環境における彼らのダイナミクスは十分に研究されていない.
- この研究はパレスチナの状況に焦点を当てています.
研究 の 目的:
- CLE要因と看護学生の臨床学習 (CL) の間の関係を調査する.
- 西岸大学の臨床学習環境,監督,看護師教師 (CLES+T) の影響を評価する.
- 挑戦的な地政学的な環境で看護教育を改善するための洞察を提供すること.
主な方法:
- 定量的なデータ (306人の学生) と定性的なデータ (14人のインタビュー) を統合したコンバージェント・ミックス・メソッド・デザイン
- パレスチナの文脈に文化的に適応したアラビア語の CLES+T スケールを使用した.
- ANOVA,相関,階層的多重回帰,誘導的内容分析を使用した.
主要な成果:
- CLEの大きさは,CLの経験と強く相関している (r=0. 758,p<0. 001).
- 教師の雰囲気 (β=0.365) と監督関係 (β=0.264) は有意な予測因子で,差異の59%を説明した.
- 学生たちは政府の病院や 骨科の病棟で より良い経験をしたと報告し,小児科の病棟は 最も低いスコアを収めた.
結論:
- ポジティブな教育環境と監督関係が 紛争環境における看護学生の臨床的学習を 大きく促進します
- 制度的・地政学的障壁を軽減できるのです
- 発見は教員育成,改善された教学戦略,教育回復力を育むための制度的調整を提唱しています.
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