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Updated: Jan 13, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

医療専門職学生の心理社会的健康：概念分析

Roseanne Moody Fairchild¹, Jennifer Johnson, Terri B Cluver

¹Author Affiliations: Center for Academic and Research Excellence, Chamberlain University, Chicago, IL (Dr Fairchild); DNP Program, Chamberlain University College of Nursing, Chicago, IL (Drs Johnson, Cluver, and Tully); Library and Information Services, Chamberlain University, Chicago, IL (Ms Cordova); and Joseph F. McCloskey School of Nursing, Jefferson Health/Thomas Jefferson University, Pottsville, PA (Ms Whitecavage).

|January 7, 2026

要旨

Background:

Enrollment as a student in a health professions program is reported to be stressful and to impact psychosocial health (PH).

Purpose:

A concept analysis of PH was conducted using Rodgers' method in the context of these programs.

Methods:

Independent, blinded PRISMA review of 3719 works revealed 35 relevant studies. Narrative summary tables were derived based on evidence synthesis. Antecedents, attributes, consequences, a model case, and a conceptual model were identified.

Results:

Pre-conditioned by students' developmental, social, and environmental characteristics, attributes of PH were: (1) mental health, stress, coping, locus of control; (2) resilience, emotional intelligence, mindfulness, hope; (3) self-esteem; (4) social support; (5) physical health, self-care; (6) academic work-life balance; and (7) academic pressure, workload, external influences.

Conclusions:

PH has tangible impacts on academic and clinical performance. Efforts by educators and practicing clinicians to enhance students' PH make a difference.

キーワード:

臨床実践エビデンス合成医学生メンタルヘルス看護学生学習の社会的決定要因学生のウェルビーイング

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