压力因素和学到的资源在学士学位护理学生:一个纵向研究研究
1School of Nursing, University of North Carolina Wilmington, Wilmington, NC, USA.
概括
学习的创造力 (LR) 增加,而压力下降在护理学生. 更高的LR提高了应对能力,降低了压力,并可以提高学业表现和留学能力.
科学领域:
- 教育心理学教育心理学
- 护理教育 护理教育
背景情况:
- 毕业生护理学生经历了影响学业成绩的重大压力因素.
- 学习的创造力 (LR) 是应对学术和生活挑战的关键因素.
研究的目的:
- 检查护理学生的学习资源 (LR),压力因素和学业表现的水平和关系.
- 了解学士学位护理课程期间LR和压力的纵向变化.
主要方法:
- 一个相关的纵向研究,涉及85名学士学位护理学生.
- 使用了Gadzella的学生生活压力清单 (SSI) 和罗森姆的自我控制量表 (SCS).
- 在录取和毕业时收集的数据.
主要成果:
- 从入学到毕业期间,LR显著增加和压力下降 (p < 0.05).
- 压力因素和年龄是学业表现的重要预测因素 (p < 0.05,p < 0.01).
- 在LR,压力因素和学业表现之间没有发现显著的直接关系,尽管LR和自尊/工作状态之间的相关性.
结论:
- 这些发现证实了护理学生的高压力水平,并突出了LR对减轻压力的积极纵向影响.
- 增强的LR可以改善应对机制,可能导致更好的学业成绩和留学生.
- 促进LR的干预措施可能有利于护理学生的福祉和学术成功.
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