三重危险的比赛! COVID-19,高ACE分数和美墨边境:通过创伤信息化的教学来减轻风险
Melissa Wholeben1, Karen Fowler1, Jacob Martinez1
1The University of Texas at El Paso, College of Nursing, El Paso, TX, USA.
概括
增加护理劳动力的多样性需要支持学生在紧张的护理学校环境. 创伤知情教学提供了一个解决方案,以减轻由COVID-19和不良童年经历 (ACE) 加剧的风险.
科学领域:
- 护理教育 护理教育
- 公共卫生 公共卫生
- 心理学 心理学 心理学
背景情况:
- 医疗保健系统迫切需要更多多样化的护理工作人员.
- 护理学校是一个高度紧张的环境,由COVID-19流行病加剧.
- 拥有高ACE分数的学生和位于美墨边境的学生面临着独特的挑战,增加了失败风险.
研究的目的:
- 探索解决方案,以护理学生在紧张的学术环境中取得成功.
- 为了检查COVID-19对护理学生压力的影响.
- 调查创伤信息化教学在支持弱势护理学生的有效性.
主要方法:
- 学生体验的定性分析.
- 对创伤信息化的教学原则的审查.
- 考察导致护理课程学生流失的因素.
主要成果:
- 护理学生面临着严重的,大流行放大了压力.
- 不利的童年经历 (ACE) 和地理位置使学术挑战复杂化.
- 创伤信息化的教学表明了创造支持性的学习环境的潜力.
结论:
- 解决学生压力对于增加护理劳动力的多样性至关重要.
- 创伤知情教学是一种可行的策略,以支持处于危险的护理学生.
- 需要进一步的研究来实施和评估护理教育中的创伤信息化方法.
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