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虚拟和混合教育之间的心理因素和学术压力在新生护理学生之间的比较:一个病例对照研究
Marta Elena Losa-Iglesias1, César Calvo-Lobo2, Raquel Jiménez-Fernández1
1Faculty of Health Sciences, Universidad Rey Juan Carlos, Alcorcon, 28922, Spain.
BMC nursing
|September 4, 2023
概括
在COVID-19期间的虚拟学习与混合模型相比,护理学生的抑郁程度更高. 两种学习方式之间的弹性,自尊和焦虑水平没有显著差异.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 公共卫生 公共卫生
背景情况:
- 随着COVID-19大流行,学生的学习环境发生了重大变化,需要转向混合和虚拟教育模式.
- 对于教育和卫生机构来说,了解这些变化对学生的心理影响至关重要.
研究的目的:
- 研究在接受混合与虚拟学习的护理学生中,弹性,自尊,焦虑,抑郁和学术压力之间的关系.
- 为了比较不同教育模式的学生的心理福祉.
主要方法:
- 一项描述性,观察性病例控制研究,涉及140名新生护理学生.
- 参与者被分为两组:70人参加混合教育,70人参加虚拟学习.
- 标准化问卷评估了弹性,自尊,焦虑,抑郁和学术压力.
主要成果:
- 与混合环境中的学生相比,虚拟学习环境中的学生报告了明显更高的抑郁水平 (P=0.001).
- 虚拟和混合教育组之间的自尊或焦虑水平没有显著差异 (P>0.05).
结论:
- 虚拟教育与护理学生的抑郁症增加有关,可能是由于社交互动减少.
- 混合教育,提供更直接的互动,可能会减轻一些负面的心理影响.
- 需要进一步的研究来探索不同学习模式对学生心理健康的长期影响.
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