有助于本科护理学生在临床学习环境中的归属性的可修改因素:一项探索性研究
Diana L Singer1, Yan Zhang1, Kathy A Baker1
1Harris College of Nursing & Health Sciences, Texas Christian University, Fort Worth, United States of America.
Nurse education today
|December 15, 2023
概括
这项研究确定了影响本科护理学生归属感的关键因素. 可修改的临床设置因素显著影响学生在临床环境中的包容感和价值调整.
科学领域:
- 护理教育 护理教育
- 学生的归属性 学生的归属性
- 临床学习环境临床学习环境
背景情况:
- 归属感与临床环境中本科护理学生的积极结果有关.
- 关于促进归属,接受和价值调整的具体因素的研究有限.
研究的目的:
- 评估影响美国本科护理学生归属性的人口统计,项目/临床结构和可修改的临床设置因素.
- 在临床学习环境中确定培养归属感的特定元素.
主要方法:
- 使用美国版本的归属度表 - 临床安置经验 (BES-CPE) 采用横截面调查设计.
- 通过全国学生护士协会数据库,向759名本科护理学生分发了一项全国性的在线调查.
- 收集的数据包括人口统计,计划/临床结构,以及可修改的临床设置因素的感知.
主要成果:
- 一个程序/临床结构因素和十个可修改的临床设置因素对归属性有显著的贡献 (p <.001).
- 美国版本的BES-CPE被认可为可靠和有效的工具.
结论:
- 培养归属感对于临床环境中的本科护理学生至关重要.
- 这项研究确定了有助于包容性的特定因素,将定性发现转化为可测量的元素.
- 这些发现对护理教育工作者产生了直接影响,并为未来的干预研究提供了基础.
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