在沙特阿拉伯的利雅得市,护理学生的幸福感,情绪智力和感知到的关爱行为之间的关联
Nadiah A Baghdadi1, Chandrakala Sankarapandian2, Judie Arulappan3
1Nursing Management and Education Department, College of Nursing, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia.
Healthcare (Basel, Switzerland)
|January 11, 2024
概括
情绪智力和快乐是护理学生关怀行为的关键,特别是在尊重差异和人类联系方面. 将这些技能整合到课程中可以提高患者的护理.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
- 心理学在医疗保健中的应用
背景情况:
- 护理行为是护理实践的基石,在医疗保健中区分护士.
- 以病人为中心的护理需要拥有情绪智能和幸福感的护士.
- 这项研究调查了护理学生的情绪智力和幸福感,以及它们对关爱行为的影响.
研究的目的:
- 为了检查护理学生之间的情绪智力和幸福水平.
- 探索护理学生的情绪智能,幸福和关怀行为之间的关系.
- 确定影响未来护士发展有效护理行为的关键因素.
主要方法:
- 在沙特阿拉伯的利雅得,对363名护理学生进行了一项横截式的描述性相关研究.
- 数据是通过在线调查收集的,包括人口统计信息,牛津幸福问卷,特征情感智能问卷和关怀行为清单.
- 用描述性统计和多重回归分析来分析数据.
主要成果:
- 护理学生在"尊重他人差异"方面表现出最高的关爱行为,在"知识和技能"方面表现最低.
- 情绪智力和幸福感显著预测了关爱行为,解释了对人类存在 (17.5%),知识和技能 (17.5%),对他人的尊重差异 (18%) 和积极联系 (12.9%) 的保证差异.
- 总的来说,情绪智力和幸福感解释了护理学生关爱行为中19.5%的差异.
结论:
- 情绪智力和快乐对于提高护理学生的照顾行为至关重要.
- 护理教育计划应该包括专注于情绪智能和幸福的干预措施.
- 提高这些属性可以导致更有效和以患者为中心的护理护理.
关键词:
关心行为库存库存.关爱行为 关爱行为照顾的经验是照顾的经验.情绪智能 (Emotional Intelligence) 是一种情绪化的智能.幸福的幸福的幸福的幸福的幸福的幸福.护理 护理 护理 护理护理教育 护理教育在护理实践中.护理学生 护理学生更多相关视频
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