护理学生在教育期间经历了学术情绪 - - 这是一项瑞典护理学士课程的纵向描述性研究
Susanne Lundell Rudberg1,2, Taina Sormunen3, Max Scheja4
1Department of Learning, Informatics, Management and Ethics, Karolinska University, Stockholm, 171 77, Sweden. susanne.lundell.rudberg@ki.se.
BMC nursing
|January 18, 2024
概括
护理学生经历了各种各样的学术情绪,在获得更多的学术知识后,积极的情绪和最佳的经验在临床实践中增加. 准备可以提高培训期间的技能发展.
科学领域:
- 护理教育 护理教育
- 学术心理学 学术心理学
- 学生福利 学生福利
背景情况:
- 情绪显著影响学习成果,正面情绪有助于学习,负面情绪阻碍学习成功.
- 最佳的学习体验发生在学习者在挑战和能力之间保持平衡时.
- 护理课程涉及多样化的学习活动和环境,需要了解学生在这些环境中的实时情绪.
研究的目的:
- 调查护理学生在学习活动期间的学术情绪.
- 专注于学生对挑战和能力的看法,与他们的情绪相关.
- 在整个护理计划中分析情感经历.
主要方法:
- 采用了纵向描述性研究设计.
- 在为期三年的护理计划中,每三周使用上下文活动采样系统收集数据.
- 从2015年8月到2020年1月,共有158名学生填写了2947份问卷.
主要成果:
- 学生报告的学术情绪随着时间的推移和不同学习活动而波动.
- 在临床实践中经常报告负面情绪,除了最后一个学期.
- 积极的学术情绪和在临床实践中的最佳经验在增强的学术知识获取后得到改善.
结论:
- 护理学生在积极参与学习活动时报告了增强的积极体验,特别是在实习前受益于学术准备.
- 培养学术能力对于护理学生在临床环境中有效磨练他们的技能至关重要.
- 加强学术机构和临床环境之间的合作对于促进学生的临床发展至关重要.
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