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在基于模拟的学习过程中,护理学生的内在因素和心理安全 - 一个相关设计.

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科学领域:

  • 护理教育 护理教育
  • 基于模拟的学习
  • 心理安全 心理安全

背景情况:

  • 基于模拟的学习 (SBL) 提高了临床技能和信心.
  • 心理安全是SBL的一个新兴概念,对于最佳学习至关重要.
  • 人们对学生特征如何影响SBL中的心理安全知之甚少.

研究的目的:

  • 在SBL中,研究护理学生的内在特征与他们的心理安全之间的关系.
  • 为了确定自我同情,弹性和焦虑敏感性是否预测心理安全.

主要方法:

  • 与118名护理学生进行横截面研究.
  • 进行了两变相关性和多重回归分析.
  • 使用SPSS版本28进行数据分析,显著程度为P<0.05.

主要成果:

  • 自我同情 (β = 0.29,P = 0.004) 和性 (β = 0.26,P = 0.004) 积极预测了心理安全.
  • 焦虑敏感性负面预测了心理安全 (β = -0.16,P = 0.049).
  • 在心理安全方面没有发现显著的人口差异.

结论:

  • 学生的内在特征在SBL中显著影响心理安全.
  • 教师可以利用这种理解来培养更具支持性的模拟环境.
  • 根据个体特征,可以制定进一步的策略来增强学生的心理安全.