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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
Laura C Sessions1, Hee Jun Kim, Katherine C Brewer
1From the Department of Nursing (L.C.S.), Towson University, Towson, MD; School of Nursing (H.J.K., M.E.-B., C.L.F.), The George Washington University, Ashburn, VA; and Towson University (K.B.), Towson, MD.
概括
护理学生的自我同情,性和焦虑敏感性预测了他们在基于模拟的学习中的心理安全. 了解这些内在的特征有助于教育工作者创造支持性的学习环境.
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.
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