在护理临床培训期间的团体和个人辅导方法中的辅导支持质量:一个准实验性研究
Ivana Gusar1, Andrea Tokić2, Robert Lovrić3
1Department of Health Studies, University of Zadar, 23000 Zadar, Croatia.
Nursing reports (Pavia, Italy)
|April 23, 2024
概括
个人指导显著增强护理学生的个人指导.
科学领域:
- 护理教育 护理教育
- 临床培训 临床培训
- 导师制 导师制 导师制 导师制
背景情况:
- 临床培训是护理教育的关键组成部分.
- 辅导支持的质量直接影响临床培训成果.
- 优化指导策略对于有效的护理教育至关重要.
研究的目的:
- 调查团体与个人辅导方法对支持质量的影响.
- 确定辅导方法的应用顺序是否会影响支持质量.
- 分析指导形式和申请顺序之间的相互作用.
主要方法:
- 与130名护理学生进行的准实验性研究.
- 两个小组在不同的顺序中接受了指导方法.
- 用于收集数据的指导支持质量评估问卷 (MSEQ).
主要成果:
- 学生报告说,在个人方法下,辅导支持质量更高.
- 在导师形式和订单之间发现了显著的相互作用 (p=0.002).
- 个人指导在第二轮临床培训后显著提高了支持质量 (p=0.021).
结论:
- 个人辅导方法在提高支持质量方面更有效,特别是在重复的临床培训后.
- 实施指导方法的顺序显著影响人们感知的支持质量.
- 有效的临床培训需要对辅导形式及其顺序应用进行战略规划.
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