护理学生在第一次临床培训期间的压力因素和应对策略:阿拉伯联合长国的定性研究
Jacqueline Maria Dias1, Muhammad Arsyad Subu2, Nabeel Al-Yateem2
1Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE. jdias@sharjah.ac.ae.
BMC nursing
|May 11, 2024
概括
一年级护理学生面临的压力因素,如临床环境和理论与实践之间的差距. 制定积极的应对策略对于应对这些挑战和增强临床学习至关重要.
科学领域:
- 护理教育 护理教育
- 临床心理学 临床心理学
- 医疗保健 职业 教育 教育 专业
背景情况:
- 了解护理学生的压力因素对于学术和专业发展至关重要.
- 有限的研究存在于护理学生的压力和应对在阿联的背景下.
- 这项研究解决了了解第一年护理学生在阿联的临床经验的差距.
研究的目的:
- 探索护理学生在初步临床培训期间遇到的压力因素.
- 确定护理学生在应对临床压力因素时采用的应对策略.
- 为改善护理教育和临床支持提供见解.
主要方法:
- 使用半结构面试进行的定性研究.
- 来自沙迦大学的30名第二年护理学生参加了这次活动.
- 采访是在他们第一次临床安置期间 (2022年5月至6月) 进行的,并根据主题进行分析.
主要成果:
- 关键的压力因素包括临床环境,导师互动,脱节感和未满足的期望.
- 在学术学习和临床应用之间发现了一个重要的理论-实践差距.
- 学生采用积极和消极的应对策略来管理压力,分类为"学习应对".
结论:
- 管理期望和理论与实践之间的差距是影响学生应对的关键因素.
- 护理学院和机构必须支持学生开发有效的应对机制.
- 进一步的研究应该调查临床导师对学生压力因素的观点.
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