协会的自我效能和教师支持学生准备实践的准备
1California State University, San Bernardino, CA, USA.
概括
新的护士由于缺乏准备能力而提前离开这个职业. 一般化自我效能 (GSE) 和感知教师支持 (PFS) 显著影响护理学生的实践准备.
科学领域:
- 护理教育 护理教育
- 医疗保健劳动力研究 劳动力研究
- 专业发展专业发展
背景情况:
- 护理劳动力面临着职业早期退出的挑战,因缺乏实践准备而加剧.
- 导致护士离开职业的因素包括倦怠,家庭义务和准备不足.
研究的目的:
- 调查学生特征,一般化自我效能 (GSE),感知教师支持 (PFS) 和准备实践之间的关系.
- 确定预测护理学生自我报告的专业实践准备度的关键变量.
主要方法:
- 采用了横截面描述性相关性研究设计.
- 从143名毕业生护理学生收集了数据,使用调查和凯西-芬克实践准备量表 (CFRPS).
- 使用Pearson r和多重回归分析来检查变量之间的关系.
主要成果:
- 一般化自我效能 (GSE) 和感知教师支持 (PFS) 与准备实践有显著的积极关联.
- 总的来说,GSE和PFS解释了CFRPS因素的91%,包括学习策略,解决问题,创造力和团队合作.
- 评估技术公司 (ATI) 综合预测器RN考试成绩也与准备程度相关分析.
结论:
- 提高学生的通用自我效能 (GSE) 和感知教师支持 (PFS) 是提高护理学生准备实践的关键.
- 护士教育工作者应实施培养自我效能的策略,并提供强有力的教师支持,以更好地为毕业生准备护士职业.
关键词:
BSN BSN BSN BSN BSN BSN BSN BSN BSN BSN BSN BSN BSN BSN BSN BSN竞争力 能力 能力.教师支持学院的支持.准备好进行实践.学生的准备能力更多相关视频
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