探索学生助产士在学习期间幸福感的决定因素:一个定性研究
Liesbeth Kool1, Machteld van Hoogen1, Loïs Heerema1
1University of Groningen, University Medical Center Groningen, Department of Primary and Long-term Care, PO Box 196, Groningen 9700 AD, the Netherlands; Midwifery Academy Amsterdam Groningen, InHolland, Groningen, the Netherlands; Amsterdam UMC location Vrije Universiteit Amsterdam, Midwifery Science, De Boelelaan 1117, Amsterdam, the Netherlands.
学生助产士面临着苛刻的课程和临床实习. 与教育工作者和监督人员建立支持性的关系是幸福和成功融入助产士职业的关键资源.
科学领域:
- 医疗保健教育卫生保健教育
- 助产士研究 助产士研究
- 学生的福祉 学生的福祉
背景情况:
- 学生的福祉是一个全球性问题,COVID-19大流行加剧了这一问题.
- 医疗学生,特别是助产士学生,面临着独特的学术,临床和心理社会压力.
- 荷兰的助产士学生通过临床实习完成了学士学位的很大一部分.
研究的目的:
- 确定在学术和临床培训期间支持和阻碍学生助产士的因素.
- 了解影响学生助产士福祉的需求和资源.
主要方法:
- 进行了一项探索性定性研究.
- 工作需求资源模型指导了这项研究.
- 数据是通过对荷兰的学士生助产士进行半结构化采访来收集的.
主要成果:
- 高工作量和缺乏恢复时间在课程期间要求很高.
- 临床实习提出了诸如持续评估,随时可用性和与家隔离等需求.
- 与教师,主管和同龄人的支持关系充当了资源,尽管也发现了负面的同龄人压力和对主管的高期望.
结论:
- 学生助产士的学术课程要求很高,课程和临床环境之间存在很大的差异.
- 实习主管的积极支持和以学习为重点的文化对于学生助产士成功融入该行业至关重要.
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