探索护理学生自尊的变化及其预测因素:队列研究及其方法论上的挑战
Jacinthe Dancot1, Nadia Dardenne1, Anne-Françoise Donneau1
1Department of Public Health, University of Liège, Liège, Belgium.
Enfermeria clinica (English Edition)
|July 4, 2024
概括
护理学生的自尊心在他们的学士课程中适度增加. 这种变化的关键预测因素包括性别,先前教育,焦虑和自我效能,突出了改善学生成绩的潜在干预领域.
科学领域:
- 护理教育研究 护理教育研究
- 学习心理学学习的心理学.
- 学生福利研究 学生福利研究
背景情况:
- 之前关于护理学生自尊的研究已经产生了不一致的结果.
- 方法上的挑战阻碍了对这一群体的自尊心轨迹的明确理解.
- 需要使用强大的理论框架和经过验证的仪器进行研究.
研究的目的:
- 描述护理学生自尊的纵向变化.
- 在整个学士课程中确定自尊心波动的预测因素.
- 为旨在增强学生自尊和留住学生的干预措施提供信息.
主要方法:
- 采用了一个队列研究设计,跟踪护理学生在4年的学士课程.
- 自尊是每年使用修订的自我喜欢/自我能力尺度来衡量的.
- 为数据分析使用了通用线性混合建模.
主要成果:
- 护理学生的自尊心在基线时是中等的,并且随着时间的推移显示出轻微但统计学上显著的增加.
- 自尊改变的重要预测因素包括性别,中学毕业水平,状态焦虑,继续学习的意图和自我效能.
- 这些因素为支持性干预提供了潜在的目标.
结论:
- 一个二维模型,通过像Tafarodi & Swann的自我喜欢/自我能力等尺度进行评估,适用于评估护理学生的自尊.
- 在这种情况下,一般化的线性混合模型对于分析纵向数据是有效的.
- 专注于确定预测因素的干预措施可以提高学生的成绩和留学能力.
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