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在印度护理学生中进行结构化的生活技能培训计划的有效性

Buvaneswari Ramakrishnan¹, Juliet Sylvia²

¹Department of Psychiatric Nursing, KMCH College of Nursing, Coimbatore, Tamilnadu - 641048, India.

|September 23, 2024

概括

一个结构化的生活技能培训计划显著改善了第一年护理学生的自我意识和同情心等基本技能. 这凸显了将生活技能纳入护理教育的重要性,以改善患者护理.

科学领域:

护理教育护理教育
健康心理学心理健康心理学
社会科学社会科学社会科学

背景情况:

护理课程越来越多地侧重于生活技能与临床专业知识.
在了解将生活技能纳入护理教育的有效方法方面存在差距.
这项研究解决了评估护理学生结构化生活技能培训的需要.

研究的目的:

评估结构化生活技能培训计划对一年级B.Sc.第一年的影响. 护理学生. 护理学生.
测量特定生活技能的改进,包括自我意识,同情,人际关系和创造性思维.
探索人口统计因素与生活技能能力之间的关联.

主要方法:

一个真正的实验性测试前测试后测试设计用于257名一年级B.Sc. 在印度泰米尔纳德邦的护理学生.
实验组接受了为期八周的生活技能培训计划;对照组没有接受任何干预.
数据通过自我管理问卷收集,并使用千平方,ANOVA重复测量和相关性分析进行分析.

主要成果:

与对照组相比,实验组在自我意识,同情心,人际关系和创造性思维方面表现出显著的改善 (p < 0.001).
预测生活技能得分与年龄,居住地,社会联系,爱好和护理动机有显著的关联 (p < 0.05).
生活技能之间的积极关联表明它们的相互联系.

结论:

一个结构化的生活技能培训计划是有效的提高护理学生的熟练程度.
将生活技能发展融入护理教育,对于为学生准备应对复杂的医疗需求至关重要.
个性化干预可以进一步提高护理学生的生活技能发展.

关键词:

护理教育的教育.和有效性和有效性.一年级学生的一年级学生.干预干预干预干预干预干预生活技能培训生活技能培训

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