评估员可见性对学生压力和焦虑的影响在紧急护理模拟评估中
Tebatso Mathobela1, Christopher Stein2, Craig Vincent-Lambert1
1Department of Emergency Medical Care, University of Johannesburg, P O Box 524, Auckland Park, 2006, South Africa.
BMC medical education
|September 28, 2024
概括
模拟评估可能会引起学生的焦虑. 在这些评估期间使评估人员可见,可以减少学生的焦虑和压力标志物,这表明学习环境更舒适.
科学领域:
- 医学教育 医学教育
- 紧急护理培训 紧急护理培训
- 心理生理学 心理生理学
背景情况:
- 医疗保健教育中的模拟评估可能会引起学生的严重焦虑,因为社会评估压力.
- 在这些模拟过程中,评估人员的可见性可能会加剧学生的焦虑程度.
研究的目的:
- 调查评估员可见性对学生焦虑和生理压力标志物的影响.
- 在不同的评估者可见性条件下,比较医院前急救护理学生的压力和焦虑水平.
主要方法:
- 一个对比的对比,前后测试设计与29名紧急护理学生一起使用.
- 测试了两个条件:房间内可见的评估员和通过视频链接可见的评估员.
- 焦虑被测量使用国家-海峡焦虑库存,通过唾液皮质醇和心率变化 (HRV) 评估生理压力.
主要成果:
- 当评估者可见时,观察到更低的焦虑得分和降低的生理压力标志物 (唾液皮质醇,HRV).
- 心率显著更高 (p=0.016) 在评估人员看不见的情况下.
- 这些发现表明,评估员的存在与学生的压力反应之间存在联系.
结论:
- 在模拟评估期间,学生的焦虑和压力可能会增加,当评估人员不能直接看到时.
- 在模拟环境中优化评估员的可见性可以减轻学生的焦虑,改善评估结果.
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