在护士培训中促进应对心理压力因素的能力:一个受控的教学干预
Julia Warwas1, Philine Krebs2, Wiebke Vorpahl1
1University of Hohenheim, Chair of Business Education, especially Theory and Didactics of Vocational Education, Stuttgart, Germany.
Frontiers in medicine
|October 14, 2024
概括
这项研究表明,综合教学设计有效地提高了护士学员应对压力的能力. 这种方法比常规教学更为成功,尽管建议为各种学习群体提供适应性支持.
科学领域:
- 护理教育 护理教育
- 职业心理学 职业心理学
- 卫生专业培训 卫生专业培训
背景情况:
- 护理专业面临着多种压力因素,影响健康和生活质量.
- 从初始职业培训开始,系统地获得应对压力的能力至关重要.
- 当前的护理教育可能无法充分解决压力管理需求.
研究的目的:
- 评估一个结合护理教育原则与压力心理学的教学设计.
- 为了比较这种综合设计与压力应对能力获得的正规教学的有效性.
- 确定影响护士学员获得应对压力能力的因素.
主要方法:
- 使用所罗门四组设计的准实验性研究,在德国对332名护士学员进行了实验.
- 干预涉及综合教学设计,结合护理教学和压力心理学.
- 评估使用了视频刺激的情境判断测试,用于护理特定的压力状况.
主要成果:
- 综合教学设计导致情况评估和战略选择/合理化率更高.
- 在情况评估能力方面,证实了个人级别的治疗效应.
- 具有移民背景的学生表现出较低的竞争力增长.
结论:
- 开发的教学设计和能力测试对于促进和诊断应对压力的技能非常有价值.
- 进一步的研究应该探索适应性支持策略,为不同的学习者群体.
- 未来的研究应该调查实际护理环境中故意实践应对策略的实践.
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