护理学生在获得执照之前的心理安全经验:一项纵向定性研究
1College of Nursing, Brigham Young University, 468 N. 100 W #9, Provo, UT 86601, United States of America.
Nurse education today
|October 19, 2024
概括
这项研究探讨了护理学生在临床轮换期间心理安全的经验. 研究结果显示,心理安全是动态的,受到个人,人际关系和组织因素的影响,这对护理教育至关重要.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
- 定性研究方法 定性研究方法
背景情况:
- 关于护理学生在临床环境中心理安全的个人经验,有有限的文献.
- 了解这些经验对于提高学生的学习和专业发展至关重要.
- 心理安全是护理有效临床培训的关键组成部分.
研究的目的:
- 探索护理学生在临床轮换期间心理安全的经验.
- 调查这些心理安全经验在临床教育过程中如何演变.
主要方法:
- 采用了纵向,定性,描述性的研究设计.
- 来自三个队伍的54名护理学生参与了这项研究,提供了多个学期的数据.
- 进行了半结构化的电话采访,并通过简化轨迹方法对数据进行了主题分析.
主要成果:
- 五个主要主题出现了:"我是谁"",我在哪里"",我和谁在一起"",在当下做出回应"和"预测未来".
- 这些主题突出了心理安全的多面性质,包括自我认知,环境,关系,即时反应和未来前景.
- 学生对心理安全的体验是由个人互动和更广泛的组织背景塑造的.
结论:
- 心理安全对于护理学生的学习和未来的实践至关重要.
- 心理安全的发展是一个动态的,人际关系和组织过程.
- 临床教师和护理教师在培养心理安全方面发挥着重要作用,有可能对学生的体验产生重大影响.
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