在临床培训期间在不同的指导方法中培养护士学生的专业身份:一项准实验性研究
Ivana Gusar1, Andrea Tokić2, Robert Lovrić3
1Department of Health Studies, University of Zadar, Splitska 1, HR-23000 Zadar, Croatia.
Nurse education today
|October 23, 2024
概括
护理学生 护理学生
科学领域:
- 护理教育 护理教育
- 专业身份发展 专业身份发展
- 临床培训 临床培训
背景情况:
- 专业身份 (PI) 对护理学生的高质量表现和患者安全至关重要.
- 临床培训是塑造护理学生专业身份的重要组成部分.
研究的目的:
- 评估个人与团体指导对护理学生在临床培训期间PI发展的影响.
- 评估指导方法对 PI 的影响顺序和时间.
- 调查对知识,经验和角色模范感知的影响.
主要方法:
- 准实验性设计涉及119名本科护理学生 (1-3年).
- 学生在临床培训期间在不同的顺序中经历了团体和个人指导.
- 职业身份五因素尺度 (PIFFS) 测量了PI在四个时间点.
主要成果:
- 总体PI水平在所有测量点上都增加,这表明了一般的发展.
- 对于PI的整体维度,在团体和个人指导之间没有发现显著差异.
- 团体指导显示了立即的知识提升,而个人指导更好地增强了角色模范的感知.
结论:
- 临床培训通常提高护理学生的专业身份.
- 个人指导似乎更有效地改善学生对榜样和职业未来的看法.
- 这两种导师风格都为专业身份做出了贡献,对特定维度产生不同的短期影响.
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