护理学生的坚,学术性和心态:一个横截面的研究
Boitumelo Setlogelo1, Champion N Nyoni1
1School of Nursing, University of the Free State, Bloemfontein, South Africa.
International journal of nursing studies advances
|November 18, 2024
概括
南非的本科护理学生表现出正常的坚和成长的心态,但与低学术性作斗争. 教育计划应侧重于提高性,以支持护理学生.
科学领域:
- 护理教育 护理教育
- 心理学 心理学 心理学
- 高等教育 高等教育
背景情况:
- 护理学生在复杂的医疗保健系统中面临着重大的个人,社会和学术挑战.
- 像坚,性和思维方式这样的非认知属性对于护理教育中的学术成功和福祉至关重要.
- 了解这些属性对于开发有针对性的教育干预至关重要.
研究的目的:
- 评估本科护理学生的坚,学术性和心态水平.
- 为在南非护理计划中制定支持性教育策略提供基线数据.
主要方法:
- 在南非大学的护理学院进行了一项定量,描述和横截面的研究.
- 从221名本科护理学生 (70%的参与率) 收集了数据,使用自主管理的问卷.
- 经过验证的尺度衡量了学术性 (ARS-30),思维方式 (Dweck思维方式尺度) 和坚 (Grit-S尺度).
主要成果:
- 参与者表现出正常的坚和成长心态,这表明他们对挑战和学习有积极的看法.
- 然而,本科护理学生报告学术性水平较低,这表明他们难以克服学术挫折.
- 使用SAS版本9.4.4进行统计分析.
结论:
- 这些发现突出了加强护理学生学术弹性至关重要的需要.
- 教育计划必须包括具体的干预措施来增强坚,性和思维方式.
- 专注于学术性对于改善护理学生的整体成功和福祉至关重要.
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