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在健康科学大学的情绪智能专业发展:牙卫生学院的试点研究
Brittany Rose1, Claire Tucker, Michael Anders
1Dental Hygiene, University of Arkansas for Medical Sciences, 4301 W. Markham Slot 609, Little Rock, AR 72205, USA. Tel 501-686-6862. barose@uams.edu.
Journal of allied health
|December 6, 2024
概括
这项研究表明,情绪智力 (EI) 课程改善了牙卫生教师的EI,减少了压力,提高了学生的参与度. 研究结果表明,EI培训对教育工作者和学生都有好处.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 情绪智能 (EI) 对于有效的教育者与学生的互动至关重要.
- 积极的教育者与学生的互动促进了更好的学习环境.
- 这项研究重点关注EI在牙卫生教育中的作用.
研究的目的:
- 评估一个情绪智力 (EI) 课程的牙卫生教师.
- 评估教师的EI发展及其将EI纳入课程的能力.
- 探索EI培训对教师学生动态的影响.
主要方法:
- 混合方法研究涉及五个牙科卫生学院.
- 对四名参与者进行情绪和社会能力清单 (ESCI) 的前/后管理.
- 前/后感知压力量表 (PSS) 和EI感知调查对所有五位参与者.
- 课程后问卷和指导反思课程整合.
主要成果:
- 所有参与者 (n=4) 在ESCI上显示EI得分增加.
- 100%的参与者 (n=5) 报告说压力水平降低 (PSS).
- 教师的EI感知和学生的参与,参与和沟通得到改善.
- 定性主题揭示了更积极的课堂环境.
结论:
- 该EI课程对教师EI,学生关系和课程整合产生了积极的影响.
- 试点研究结果是有希望的,但需要进一步调查.
- 建议以更大的样本大小进行未来的研究,以验证发现.
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