挑战还是威胁? 一个Q-方法研究护理学生对学习在压力下协作学习的看法
F S Dijkstra1, J W Grijpma2, A de la Croix3
1Academy of Health Sciences, Saxion University of Applied Sciences, Deventer, the Netherlands; Educational and Family Studies, Faculty of Behavioural and Movement Sciences Vrije Universiteit Amsterdam, Amsterdam, the Netherlands.
Nurse education today
|December 14, 2024
概括
护理学生对学习在压力下协作有不同的看法. 有些人认为这是一个挑战,而另一些人则感到焦虑,强调需要支持性的教育环境.
科学领域:
- 护理教育 护理教育
- 医疗保健专业培训 医疗保健专业培训
- 压力心理学 压力心理学
背景情况:
- 护理学生在实习和实践期间面临相当大的压力.
- 在压力下有效的协作对于患者的护理和表现至关重要.
- 目前的培训可能无法充分满足学生在应对压力的各种需求.
研究的目的:
- 为了确定本科护理学生的观点学习在压力情况下的协作.
- 了解学生对压力相关协作培训的需求和愿望.
- 为改善协作压力管理的教育设计提供信息.
主要方法:
- 采用Q-方法,一种混合方法分析主观性的方法.
- 开发了54个陈述的Q-set,并招募了29名本科护理学生.
- 利用个人的因素分析来识别共同的观点并创建学生档案.
主要成果:
- 两种不同的学生形象出现了:"练习使人变得完美,所以让我们去做" (面向挑战) 和"练习是必要的,但它让我害怕" (面向焦虑).
- 个人资料1的学生将压力协作视为一个挑战; 个人资料2的学生尽管认识到它的必要性,却感到焦虑.
- 一个共识因素强调了安全学习环境的重要性,错误是允许的.
结论:
- 已识别的个人资料与挑战和威胁的生物心理社会模型保持一致.
- 识别这些个人资料可以帮助为护理学生量身定制教育干预措施.
- 将这些见解整合到培训中可能会促进更适应性的,以挑战为中心的应对压力较大的情况.
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