性别,教育背景和学习环境与护理学生焦虑之间的关系
Amelia Margaretha Simbolon1, Jesika Sari Munthe1, Mikar Syah Idaman Daeli1
1Universitas Pelita Harapan. Tangerang, Banten, Indonesia.
Revista brasileira de enfermagem
|December 19, 2024
概括
这项研究发现性别,教育背景或学习环境与护理学生在临床实践中的焦虑之间没有显著的关系. 建议进一步准备和定性研究,以确保学生的准备.
科学领域:
- 护理教育 护理教育
- 临床心理学 临床心理学
背景情况:
- 在临床实践期间护理学生的焦虑是一个重大问题.
- 了解相关变量对于开发有效的支持策略至关重要.
研究的目的:
- 确定与临床实践期间护理学生的焦虑相关的变量.
- 探索人口和环境因素与学生焦虑之间的关系.
主要方法:
- 相关的定量描述性设计.
- 使用STROBE检查清单进行报告.
- 从233名人口中抽取了135名护理学生的样本.
- 在2022年3月至4月期间使用验证仪器收集的数据.
主要成果:
- 奇平方和概率比测试表明,性别,教育背景,学习环境和学生焦虑之间没有统计学意义上的关系.
- 鉴定的因素没有预测或与研究护理学生的焦虑水平相关.
结论:
- 当前的人口和环境变量似乎不是在护理学生的临床实践中对焦虑的重要预测因素.
- 学生需要在临床实践之前加强准备.
- 建议进行进一步的定性研究,以探索其他可能影响学生焦虑的因素.
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