同理心映射和迷你模拟对护理学生第二年同理心和沟通自信的影响:一项准实验性研究
Hsiang-Ping Huang1,2, Yun Tien3,4, Yung-Chang Lin5
1Department of Nursing & Clinical Competency Center, Chang Gung University of Science and Technology, Taoyuan, Taiwan. hphuang@mail.cgust.edu.tw.
使用同情心映射和迷你模拟的护理学生表现出更高的沟通信心. 这种教学方法增强了同情心,并为学生的现实世界患者互动做好了准备,解决了常见的沟通焦虑.
科学领域:
- 护理教育 护理教育
- 医疗模拟 医疗模拟
- 同理心培训同理心培训
背景情况:
- 护理学生往往缺乏患者沟通经验,导致焦虑和有限的同情心发展.
- 传统的基于场景的教学可能无法充分为新手护士准备复杂的患者互动.
- 发展同情心和沟通技巧对于有效的护理实践至关重要.
研究的目的:
- 评估同情心映射和迷你模拟在提高护理学生的同情心和沟通信心方面的有效性.
- 将一种新的教学方法与传统方法进行比较,以提高患者的沟通技巧.
- 为了减少护理学生之间的沟通焦虑.
主要方法:
- 一项前性的准实验性研究,涉及98名护理二年级学生.
- 随机分配到一个实验组 (同情心映射,数字材料) 和一个控制组 (传统的基于场景的教学).
- 测试前和测试后收集关于同情心和沟通信心的数据.
主要成果:
- 实验组和对照组之间的同理心水平没有显著差异.
- 与对照组 (40.20 ± 6.54) 相比,实验组表现出明显更高的沟通信心 (43.88 ± 6.35).
- 这项干预措施有效地提高了学生在患者沟通方面的自信.
结论:
- 共感映射和迷你模拟增强护理学生的沟通信心.
- 这种教学策略促进了更深入的学习和为患者互动做好更好的准备.
- 开发的数字材料和方法适合未来的护理教育,以提高同情心和沟通技巧.
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