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在护理模拟中测量衰弱和促进焦虑
Janet M Reed1, Tracy Dodson1, Lynette Phillips2
1College of Nursing, Kent State University, Kent, OH 44242, USA.
Nursing reports (Pavia, Italy)
|January 24, 2025
概括
了解模拟焦虑是护理教育的关键. 这项研究发现,基线焦虑在模拟中显著增加了使人衰弱的焦虑,突出了为学生成功解决问题的必要性.
科学领域:
- 护理教育 护理教育
- 基于模拟的学习
- 学生心理学 学生心理学
背景情况:
- 模拟焦虑可以激励或使学生不动.
- 了解模拟焦虑对于设计有效的学习场景至关重要.
- 现有的仪器在护理模拟中没有区分使人衰弱和促进焦虑.
研究的目的:
- 在护理模拟中测试一种在护理模拟中区分衰弱和促进焦虑的仪器.
- 为了检查基线焦虑对模拟前焦虑的影响.
主要方法:
- 定量重复测量设计与90名初级护士学生进行预许可.
- 成绩焦虑测试 (AAT) 用于测量焦虑水平.
- 检查了基线和模拟前焦虑.
主要成果:
- 修订后的AAT显示了在护理模拟中测量焦虑类型的初步有效性和可靠性.
- 削弱焦虑,不促进焦虑,显著预测了模拟前状态焦虑.
- 基线焦虑在模拟环境中显著增加了衰弱性焦虑.
结论:
- 解决学生的基线焦虑对于成功过渡到实践至关重要.
- 修订后的AAT是评估护理模拟中的焦虑的潜在有效工具.
- 进一步的研究可能会探索干预措施来管理护理学生的基线焦虑.
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