一项混合方法研究,检查了一项基于本科护理学生积极学习方法的社会情感技能培训计划
María Lanza1, Rebeca Abajas-Bustillo2, Mar Aparicio-Sanz3
1IDIVAL Oncology Clinical Trials Research Group, Avda, Valdecilla s/n, CP 39008 Santander, Spain.
这项研究表明,社会情感技能培训显著提高了护理学生的沟通能力. 积极学习方法是提高非语言沟通和信息传输等技能的关键.
科学领域:
- 护理教育 护理教育
- 医疗保健专业发展
- 社会情感学习 社会情感学习
背景情况:
- 社会情感技能对于护理学生来说至关重要,以改善患者的护理,安全和工作满意度.
- 现有的教育计划往往缺乏足够的培训在这些关键领域.
- 本研究探讨了护理课程中有针对性的社会情感技能发展的需要.
研究的目的:
- 评估专门针对护理学生的社会情感技能培训计划的有效性.
- 评估积极学习方法对技能获取的影响.
主要方法:
- 采用了融合混合方法设计,结合了定量和定性方法.
- 定量阶段:准实验性测试前后测试设计,与116名护理学生使用沟通技能问卷 (HABICOM).
- 定性阶段:描述性探索性研究,涉及44名学生在六个重点小组.
主要成果:
- 在培训后,人们观察到整体社会情感技能的显著改善.
- 改进的关键领域包括非语言沟通和信息传输.
- 年轻的女学生和以前经验较少的女学生表现出显著的收益.
结论:
- 社会情感技能培训计划有效地提高了护理学生的基本能力.
- 积极学习策略,如翻转课堂和模拟,受到高度重视和有效.
- 建议包括延长培训时间,并纳入更多现实生活案例研究和模拟.
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