在物理治疗师临床教育中探索心理安全:一种混合方法研究
Brandy Schwarz1,2,3,4, Cynthia Carroll1,2,3,4, Ashley Bondurant1,2,3,4
1Brandy Schwarz is the associate professor at the University of North Texas Health Science Center, PO Box 470402, Fort Worth, Texas 76147 (brandy.schwarz@unthsc.edu). Please address all correspondence to Brandy Schwarz.
Journal, physical therapy education
|April 3, 2025
概括
心理安全 (PS) 对物理治疗师学生产生积极影响.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 医疗保健 职业 教育 教育 专业
背景情况:
- 心理安全 (PS) 对于个人来说至关重要,他们可以无惧地表达自己,分享关切.
- 在临床学习环境中,PS影响学生的参与,学习和患者安全.
- 这项研究探讨了在临床体验期间,物理治疗师学生的PS.
研究的目的:
- 描述物理治疗师学生心理安全 (PS) 的现象.
- 检查PS与心理困扰,抑郁,焦虑,压力和自我效能之间的关系.
- 了解PS对临床环境中的学习和幸福感的影响.
主要方法:
- 采用了一种解释性的顺序,混合方法设计.
- 物理治疗学博士二年级的学生在第一次临床体验之前和之后完成了调查.
- 对调查受访者的一小部分进行了定性访谈.
主要成果:
- 所有参与的学生都报告说他们在临床轮换期间经历了PS.
- 观察到心理痛苦,焦虑和压力的显著下降.
- 在临床经验之后,一般的自我有效性显著增加.
- 确定的主题包括安全和不安全的心理环境的特征.
结论:
- 对PS的感觉积极影响学生对学习的参与,并有助于减少压力和提高自我效能.
- 学生和临床教师都承担着创造和维护心理安全的学习环境的责任.
- 临床前准备和与真实反的持续沟通是培养PS的关键.
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