护理学生的创伤后成长:在临床实践中检查性,次要压力,倦怠和满意度
Yara Alkrenawi1, George Haddad, Sima Haj Yahya
1Author Affiliations: The Schonbrunn School of Nursing, Sourasky (Ichilov) Medical Center, Tel Aviv, Israel(Ms Alkrenawi, Mr Haddad, and Ms Haj Yahya); and Department of Nursing Sciences, Steyer School of Health Professions, Faculty of Medical and Health Sciences, Tel Aviv University, Tel Aviv, Israel (Ms Alkrenawi, Mr Haddad, Ms Haj Yahya, and Dr Rozani).
护理学生 护理学生
科学领域:
- 护理教育 护理教育
- 心理学 心理学 心理学
- 学生福利 学生福利
背景情况:
- 临床培训给护理学生带来了压力.
- 创伤后成长 (PTG) 是经历逆境后的积极心理结果.
- 在护士教育中影响PTG的因素需要进一步调查.
研究的目的:
- 调查护理学生的弹性,创伤性压力,倦怠和对PTG的满意度之间的关系.
- 确定与此群体中创伤后成长相关的关键心理因素.
主要方法:
- 采用了横截面研究设计.
- 这项研究包括了105名护理学生的样本.
- 收集数据以评估弹性,创伤性压力,倦怠,满意度和PTG.
主要成果:
- 创伤后的成长与性和满意度有积极的相关性.
- 倦怠与创伤后生长有负相关性.
- 弹性,创伤性压力和倦怠是创伤后成长的重要预测因素.
结论:
- 旨在减少倦怠和增强性的干预措施对护理学生至关重要.
- 培养学生满意度对于促进心理健康至关重要.
- 支持这些因素可以提高护理学生的专业成长能力.
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