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心理资本,自主学习和学会的无助感的结构方程模型:对研究生护理教育的影响
Wenyu Yue1, Yixin Chen2, Xiaoqin Ma1
1School of Nursing, Zhejiang Chinese Medical University, Hangzhou 310053, China.
心理资本显著减少了研究生护理学生的学会无助感,主要是通过认知自我导向学习和人际关系. 干预措施应侧重于性,自主学习模式和支持性指导,以提高学术成功.
科学领域:
- 护理教育 护理教育
- 教育心理学教育心理学
背景情况:
- 研究生护理学生经历了整合学术和临床实践的挑战,可能导致学会的无助感和阻碍专业成长.
- 在护理教育中,心理资本和自主学习在缓解学会的无助感方面的具体作用需要进一步阐明.
研究的目的:
- 确定在研究生护理学生中学习无助的流行率和影响因素.
- 调查自我指导的学习组件对心理资本和学习的无助感之间的关系的调解效应.
主要方法:
- 一项涉及多个中国学术医疗中心和医院的研究生护理学生和拥有研究生学位的护士的横截面研究.
- 经过验证的调查问卷评估了心理资本 (PCQ-24),自主学习 (SRSSQL) 和学会的无助感 (LHQ).
- 结构方程建模与引导被用来分析调解途径.
主要成果:
- 观察到中度至高度的学会无助感的显著流行率 (41.86 ± 14.03).
- 更高的希望,增强的学习意识,更强的专业认同和支持性的导师沟通是防止学会的无助感的保护因素.
- 认知自主学习显著调解了心理资本和学会的无助感之间的关系 (81.8%),其次是人际关系 (23.4%).
结论:
- 心理资本通过认知自我导向学习和人际交往途径有效地减少学会的无助感.
- 教育干预措施应整合心理资本培训,基于能力的自主学习和专注于支持性沟通的指导.
- 这些策略对于缓解学会的无助感和促进研究生护理学生的学术成功至关重要.
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