情绪智能和反思性思维:护理教育中的协同方法
Rawhia Salah Dogham1, Nermine M Elcokany2, Asmaa Saber Ghaly3
1Nursing Education Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
BMC nursing
|May 16, 2025
概括
情绪智力 (EI) 与护理学生的反思性思维有积极的联系,高EI与更好的批判性思维技能相关. 将EI培训纳入护理教育可以提高学生的能力和患者护理.
科学领域:
- 护理教育 护理教育
- 心理学 心理学 心理学
- 医疗保健专业 医疗保健专业 医疗保健专业
背景情况:
- 情绪智能 (EI) 对于压力管理和福祉至关重要.
- 情绪是高质量的临床护理和护理中的反思性思维的关键.
研究的目的:
- 评估护理学生的情绪智力和反思思维之间的关系.
主要方法:
- 交叉截面的相关性研究设计.
- 一个分层的随机样本,包括1096名护理学生.
- 使用特征情感智能问卷-简单形式和反思思维问卷收集的数据.
主要成果:
- 57.0%的学生表现出高EI;59.3%的学生表现出高反思性思维.
- 在EI和反思性思维之间发现了显著的正相关性 (r=0.612,p<0.001).
- 所有EI领域 (情绪化,自我控制,社交性,幸福感) 都与反思性思维密切相关.
结论:
- 较高的EI水平与护理学生的反思思能力增强有关.
- 建议将EI和反思性思维培训纳入护理课程.
- 这种整合可以改善临床决策,患者护理和专业性.
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