在护理教育中增强情绪智力和心理健康,以应对压力 - - 一项定性研究
Annie Haver1,2, Peter Caputi3,4, Kristin Akerjordet3,4
1NHS-Department of Leadership and Service Innovation, Faculty of Social Sciences, University of Stavanger, Stavanger, Norway. annie.haver@uis.no.
一个10个会议的自我发展计划改善了挪威护理学生的情绪智能 (EI) 和压力管理. 该计划培养了同行联系,自我意识和情绪弹性,增强了心理健康.
科学领域:
- 护理教育 护理教育
- 心理学 心理学 心理学
- 定性研究是指质量研究.
背景情况:
- 护理学生因学术和临床需求而面临相当大的压力.
- 情绪智能 (EI) 与护理学生更好的压力管理和幸福感有关.
- 对护士教育中以EI为重点的干预措施的定性研究有限.
研究的目的:
- 为了探索10个会议的自我发展计划的影响.
- 在挪威的第二年护理学生中增强情绪智力和压力管理.
主要方法:
- 探索性的定性设计. 探索性的定性设计.
- 与21名挪威护士学生 (21-35岁) 进行半结构面试.
- 对转录的采访进行主题分析.
主要成果:
- 主题1:促进同行联系 (认可,安全,信任,价值观,意义).
- 主题2:加强自我意识 (理解自己/他人的情绪,诚实,规范).
- 主题3:发展情绪弹性 (适应能力,同行支持,思维方式的改变).
结论:
- 自我发展计划在护理教育中很有价值,促进心理健康.
- 经验教育培训为护理学生提供了面对学术和专业挑战的情感意识和调节技能.
- 在护理课程中对EI和自我发展的重视可以提高学生的准备能力和可持续性.
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