护理学生在生活方式咨询中的自我效能:与学习方法的关联
Sara Alenius1,2,3, Marie Rask1,2,3, Albert Westergren1,2,3
1Faculty of Health Sciences, Department of Nursing and Integrated Health Sciences, Kristianstad University, Kristianstad, Sweden.
PloS one
|September 10, 2025
概括
护理学生 护理学生
科学领域:
- 健康科学 卫生科学 卫生科学
- 护理教育 护理教育
- 行为科学 行为科学
背景情况:
- 非传染性疾病 (NCD) 与生活方式因素有关,需要采取预防策略.
- 生活方式咨询对于非传染性疾病的预防和管理是有效的,但往往未得到充分利用.
- 在生活方式咨询中低护士自我效能是患者护理的障碍.
研究的目的:
- 探索护理学生在生活方式咨询中的自我效能.
- 检查自我效能与自我评估学习方法之间的关联.
主要方法:
- 与瑞典南部310名护理学生进行的横截面研究.
- 使用生活方式咨询中的自我效能度量表 (SELC20+20).
- 采用多重线性回归来分析自我效能和学习方法之间的关系 (班杜拉的来源).
主要成果:
- 学习方法,如自己的知识寻求,理论教育,反,个人和观察经验显著预测了生活方式咨询知识的自我有效性 (R2=0.30).
- 自己的知识寻求,个人经验,理论教育和反显著预测了生活方式咨询能力的自我有效性 (R2=0.33).
- 掌握,代理和社会说服经验与知识有关;掌握和社会说服与能力有关.
结论:
- 掌握经验,代理经验和社会说服是影响护理学生在生活方式咨询知识中的自我效能的关键因素.
- 掌握经验和社会说服力显著影响生活方式咨询能力的自我效能.
- 需要进一步的研究来了解护理学生在生活方式咨询中自我效能的发展.
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