在传统和加速学士学位护理学生中探索情绪智力和倦怠的变化
Carrie Ann Bailey1, Lynn Beeler2, James Lewis3
1University of Tennessee Knoxville College of Nursing.
The Journal of nursing education
|September 23, 2025
概括
加速和传统的护理学生表现出不同的情绪智力和倦怠经历. 研究结果表明,应该调整课程,以培养情绪智力,减轻护理教育中的倦怠.
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:
- 情绪智力 (EI) 和倦怠是护理工作中的关键因素.
- 了解不同学生途径中的这些因素对于有效的培训至关重要.
研究的目的:
- 为了验证临床语言为中心的自我评估EI和倦怠.
- 为了比较加速学士学位护理学生 (ABSN) 和传统学士学位护理学生 (TBSN) 之间的EI和倦怠次量.
- 为了在护理课程中加强EI发展,为课程修改提供信息.
主要方法:
- 初级水平的TBSN (n=172) 和第一学期的ABSN (n=72) 的学生参加了.
- 进行了Maslach Burnout 清单 (MBI) 和医学情绪功能量表 (SEF: MED) 的管理.
- 独立样本曼-惠特尼U测试用于组对比.
主要成果:
- 在情绪疲劳 (MBI) 和情绪管理 (SEF:MED) 分量表中观察到显著差异.
- 这些差异凸显了ABSN和TBSN组之间的不同EI和倦怠经历.
结论:
- 护理学院可以利用这些发现来定制课程.
- 教育调整可以改善EI,减少未来护士的倦怠.
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