将压力管理撤退作为职业治疗教育中的教育策略整合到职业治疗教育中
Susan M Persia1, LaRonda Lockhart-Keene1
1Institute of Occupational Therapy Education, Widener University, Chester, PA, USA.
Occupational therapy in health care
|October 10, 2025
概括
职业治疗学生在参加了为期3小时的压力管理撤退后,经历了减少压力和提高学术信心. 这种基于自决理论的干预,促进了博士生的福祉和弹性.
科学领域:
- 职业治疗教育职业治疗教育
- 医疗专业教育卫生专业教育
- 心理学 心理学 心理学
背景情况:
- 职业治疗学生经历了相当大的学术和职业压力.
- 这种压力会对学习,表现和整体幸福感产生不利影响.
- 整合压力管理对于专业发展至关重要.
研究的目的:
- 描述一种教学策略,以减轻职业治疗学生的压力.
- 根据自决理论 (SDT) 评估压力管理撤退的影响.
- 在职业治疗教育中促进性和福祉.
主要方法:
- 在一个基本的职业治疗博士课程中,实施了为期3小时的压力管理撤退.
- 活动包括正念,日记,环境意识和自我照顾目标设定,与SDT原则保持一致.
- 教师参与模拟了自我治疗的使用,并强调了健康作为职业责任.
主要成果:
- 在撤退前和之后的调查表明,感知压力调节的适度改善.
- 学生报告说,在撤退后,他们的学术信心得到了增强.
- 来自反思和讨论的定性数据显示,自我意识和专业洞察力增加了.
结论:
- 经验式撤退是一种可复制的干预措施,以促进学生的弹性.
- 这种基于证据的方法有效地将幸福融入职业治疗教育中.
- 该战略支持学生的自主性,能力和相关性,这对于专业实践至关重要.
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