赋予未来护士权力:将情绪智能整合到护理教育中
Nadine Wodwaski1, Elaine Webber
1Author Affiliations: Associate Professor (Dr Wodwaski), and Professor (Dr Webber), McAuley School of Nursing, College of Health Professions, University of Detroit Mercy, Detroit, Michigan.
Nurse educator
|October 17, 2025
概括
积极学习策略增强护理学生的情绪智能 (EI),培养关键的人际技能,以提高弹性和专业身份. 这种方法提高了护理质量和在不同教育环境中的适应能力.
科学领域:
- 护理教育 护理教育
- 情绪智能 (EI) 是一种情绪智能.
- 积极学习策略 (ALS)
背景情况:
- 对护理人员的人际关系和情感能力来说,EI发展至关重要,这会影响性和专业身份.
- 传统的护理教育往往忽视了EI发展,而倾向于技术技能.
- 专注于EI的ALS可以解决本科护理课程中的这个差距.
研究的目的:
- 探索ALS的整合,以在护理学科学学士 (BSN) 学生中开发EI.
- 在BSN课程中检查反思,模拟和沟通练习的使用.
- 应用戈尔曼的EI模型和科尔布的体验式学习周期来培养EI能力.
主要方法:
- 整合反射性实践的整合.
- 实现情绪集中模拟的实施.
- 在BSN课程中包含基于沟通的练习.
主要成果:
- 加强学生的情绪意识,沟通技巧和自我调节.
- 提供了支持专业身份和性的实用工具.
- 促进了以人为中心的护理的提供.
结论:
- 通过ALS在护理教育中嵌入EI培养了对富有同情心和有效的患者护理的基本能力.
- 这种综合模型可以适应各种教育环境.
- 培养能够提供安全,有效和以人为中心的护士.
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