基于模拟的情绪智能和自尊培训:提高医疗保健的有效性和福祉
María Del Carmen Pérez-Fuentes1, María Del Mar Molero Jurado1, Armando Romanos-Rodríguez2
1Department of Psychology, University of Almería, Almería, Spain.
Frontiers in public health
|December 1, 2025
概括
这项研究训练了健康专业人员的情绪智力和自尊,发现情绪技能有所改善,但整体的自尊或压力没有. 需要量身定制的干预措施来改善专业福利和患者护理.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 医疗保健管理的管理
背景情况:
- 传统的卫生专业培训强调技术技能.
- 人们越来越认识到情绪智能 (EI) 和自尊对患者护理质量和专业福祉的影响.
- 需要有针对性的干预措施来加强初级保健中的这些领域.
研究的目的:
- 检查EI和自尊心干预措施对初级保健中的福祉和专业有效性的影响.
- 评估情绪智力维度,自尊和干预后压力管理方面的变化.
- 评估混合学习高级生命支持 (ALS) 计划的有效性,包括这些元素.
主要方法:
- 在西班牙安达卢西亚进行了106名初级保健医生和护士的试验前多中心研究.
- 混合学习干预:ALS培训的在线理论和面对面的实践课程.
- 使用情绪智能简要清单和罗森伯格自尊度量表进行评估;使用非参数和威尔科克森测试进行分析.
主要成果:
- 干预后显著增加了自尊心和EI维度之间的相关性.
- 在人际和人际EI因素中观察到显著的改善.
- 在总样本中,没有注意到总体压力管理,情绪或自尊的显著变化.
结论:
- 结合情感教育和自尊培训,可以有效地改善卫生专业培训的特定方面.
- 干预的效果各不相同,这表明需要针对特定职业的调整.
- 将这些项目整合到健康教育中可以提高患者护理质量和专业福利.
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