职业治疗教育中的安全:学生对课堂之外的情感和身体安全的看法
Gina Buban1, Amy Armstrong-Heimsoth, Catherine Lockmiller
1Occupational Therapy Program, Northern Arizona University, 435 N. 5th Street, C635, Phoenix, AZ 85004, USA. Tel 602-827-2726. gina.buban@nau.edu.
Journal of allied health
|December 5, 2025
概括
入门级职业治疗 (OT) 学生在身体上感到安全,但情感上的安全性会有所不同,尤其是在实地考察期间. 创造支持性的临床环境对于学生的福祉和学习至关重要.
科学领域:
- 职业治疗教育 职业治疗教育
- 学生福利 学生福利
- 临床教育安全 临床教育安全
背景情况:
- 调查了博士职业治疗 (OT) 学生在II级实地工作和顶点经验期间的安全感知.
- 定义安全作为情绪舒适和真实的自我表达,对学习和心理健康至关重要.
- 强调微型攻击和缺乏情感安全对留学生和心理健康的负面影响.
研究的目的:
- 评估OT学生在临床环境中的感知到的身体和情感安全.
- 识别微型攻击事件的发生情况,并探索提高学生安全的解决方案.
- 了解影响学生在实地考察和封顶体验期间安全感知的因素.
主要方法:
- 利用作者创建的10项调查对45名OT三年级学生进行了管理.
- 评估感知到的身体和情感安全,微型攻击,以及潜在的改善.
- 在OT计划结束时进行.
主要成果:
- 95%的受访者在身体上感到安全,而72%的受访者在情感上感到安全.
- 第二级实地工作/临床工作成为最频繁报告缺乏安全性的环境.
- 确定了影响安全的六个关键主题:期望,反思/宣传,教育/准备,沟通,应对策略和个人需求.
结论:
- 盟国卫生计划必须将安全的教学空间扩展到临床环境中,以支持学生的学习和心理健康.
- 在临床教育中确保情绪安全对于提供优质医疗保健至关重要.
- 建议未来研究以证据为基础的实践,以支持临床教育中的学生安全.
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