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通过由学生领导的服务学习单元提高护理本科生感知到的临床领导能力:一项准实验性研究
Alberto Gallart1, Encarna Rodríguez-Higueras1, Pilar Fuster-Linares1
1Department of Nursing, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Spain.
学生主导的服务学习显著提高了护理本科生的感知领导能力. 这种体验式学习方法增强了影响力,影响力和团队合作等关键能力,为未来的护士做好领导角色的准备.
科学领域:
- 护理教育 护理教育
- 领导力发展 领导力发展
- 经验式学习 经验式学习
背景情况:
- 临床领导对于安全,高质量的护理服务至关重要.
- 经验式学习,如服务学习,为护理学生提供发展领导能力的机会.
- 学生主导的服务学习是护理领导力发展的创新方法.
研究的目的:
- 评估由学生领导的服务学习干预对护理本科生的感知领导能力的影响.
- 在参与服务学习计划后,量化领导能力的变化.
主要方法:
- 一项涉及224名护理本科生在四个学年 (2017-2021) 的准实验性研究.
- 干预组在临床实习期间参加了学生领导的服务学习;对照组有标准实习.
- 使用经过验证的自我评估领导力工具 (SALI) 测量了感知到的领导力能力. 在安置前和后.
主要成果:
- 与对照组相比,服务学习组的学生显示,与对照组相比,总体感知到的领导能力高出6% (p < .001).
- 对于影响力和影响力以及团队合作技能,观察到适度的效果大小.
- 对情绪智能和战略思维的效果大小小,对照组没有显著变化.
结论:
- 学生主导的服务学习有效地提高了护理本科生感知到的领导能力.
- 进一步的研究应该探索长期影响和自我感知和客观测量的领导行为之间的相关性.
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