高年级护理学生在压力下临床决策的自我效能
Elizabeta Kadosh1, Rita Alfasi Okounev1,2, Dana Darienko1,2
1Author Affiliations: Schonbrunn School of Nursing, Sourasky (Ichilov) Medical Center, Tel Aviv, Israel (Ms Kadosh, Ms Alfasi Okounev, Ms Darienko, Ms Luxman Balasanov, Ms Mostafa Asali, Ms Naser, and Ms Taki Fdely).
Nurse educator
|March 4, 2026
概括
授权临床指导,弹性和满意度显著提高护理学生在压力决策中的自我效能. 这些因素是培养有信心,有能力的护士,为复杂的病人护理做好准备的关键.
科学领域:
- 护理教育 护理教育
- 临床心理学 临床心理学
- 医疗保健能力发展 医疗保健能力发展
背景情况:
- 在压力下有效的临床决策对于高级护理学生至关重要.
- 这种能力影响患者的安全和专业准备.
- 它对于管理复杂的患者需求至关重要.
研究的目的:
- 调查影响高级护理学生在压力下临床决策的自我有效性的因素.
- 检查了授权临床指导,弹性,特征焦虑和临床满意度的作用.
主要方法:
- 进行了一项横截面研究.
- 这项研究包括216名护理学生的最后一年.
- 用回归分析来分析数据.
主要成果:
- 赋权 (β =.473),满意度 (β =.343) 和性 (β =.130) 是自我有效性的显著积极预测因素.
- 最终的回归模型解释了70.9%的自我疗效差异 (调整后的R2=0.698).
- 在最终的模型中,特征焦虑并不是一个重要的预测因素.
结论:
- 护理教育工作者应该培养赋权行为,以增强学生在压力情况下的信心.
- 建议提供自主权,反和决策机会.
- 这些策略有助于为准备合格的护士提供安全,高质量的患者护理.
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