Dzurec Laura Cox, Allchin Lynn, Engler Arthur J, Szarlan John, Polifroni E Carol, Brewer Thomas
University of Connecticut, Storrs, CT, USA.
J Prof Nurs. 2006 Jan-Feb;22(1):15-22. doi: 10.1016/j.profnurs.2005.12.001.
Anecdotal and research data suggest that psychological type and explanatory style influence individuals' day-to-day functioning. The assessment of these characteristics among postbaccalaureate students will support faculty in planning for students' educational programs and guide them as they provide support for the expansive role functions of, among others, the graduates of the newly proposed clinical nurse leader program. This article is a report of one study included in a longitudinal project examining the influence of psychological type and explanatory style on students' academic success. The questions addressed in this article are as follows: "How do psychological type and explanatory style differ between entering baccalaureate students and entering postbaccalaureate students?" and "How do experiences of depression and fatigue differ between these two groups of novice nursing students?" Findings suggest that postbaccalaureate students, although similar in psychological type to baccalaureate students, are significantly less depressed, less fatigued, and less positive in explanatory style than traditional baccalaureate students, indicating a potential need for support in addressing the demands of the roles that they will encounter as nurses.
轶事和研究数据表明，心理类型和解释风格会影响个体的日常功能。对本科后学生的这些特征进行评估，将有助于教师规划学生的教育计划，并在他们为新提出的临床护士领导者计划的毕业生等扩大角色功能提供支持时给予指导。本文是一项纵向项目中一项研究的报告，该项目考察了心理类型和解释风格对学生学业成绩的影响。本文探讨的问题如下：“本科入学学生和本科后入学学生在心理类型和解释风格上有何不同？”以及“这两组新手护理学生在抑郁和疲劳经历上有何不同？”研究结果表明，本科后学生虽然在心理类型上与本科学生相似，但与传统本科学生相比，抑郁程度明显较低、疲劳程度较低且解释风格较不积极，这表明在应对他们作为护士将要承担的角色需求方面可能需要支持。
