Rania Nadia, Siri Anna, Bagnasco Annamaria, Aleo Giuseppe, Sasso Loredana
School of Social Sciences, Department of Education Sciences, University of Genoa, Italy.
J Nurs Manag. 2014 Sep;22(6):751-60. doi: 10.1111/j.1365-2834.2012.01471.x. Epub 2013 Apr 26.
The psychological climate within organisations affects not only the behaviour and the attitude of group members, but also the performance of the group itself. According to the ecological model, this research examines how learning in different classroom contexts of the same nursing degree programme can affect academic performance, well-being, self-esteem and perceived climate.
Four scales were used to assess students' perceptions by collecting primary data while academic performance was measured by obtaining students' academic records. A questionnaire completed by 391 first-year nursing students was administered.
Differences were observed in the perceptions of climate and academic performance in different classroom contexts with trends, which did not always overlap; however, strong correlations were observed among self-esteem, well-being and climate, and schoolmate relationships.
Universities should not merely train competent professionals but also build learning communities that support the well-being of relationships and the development of well-being contexts.
The findings support the need for an educational intervention for improving the quality of life and well-being of the community and individual students. This type of intervention requires a 'compliant' organisational environment that puts studetns, teachers and professionals in the condition to practice their professional skills.
组织内部的心理氛围不仅会影响小组成员的行为和态度，还会影响小组本身的表现。根据生态模型，本研究探讨了同一护理学位课程的不同课堂环境中的学习如何影响学业成绩、幸福感、自尊和感知氛围。
通过收集原始数据，使用四个量表来评估学生的感知，同时通过获取学生的学业记录来衡量学业成绩。对391名一年级护理专业学生进行了问卷调查。
在不同课堂环境下，学生对氛围和学业成绩的感知存在差异，且趋势并不总是重叠；然而，自尊、幸福感与氛围以及同学关系之间存在很强的相关性。
大学不仅应培养有能力的专业人员，还应建立学习社区，以支持人际关系的幸福感和幸福环境的发展。
研究结果支持进行教育干预以提高社区和个体学生的生活质量和幸福感的必要性。这种干预需要一个“合规”的组织环境，使学生、教师和专业人员能够运用他们的专业技能。
