副学士学位护理专业学生的特征对指导认知及经历的影响
Effects of Associate Degree Nursing Students' Characteristics on Perceptions and Experiences of Mentoring.
作者信息
Peltz Caroline M, Raymond Delbert M
出版信息
J Nurs Educ. 2016 May 1;55(5):258-65. doi: 10.3928/01484834-20160414-04.
BACKGROUND
Mentoring has been identified as a key education program support structure to facilitate student success.
METHOD
A cross-sectional study was conducted to investigate how associate degree nursing program students experience mentoring and persistence. Mentoring perceptions were evaluated using the College Student Mentoring Scale. Associate degree nursing students throughout the state of Michigan were recruited for an online survey.
RESULTS
Sample characteristics (N = 283) resembled those compiled by the National League for Nursing. The study found that men met with a mentor more frequently and perceived greater psychological, emotional, and academic support than women. Part-time students and students who had never failed a nursing course also reported they met more frequently with a mentor than full-time students and those who had failed a nursing course.
CONCLUSION
The findings contribute to an evidence base to support the further development and evaluation of mentoring programs for nursing students. [J Nurs Educ. 2016;55(5):258-265.].
背景
指导已被视为促进学生成功的关键教育项目支持结构。
方法
开展了一项横断面研究，以调查护理学副学士学位项目的学生如何体验指导及坚持情况。使用大学生指导量表评估指导认知。招募了密歇根州各地的护理学副学士学位学生进行在线调查。
结果
样本特征（N = 283）与美国国家护士联盟汇编的特征相似。研究发现，男性比女性更频繁地与导师会面，并且感受到更大的心理、情感和学业支持。兼职学生以及从未在护理课程中挂科的学生也报告称，他们比全日制学生以及挂过科的学生更频繁地与导师会面。
结论
这些研究结果有助于建立一个证据基础，以支持进一步开发和评估针对护理专业学生的指导项目。[《护理教育杂志》。2016年；55(5):258 - 265。]
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