College of Nursing, Sultan Qaboos University, Muscat, Oman.
Oman College of Health Sciences,Dhofar, Oman.
J Prof Nurs. 2022 Mar-Apr;39:76-83. doi: 10.1016/j.profnurs.2022.01.003. Epub 2022 Jan 10.
This study explored the empowerment of nursing students to contribute to nursing education and recommend ways of increasing the engagement of nursing students in their training. The development of empowerment among nursing students leads to the maximum achievement of learning competencies and enables them to eventually become competent nurses.
This study examined the relationship between student nurses' characteristics, structural empowerment, and psychological empowerment.
A total of 185 nursing students were recruited through systematic sampling at Sultan Qaboos University, with a 92% response rate. Nursing students' level of psychological empowerment, in terms of meaning, competence, self-determination, and impact, and their level of structural empowerment, in terms of access to opportunity, support, information, and resources were investigated using a self-designed questionnaire.
The results showed that "access to support" was rated as the highest dimension by the students, followed by "access to information," "informal power," "access to opportunity," "access to resources," and "formal power." The global empowerment mean score was 3.64 (SD = 1.01), and the total structural empowerment score was 20.58 (SD = 3.62). The multivariate multiple regression analysis revealed that students' year level and involvement in school organizations had multivariate effects on the four dimensions of psychological empowerment. Students who were involved in school organizations had higher scores for the dimensions of "meaning," "competence," and "impact" than students who were not involved in any school organization.
Power can be either developed or acquired, and its definition is expressed based on the achievement objective. Age is not a barrier, as it had little or no impact on nursing student experiences and no correlation with structural empowerment.
本研究探讨了赋予护理学生权力以促进护理教育并为增加护理学生参与培训的途径。护理学生的赋权发展导致学习能力的最大实现，并使他们最终成为有能力的护士。
本研究考察了护生特征、结构赋权和心理赋权之间的关系。
本研究通过系统抽样在苏丹卡布斯大学招募了 185 名护理学生，应答率为 92%。使用自我设计的问卷调查了护理学生在心理赋权方面的水平，包括意义、能力、自我决定和影响，以及在结构赋权方面的水平，包括获得机会、支持、信息和资源。
结果表明，“获得支持”是学生评价最高的维度，其次是“获得信息”、“非正式权力”、“获得机会”、“获得资源”和“正式权力”。整体赋权平均分是 3.64（SD=1.01），总结构赋权得分为 20.58（SD=3.62）。多元逐步回归分析表明，学生年级和参与学校组织对心理赋权的四个维度有多元影响。参与学校组织的学生在“意义”、“能力”和“影响”维度上的得分高于未参与任何学校组织的学生。
权力可以被发展或获得，其定义是基于实现目标的表达。年龄不是障碍，因为它对护理学生的经验几乎没有影响，也与结构赋权没有相关性。
