Student Research Committee, Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Nurse Educ Today. 2024 Dec;143:106362. doi: 10.1016/j.nedt.2024.106362. Epub 2024 Aug 19.
Social adjustment, self-esteem and social skills may influence students' professionalization and academic success. The aim of this study was to determine the effect of a social skills-based blended education on the social adjustment, self-esteem and social skills of new nursing students.
First-year undergraduate nursing students in Tehran, Iran, participated in this experimental study in 2023. Participants were selected from two classrooms, one as a control group (26 people) and the other as an intervention group (26 people). The study instruments included the California Personality Test, the Coopersmith Self-Esteem Inventory and the Teenage Inventory of Social Skills. The social skills-based blended education was delivered in 10 sessions of blended education (traditional and virtual education). Data were collected at three stages including baseline, immediately and one month after the intervention. A significance level of 0.05 was used.
According to the results, the average score of social adjustment and social skills of the students in the intervention group increased significantly from baseline to one month after the intervention (P < 0.001). In the control group, this variable did not increase significantly. The results of the two-way repeated measures ANOVA (comparing the effect of time and group) showed that social skills-based blended education can improve the overall average score of students' social adjustment and social skills (P < 0.001 and P = 0.01 respectively), but it had no significant effect on their self-esteem.
The findings can be used by managers and educational planners to design and implement social skills-based blended education in order to improve the social adjustment and social skills of new nursing students.
社会适应能力、自尊和社交技能可能会影响学生的专业化和学业成功。本研究旨在确定基于社交技能的混合教育对新护理学生的社会适应能力、自尊和社交技能的影响。
2023 年，伊朗德黑兰的护理专业一年级本科生参与了这项实验研究。参与者从两个班级中选出，一个作为对照组（26 人），另一个作为干预组（26 人）。研究工具包括加利福尼亚人格测验、库珀史密斯自尊量表和青少年社交技能量表。基于社交技能的混合教育以 10 次混合教育（传统教育和虚拟教育）的形式进行。在三个阶段收集数据，包括基线、干预后立即和一个月后。使用 0.05 的显著性水平。
根据结果，干预组学生的社会适应和社交技能的平均得分从基线到干预后一个月显著增加（P<0.001）。在对照组中，该变量没有显著增加。双向重复测量方差分析的结果（比较时间和组的影响）表明，基于社交技能的混合教育可以提高学生社会适应和社交技能的总体平均得分（P<0.001 和 P=0.01 分别），但对他们的自尊没有显著影响。
研究结果可被管理者和教育规划者用于设计和实施基于社交技能的混合教育，以提高新护理学生的社会适应和社交技能。
