Community Based Psychiatric Care Research Center, Nursing and Midwifery School, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of Nursing, School of Nursing, Larestan University of Medical Sciences, Larestan, Iran.
BMC Med Educ. 2024 Sep 4;24(1):968. doi: 10.1186/s12909-024-05956-4.
Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models.
This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were "The Competency Inventory for Registered Nurses" and Spielberger "State-Trait Anxiety Inventory". T-test and MANOVA were used to analyze the data.
The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students' anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001).
The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students' competency and anxiety after graduation and as a novice nurse is suggested.
提高实习护生的专业能力至关重要。本研究旨在比较基于两种实习模式培训的护生的专业能力和焦虑情况。
这是一项两群组后测仅准实验设计研究。共有 100 名通过实习模式 A（以前的实习模式）和 B（更多教育者支持和更计划和编程过程的干预）的护理学生被随机纳入本研究。实习模式 A 和 B 分别在第 7 学期和第 8 学期进行。在这两个组中评估的结果是“注册护士能力清单”和 Spielberger“状态-特质焦虑量表”。使用 T 检验和 MANOVA 分析数据。
实习模式 A 和 B 组护生的能力平均得分为 134.56（SD=43.23）和 160.19（SD=35.81）。实习模式 A 和 B 组护生的焦虑平均得分为 92.14（SD=15.36）和 80.44（SD=18.16）。MANOVA 检验显示，两组在专业能力（F=10.34，p=0.002）和焦虑（F=11.31，p=0.001）方面存在显著差异。
实习模式 B 可以在很大程度上提高护理学生的专业能力，同时他们的焦虑感较轻；建议对护理学生实施这种干预措施。建议进行更多研究，评估该模式对护理学生毕业后和作为新手护士的能力和焦虑的影响。
