University of Education Hue University Department of Psychology and Education Vietnam Department of Psychology and Education, University of Education, Hue University, Vietnam.
Ghent University Faculty of Psychology and Educational Sciences Department of Developmental, Personality and Social Psychology Belgium Faculty of Psychology and Educational Sciences, Department of Developmental, Personality and Social Psychology, Ghent University, Belgium.
Psychosoc Interv. 2024 Sep 2;33(3):147-169. doi: 10.5093/pi2024a10. eCollection 2024 Sep.
This intervention study seeks to assess the impact of a care competencies training program on students' well-being. This randomized controlled trial involved 191 Vietnamese adolescents (65.4% female, age = 16 years and 8 months) in a 7-week intervention study that used video vignettes to build their care competencies. Validated scales were used to determine their care competencies (Care Competencies Questionnaire for Adolescents) and well-being (Strengths and Difficulties Questionnaire, Perceived Stress Scale and Satisfaction with Life Scale) at three points in time: before, immediately after, and two months after the intervention. The full-information maximum likelihood approach was applied to latent growth curve modeling (LGM) in Mplus 8.5 to estimate the initial level (i.e., intercept) and the change (i.e., slope) in care competencies and well-being among adolescents over time. Factor scores of LGMs were saved for correlation and multiple linear regression analysis by using SPSS (version 26.0) to explore the relationships between the changes in care competencies/failures and the changes in well-being. Results showed that, next to a significant increase in care competencies and a significant decrease in care failures, other well-being variables also significantly changed in the intervention group. In the intervention group, but not in the control group, changes in care competencies and failures consistently and significantly predicted changes in well-being. The results support the potential of the video vignette-based intervention to promote the development of adolescents' care competencies.
本干预研究旨在评估护理能力培训计划对学生幸福感的影响。这项随机对照试验涉及 191 名越南青少年（65.4%为女性，年龄为 16 岁 8 个月），他们参加了为期 7 周的干预研究，该研究使用视频片段来培养他们的护理能力。使用经过验证的量表来确定他们的护理能力（青少年护理能力问卷）和幸福感（长处和困难问卷、感知压力量表和生活满意度量表），在三个时间点进行：干预前、干预后立即和干预后两个月。采用 Mplus 8.5 中的全信息最大似然法进行潜在增长曲线建模（LGM），以估计青少年在时间上的护理能力和幸福感的初始水平（即截距）和变化（即斜率）。使用 SPSS（版本 26.0）保存 LGM 的因子得分，进行相关性和多元线性回归分析，以探讨护理能力/失败变化与幸福感变化之间的关系。结果表明，除了护理能力显著增加和护理失败显著减少外，干预组的其他幸福感变量也发生了显著变化。在干预组中，但在对照组中，护理能力和失败的变化始终且显著地预测了幸福感的变化。结果支持基于视频片段的干预措施有潜力促进青少年护理能力的发展。
