Cizik School of Nursing, University of Texas Health Science Center, Houston, TX, USA.
Tarleton State University, Stephenville, TX, USA.
J Prof Nurs. 2024 Sep-Oct;54:63-67. doi: 10.1016/j.profnurs.2024.06.011. Epub 2024 Jun 24.
The COVID-19 pandemic disrupted lives worldwide, including students pursuing secondary education. This disruption caused increased worry, anxiety, and overall stress in students. Graduate-level nursing students also not only experienced stress related to educational disruptions but also due to work and home life upheaval as well. Faculty were challenged to support students in reducing educational stress and anxiety. While the Institute for Healthcare Improvement introduced the concept of 'Psychological Personal Protective Equipment' (PPE) to support the mental well-being of healthcare workers, this article explores how faculty implemented psychological PPE in graduate-level education using Swanson's Theory of Caring as the theoretical framework during the pandemic and how these constructs can continue to support student wellbeing in today's challenging environment.
COVID-19 大流行扰乱了全世界人们的生活，包括接受中等教育的学生。这种干扰给学生带来了更多的担忧、焦虑和整体压力。研究生护理专业的学生不仅经历了与教育中断相关的压力，还经历了工作和家庭生活的剧变。教师们面临着支持学生减轻教育压力和焦虑的挑战。虽然卫生保健改善协会提出了“心理个人防护装备”（PPE）的概念，以支持医护人员的心理健康，但本文探讨了教师们如何在大流行期间利用斯旺森关怀理论作为理论框架，在研究生教育中实施心理 PPE，以及这些结构如何在当今充满挑战的环境中继续支持学生的幸福感。
