哪种心理需求概况对跨专业教育表现出更高的参与度和积极态度？香港健康与社会护理专业学生的聚类分析。
Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students.
作者信息
Dizon John Ian Wilzon T, He Qing, Shen Xiaoai, Luk Pauline, Chong Doris Yin Kei, Chan Karen Man Kei, Chan Chad Wing Nga, Chan Sarah So Ching, Choy Jacky Chak Pui, Lam Chor Yin, Lee Diana Pui Ling, Manio Michael Magtoto, Ng Zoe Lai Han, Ng Terry Tin Wai, Orlu Mine, Sit Cecilia Tin Yan, Szeto Grace Pui Yuk, Yuen Jacqueline Kwan Yuk, Tipoe George L, Ganotice Fraide A
机构信息
Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.
Department of Physiotherapy, School of Nursing and Health Studies, Hong Kong Metropolitan University, Hong Kong SAR, China.
出版信息
BMC Med Educ. 2024 Dec 20;24(1):1508. doi: 10.1186/s12909-024-06507-7.
BACKGROUND
This study aimed to investigate which basic psychological needs profile, based on different levels of autonomy, competence, and relatedness, could exhibit higher student engagement and favorable attitudes toward interprofessional education (IPE).
METHODS
A total of 341 undergraduate and postgraduate health and social care students enrolled in an IPE simulation participated in this study. Data were analyzed using a person-centered approach using a two-step cluster analysis, multiple analysis of variance, and bootstrapped independent t-tests. The participants completed the self-report scales such as the basic psychological needs in general questionnaire, interprofessional attitudes scale, and engagement versus disaffection with learning scale.
RESULTS
Two basic psychological needs profiles emerged from the cluster analysis: a high basic psychological needs profile (i.e., high autonomy, moderately high competence, and very high relatedness) and a low basic psychological needs profile (i.e., low autonomy, moderately low competence, and very low relatedness). Students with high basic psychological needs profiles (n = 140; 41%) had more positive attitudes about IPE and were more behaviorally and emotionally engaged in participating in IPE tasks than students with low basic psychological needs profiles (n = 201; 59%).
CONCLUSIONS
Findings suggest that health and social care students' engagement and attitudes toward interprofessional education differed based on their basic psychological needs profiles. Health professions educators can leverage students' basic psychological needs in designing interventions and simulation activities to promote students' engagement and collaborative outcomes in IPE. Enhancing students' basic psychological needs could be crucial in fostering greater behavioral and emotional engagement and positive attitudes in participating in IPE.
背景
本研究旨在调查基于自主、能力和关系的不同水平，哪种基本心理需求概况能够表现出更高的学生参与度以及对跨专业教育（IPE）的积极态度。
方法
共有341名参加IPE模拟的本科和研究生健康与社会护理专业学生参与了本研究。采用以人为中心的方法进行数据分析，使用两步聚类分析、多因素方差分析和自抽样独立t检验。参与者完成了自我报告量表，如一般问卷中的基本心理需求量表、跨专业态度量表以及学习参与度与冷漠量表。
结果
聚类分析得出两种基本心理需求概况：高基本心理需求概况（即高自主性、中等偏高能力和非常高的关系性）和低基本心理需求概况（即低自主性、中等偏低能力和非常低的关系性）。与低基本心理需求概况的学生（n = 201；59%）相比，高基本心理需求概况的学生（n = 140；41%）对IPE有更积极的态度，并且在参与IPE任务时在行为和情感上更投入。
结论
研究结果表明，健康与社会护理专业学生对跨专业教育的参与度和态度因其基本心理需求概况而异。健康专业教育工作者在设计干预措施和模拟活动以促进学生在IPE中的参与度和协作成果时，可以利用学生的基本心理需求。增强学生的基本心理需求对于在参与IPE时培养更高的行为和情感投入以及积极态度可能至关重要。
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