瑞士本科物理治疗课程自我护理计划的制定与实施：一项调查研究。

Development and Implementation of a Self-Care Plan for an Undergraduate Physiotherapy Curriculum in Switzerland: A Survey Study.

作者信息

Zingg Simone, Janssens Jorina, Koenig Irene, Wassmer Patricia, Blasimann Angela, Rogan Slavko

机构信息

School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Bern, Switzerland.

出版信息

J Med Educ Curric Dev. 2025 Sep 15;12:23821205251374552. doi: 10.1177/23821205251374552. eCollection 2025 Jan-Dec.

DOI:10.1177/23821205251374552

PMID:40964506

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12437181/

Abstract

BACKGROUND

Mental health, including well-being, coping strategies, and resilience, is a crucial aspect of overall wellness. In higher healthcare education, students' mental well-being poses challenges for both learners and educators. While self-care is often emphasized in patient care during daily clinical practice, students' own self-care needs are frequently overlooked. Incorporating self-care practices into healthcare education has been shown to enhance well-being and reduce burnout. This study aimed to demonstrate the impact of self-care plans on the mental health of undergraduate physiotherapy students.

METHODS

This quasi-experimental study involved two undergraduate physiotherapy cohorts (n = 192). The intervention consisted of developing and implementing a self-care plan. Both cohorts were instructed on the self-care plan; however, Cohort 1 received the plan after their first clinical placement, while Cohort 2 received it beforehand via an instructional video. A survey assessed self-care, perfectionism, self-doubt, and idealized images of everyday hospital life. Descriptive analyses were conducted for all outcomes, with a binomial test evaluating self-care perceptions and Pearson chi-square tests comparing cohorts and clinical placement timing.

RESULTS

Eighty students completed the survey. Students' professional self-image in Cohort 1 became significantly less dependent on treatment success (χ = 10.9, = .012), and coping with self-doubt improved after the second clinical placement (χ = 14.4, = .001). After the second and third placement, 86% disagreed that clinical decision-making was difficult (χ = 93.4, < .001). A significant association was found between Cohort 1 and 2, with substantially more students in Cohort 2 understanding what a self-care plan was (P = .002).

CONCLUSION

Video instructions and information about a self-care plan impacted undergraduate physiotherapy students in some assessed parameters. To ensure effective implementation, enhancing cognitive learning and self-awareness through increased contact hours and more practice sessions seems essential.

TRIAL REGISTRATION

Study registration number REES: ID: #19600.1v1.

摘要

背景

心理健康，包括幸福感、应对策略和恢复力，是整体健康的关键方面。在高等医学教育中，学生的心理健康给学习者和教育工作者都带来了挑战。虽然在日常临床实践中患者护理时经常强调自我护理，但学生自身的自我护理需求却常常被忽视。将自我护理实践纳入医学教育已被证明可以提高幸福感并减少职业倦怠。本研究旨在证明自我护理计划对本科物理治疗专业学生心理健康的影响。

方法

这项准实验研究涉及两个本科物理治疗专业队列（n = 192）。干预措施包括制定和实施自我护理计划。两个队列都接受了关于自我护理计划的指导；然而，队列1在第一次临床实习后收到该计划，而队列2则通过教学视频提前收到。一项调查评估了自我护理、完美主义、自我怀疑以及对日常医院生活的理想化看法。对所有结果进行描述性分析，采用二项式检验评估自我护理认知，并使用Pearson卡方检验比较队列和临床实习时间。

结果

80名学生完成了调查。队列1中，学生的职业自我形象对治疗成功的依赖显著降低（χ = 10.9，P = 0.012），并且在第二次临床实习后应对自我怀疑的能力有所提高（χ = 14.4，P = 0.001）。在第二次和第三次实习后，86%的学生不同意临床决策困难（χ = 93.4，P < 0.001）。队列1和队列2之间存在显著关联，队列2中理解自我护理计划内容的学生显著更多（P = 0.002）。