护理学生同理心的下降及可能涉及的因素分析

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
José María Galán González-Serna, Rocío Romero Serrano, María Socorro Morillo Martín, Juan Manuel Alarcón Fernández
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引用次数: 36

摘要

护生移情能力的削弱是一个在不同国家都有研究的现象。本研究旨在分析护生本科毕业四年共情程度的变化,以及可能的影响因素。应用共情人际反应指数。使用Spearman Rho检验来衡量变量之间的相关性,U Mann-Whitney和Kruskal Wallis为独立样本,根据Kolmogorov Smirnov检验探索的先前正态性水平来评估性别,年龄和共情的差异。一年级学生在共情水平上与其他课程存在显著差异。应鼓励进行纵向研究,以测量和分析沟通技巧训练对护生共情的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Descenso de empatía en estudiantes de enfermería y análisis de posibles factores implicados

The erosion of empathy among nursing students is a phenomenon studied in different countries. The aim of this study is to analyze changes in the degree of empathy of undergraduate nursing students throughout the four years of university graduation, and possible factors involved. It was applied Empathy Interpersonal Reactivity Index. The Spearman Rho test was used to measure the correlation between the variables, the U Mann-Whitney and Kruskal Wallis for independent samples to evaluate differences in gender, age and empathy according to the level of previous normality explored with the Kolmogorov Smirnov test. First year students present significant differences with the other courses at empathy level. Longitudinal studies should be encouraged to measure and analyze the effect of communication skills training on the empathy of nursing students.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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