Mark Kenwright, Patricia Awty, Chris Bye, Donna Doherty, Daniela Leese, Emily Edwards
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引用次数: 0
摘要
在心理健康模拟中,基于模拟的学习可能会引发社交焦虑,在这种模拟中,人际交往能力被他人观察和批评,然而,一种有效的认知行为干预已经被开发出来,以解决社交焦虑。方法在这项非对照观察性多方法队列研究中,56名心理健康护理专业三年级本科生在第一次心理健康模拟后完成了匿名在线社交焦虑测量。然后对所有学生进行了一次基于社交焦虑认知行为疗法原则的心理教育和技能实践(Clark and Wells, 1997)。接下来的一周进行了第二次心理健康模拟,并重复了模拟后的评分。结果学生社交焦虑评分较低(前后效应量0.3);在第二次心理教育后模拟中,对他们的注意力的影响较小(前E.S. 1.0),对他们的学习/表现的挑战较小(前E.S. 0.9)。学生们表示,他们更喜欢小团体和更隐蔽的练习,因为他们觉得被镜头疏远了。结论简单的社交焦虑心理教育能有效降低社交焦虑对学生模拟学习成绩的负面影响。这种培训可以很容易地纳入基于模拟的保健教育方案。
Piloting a brief psychoeducational intervention to reduce the impact of social anxiety on mental health simulations for nursing students
Background
Simulation-based learning can trigger disabling social anxiety in mental health simulations where interpersonal skills are observed and critiqued by others, yet an effective cognitive behavioural intervention has been developed to address social anxiety.
Methods
In this uncontrolled observational multi-methods cohort study, 56 third-year undergraduate Mental Health Nursing students completed anonymous online measures of social anxiety after a first mental health simulation. A session of psychoeducation and skills practice based on the principles of Cognitive Behavioural Therapy for social anxiety (Clark and Wells, 1997) was then delivered for all students. The following week a second mental health simulation took place, and post-simulation ratings were repeated.
Results
Students rated less social anxiety (pre-post Effect Size 0.3); less impact on their attention (pre-post E.S. 1.0) and less challenge to their learning/ performance (pre-post E.S. 0.9) during the second, post-psychoeducation simulation. Students expressed a preference for smaller groups and more unobserved practise due to feeling alienated by cameras.
Conclusions
Brief psychoeducation on social anxiety appears efficacious in reducing its negative impact on student performance and learning during simulation. Such training could be easily incorporated into simulation-based healthcare education programmes.
期刊介绍:
Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation.
We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria:
Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation
Innovative teaching/learning strategies using simulation
Articles updating guidelines, regulations, and legislative policies that impact simulation
Leadership for simulation
Simulation operations
Clinical and academic uses of simulation.