制定临床情绪智力和临床能力量表，并在混合模拟的随机对照试验中进行初步测试

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-07-04 DOI:10.1016/j.nepr.2025.104450

Jefferson Garcia Guerrero

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引用次数: 0

摘要

目的编制两套护生临床情绪智力（clini -EI）和临床胜任力（clini - com）量表，评估混合模拟对护生临床情绪智力和胜任力的影响。混合临床模拟训练为学习者准备一个复杂和苛刻的临床环境，促进实践准备和发展情绪稳定感。低情绪智力（EI）会危及患者的安全和护理质量。设计本研究采用实验研究设计，采用随机对照试验。方法随机抽取112名护生，将其分为A组（传统临床训练）和B组（混合模拟与传统临床训练）。结果探索性因子分析结果显示clini - ei工具为三因素模型，clini - com为单因素模型。clini - ei（0.86 ~ 0.95）和clini - com（0.98）因子水平的内部一致性指标为良至优。B组获得性临床EI、临床胜任力和OSCE表现均高于A组，平均差异分别为- 0.889、- 0.887和- 7.08，p值均为<； .001。clini - ei（-0.830）、clini - com（-0.757）、OSCE（-0.606）呈负效应。在两组中，所有变量都有很强的显著相关性（p值<；0.001）。结论传统临床教学与混合模拟教学相结合对护生获得性EI、临床胜任力和OSCE成绩有积极影响。发展高水平的临床情绪评估和能力确保安全的护理实践。

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Developing scales for clinical emotional intelligence and clinical competency and initial testing in a randomized controlled trial with hybrid simulation

Aim

This study aimed to develop two scales to measure nursing students' clinical emotional intelligence (Clin-EI) and clinical competency (Clin-COM) and evaluate the effects of hybrid simulation on their clinical EI and competency.

Background

Hybrid clinical simulation training prepares learners for a complex and demanding clinical environment, facilitates practice readiness and develops a sense of emotional stability. Low emotional intelligence (EI) can compromise patient safety and quality of care.

Design

This study applied experimental research design and a randomized controlled trial was conducted.

Methods

Two hundred and twelve nursing students were randomly selected, dividing them into group A (exposed to traditional clinical training) and group B (exposed to hybrid simulation along with traditional clinical training).

Results

Exploratory Factor Analysis results revealed a three-factor model for the Clin-EI tool and a one-factor model for Clin-COM. Internal consistency indicators by factor level of Clin-EI (⍺ = 0.86–0.95) and Clin-COM (⍺ = 0.98) indicate good to excellent. The acquired clinical EI, clinical competency and OSCE performance of group B were higher compared with group A with mean differences of −0.889, −0.887 and −7.08 respectively, p-values were all < .001. The factors effect sizes appeared negatively Clin-EI (-0.830), Clin-COM (-0.757) and OSCE (-0.606). All variables have strong significant correlations (p-values <0.001) within both groups.

Conclusion

The combination of traditional clinical teaching and hybrid simulation has positively influenced the acquired EI, clinical competency and OSCE performance of nursing students. Developing a high level of clinical EI and competency ensures safe nursing practice.

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.