护理学生模拟学习中压力和情绪能力对心流体验的影响

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-07-01 DOI:10.1016/j.teln.2025.06.001

Sophie Delvaux MSC , Ryan Tock MSC, RN , Frédéric Guay PhD , Jean-Christophe Servotte PhD, RN , Bruno Pilote PhD, RN , Pascal Detroz PhD

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引用次数: 0

摘要

临床沉浸式模拟应用于护理培训中，可以使学生进入一种心流状态，从而促进学习。目的探讨压力、情绪能力和心流之间的关系。方法采用三种有效的测量仪器对101名学生进行探索性研究。结果心流与情绪能力呈正相关（r = 0.25, p = 0.012），与应激负相关（r = - 0.34, p < 0.001）。方差分析表明，压力水平显著影响心流得分（p < 0.001），情绪能力也显著影响心流状态（p = 0.005）。结论优化模拟过程中的心流状态需要考虑压力和情绪能力。

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Impacts of stress and emotional competencies on the flow experience during simulation-based learning in nursing students

Background

Clinical immersion simulation, used in nursing training, can bring students into a state of flow that enhances learning.

Purpose

The aim of this study is to describe the relationships between stress, emotional competencies, and flow.

Methods

This exploratory study of 101 students used three validated measuring instruments.

Results

The flow was positively correlated to emotional competencies (r = 0.25; p = 0.012) and a negatively correlated to stress (r = −0.34; p < 0.001). Analyses of variance suggest that stress levels significantly influence flow scores (p < 0.001) and that emotional competencies also significantly influences the flow state (p = 0.005).

Conclusions

Optimizing the flow state during simulation requires consideration of stress and emotional competencies.

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来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty