{"title":"瑞士本科物理治疗课程自我护理计划的发展与实施：一项调查研究。","authors":"Simone Zingg, Jorina Janssens, Irene Koenig, Patricia Wassmer, Angela Blasimann, Slavko Rogan","doi":"10.1177/23821205251374552","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>Eighty students completed the survey. Students' professional self-image in Cohort 1 became significantly less dependent on treatment success (χ<sup>2</sup> = 10.9, <i>P</i> = .012), and coping with self-doubt improved after the second clinical placement (χ<sup>2</sup> = 14.4, <i>P</i> = .001). After the second and third placement, 86% disagreed that clinical decision-making was difficult (χ<sup>2</sup> = 93.4, <i>P</i> < .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).</p><p><strong>Conclusion: </strong>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.</p><p><strong>Trial registration: </strong>Study registration number REES: ID: #19600.1v1.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251374552"},"PeriodicalIF":1.6000,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12437181/pdf/","citationCount":"0","resultStr":"{\"title\":\"Development and Implementation of a Self-Care Plan for an Undergraduate Physiotherapy Curriculum in Switzerland: A Survey Study.\",\"authors\":\"Simone Zingg, Jorina Janssens, Irene Koenig, Patricia Wassmer, Angela Blasimann, Slavko Rogan\",\"doi\":\"10.1177/23821205251374552\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>Eighty students completed the survey. Students' professional self-image in Cohort 1 became significantly less dependent on treatment success (χ<sup>2</sup> = 10.9, <i>P</i> = .012), and coping with self-doubt improved after the second clinical placement (χ<sup>2</sup> = 14.4, <i>P</i> = .001). After the second and third placement, 86% disagreed that clinical decision-making was difficult (χ<sup>2</sup> = 93.4, <i>P</i> < .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).</p><p><strong>Conclusion: </strong>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.</p><p><strong>Trial registration: </strong>Study registration number REES: ID: #19600.1v1.</p>\",\"PeriodicalId\":45121,\"journal\":{\"name\":\"Journal of Medical Education and Curricular Development\",\"volume\":\"12 \",\"pages\":\"23821205251374552\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2025-09-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12437181/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Medical Education and Curricular Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/23821205251374552\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Medical Education and Curricular Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23821205251374552","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
背景：心理健康，包括幸福感、应对策略和恢复力，是整体健康的一个重要方面。在高等医疗保健教育中，学生的心理健康对学习者和教育者都提出了挑战。在日常临床实践中，患者护理往往强调自我护理，而学生自身的自我护理需求往往被忽视。将自我保健实践纳入保健教育已被证明可以提高幸福感并减少倦怠。本研究旨在探讨自我照顾计划对物理治疗本科学生心理健康的影响。方法：本准实验研究纳入两个本科物理治疗队列（n = 192）。干预包括制定和实施一项自我保健计划。两组受试者都接受了自我保健计划的指导；然而，第一组在他们的第一次临床实习后收到了该计划，而第二组在此之前通过教学视频收到了该计划。一项调查评估了自我护理、完美主义、自我怀疑和日常医院生活的理想化形象。对所有结果进行描述性分析，采用二项检验评估自我护理感知，Pearson卡方检验比较队列和临床安置时间。结果：80名学生完成调查。队列1学生职业自我形象对治疗成功的依赖程度显著降低(χ2 = 10.9, P =。012)，第二次临床安置后，自我怀疑的应对能力有所改善（χ2 = 14.4, P = .001）。在第二次和第三次安置后，86%的学生认为临床决策困难（χ2 = 93.4， P）。结论：视频指导和自我护理计划信息对物理治疗本科学生的一些评估参数有影响。为了确保有效的实施，通过增加接触时间和更多的练习来增强认知学习和自我意识似乎是必不可少的。试验注册：研究注册号REES: ID: #19600.1v1。
Development and Implementation of a Self-Care Plan for an Undergraduate Physiotherapy Curriculum in Switzerland: A Survey Study.
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 (χ2 = 10.9, P = .012), and coping with self-doubt improved after the second clinical placement (χ2 = 14.4, P = .001). After the second and third placement, 86% disagreed that clinical decision-making was difficult (χ2 = 93.4, P < .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.
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