| Autor: |
Maryam Kamali, Shirin Hasanvand, Parastou Kordestani-Moghadam, Farzad Ebrahimzadeh, Mitra Amini |
| Jazyk: |
angličtina |
| Rok vydání: |
2023 |
| Předmět: |
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| Zdroj: |
BMC Nursing, Vol 22, Iss 1, Pp 1-11 (2023) |
| Druh dokumentu: |
article |
| ISSN: |
1472-6955 |
| DOI: |
10.1186/s12912-022-01171-y |
| Popis: |
Abstract Background Dyadic practice of learners creates supportive learning. So far, few studies have investigated the impact of this approach on students’ empathy and self-efficacy. This study aimed to investigate the effect of dyadic practice on nursing students’ clinical self-efficacy and empathy. Methods This study was based on a pretest-posttest randomized group from September to December 2018. All the junior nursing students (n = 44) were divided into intervention (n = 22) and control groups (n = 22) using stratified random sampling. The intervention group was trained for 6 days as student dyads, while the control group was under the supervision of an instructor and worked individually. The students’ levels of empathy and self-efficacy were evaluated on the first day (pretest) and the last day (post-test) by The Self-Efficacy in Clinical Performance Scale and Mehrabian and Epstein empathy scale. The data were analyzed using the SPSS software by Fisher’s exact test, Mann-Whitney test, independent t-test paired t-test, Wilcoxon signed-rank, and Analysis of covariance. Results Dyadic practice increased empathy in the intervention group compared to the control group (P |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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