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Choi H, Ahn S H. Effects of a conflict resolution training program on nursing students: A quasi-experimental study based on the situated learning theory[J]. Nurse Education Today, 2021,103:104951.

沖突解決訓(xùn)練計(jì)劃對(duì)護(hù)生的影響：基于情境學(xué)習(xí)理論的類實(shí)驗(yàn)研究

Abstract摘要

Background Conflict among nurses within the healthcare system negatively impacts them and patient outcomes. Therefore, it is essential to prepare nursing students for conflict resolution in clinical practice.

研究背景：護(hù)士之間的沖突對(duì)她們自己和患者健康結(jié)局都有負(fù)面的影響。因此，為護(hù)理學(xué)生在臨床實(shí)踐中解決沖突做好提前的準(zhǔn)備是非常必要的。

Objectives This study aimed to develop a conflict resolution training program based on the situated learning theory (SLT) for nursing students and to verify the impact of the program on abilities of communication, problem-solving, and conflict resolution.

研究目的：本研究旨在基于情境學(xué)習(xí)理論構(gòu)建一項(xiàng)“沖突解決訓(xùn)練”項(xiàng)目（干預(yù)方案），并探討該方案對(duì)于護(hù)生溝通能力、解決問題能力及沖突解決能力的影響。

Design This quasi-experimental study was conducted using a non-randomized control group pretest and posttest design.

研究設(shè)計(jì)：本研究采用非隨機(jī)對(duì)照組前測和后測設(shè)計(jì)進(jìn)行類實(shí)驗(yàn)研究。

Settings A college of nursing with the main campus in South Korea.

設(shè)置：一所韓國護(hù)理學(xué)院的學(xué)生

Participants The subjects were 48 senior nursing students in the last semester of their nursing program.

研究對(duì)象：以護(hù)理專業(yè)最后一學(xué)期的48名護(hù)理專業(yè)大四學(xué)生為研究對(duì)象。

Methods The program was developed based on the SLT. It was delivered to the experimental group (90?min per session, a total of eight sessions) while the control group received no intervention. Data were analyzed with χ2-test, Fisher's exact test, unpaired t-test, Mann-Whitney U test, repeated-measures ANOVA, and Bonferroni correction using SPSS/WIN 25.0 program.

研究方法：①該方案是在情境學(xué)習(xí)理論的基礎(chǔ)上構(gòu)建；②試驗(yàn)組(每次90分鐘，共8次)，而對(duì)照組不接受干預(yù)。③數(shù)據(jù)分析采用χ2檢驗(yàn)、Fisher’s確切性檢驗(yàn)、非配對(duì)t檢驗(yàn)、Mann-Whitney U檢驗(yàn)、重復(fù)測量方差分析和Bonferroni校正，采用SPSS/WIN 25.0程序。

Results There were significant interactions between group and time in problem-solving ability (p?=?0.048) and subjective conflict resolution ability (p?=?0.005). Problem-solving ability and subjective conflict resolution ability in the experimental group significantly improved compared to the control group based on post-hoc test. After the program, objective conflict resolution ability was significantly higher in the experimental group than the control group (p?<?0.001). For communication ability, there was a significant interaction between group and time (p?=?0.046). However, it showed no significant difference between the two groups in a post-hoc test.

研究結(jié)果：①組別和時(shí)間在解決問題能力(p = 0.048)和主觀沖突解決能力(p = 0.005)上存在顯著交互作用。②與對(duì)照組相比，試驗(yàn)組解決問題能力和主觀沖突解決能力顯著提高。③干預(yù)后，試驗(yàn)組的客觀沖突解決能力顯著高于對(duì)照組(p?<?0.001)。④在溝通能力方面，組別與時(shí)間之間存在顯著的交互作用(p = 0.046)。

Conclusions The conflict resolution training program based on the SLT was found to be effective in improving the abilities of problem-solving and conflict resolution of nursing students.

研究結(jié)論：本研究發(fā)現(xiàn)，以情境學(xué)習(xí)理論為基礎(chǔ)的沖突解決訓(xùn)練能有效地提高護(hù)生解決沖突的能力。

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