دانلود مقاله نقش روانشناسی ورزش در آموزش حرفه بهداشتی
چکیده
مقدمه
روش ها
نتایج
بحث
نتیجه گیری
منابع
Abstract
Introduction
Methods
Results
Discussion
Conclusions
References
چکیده
مقدمه
از متخصصان بهداشت انتظار می رود در طول انواع موقعیت های بالینی چالش برانگیز که می تواند استرس را تحریک کرده و عملکرد آنها را مختل کند، به طور مداوم با استانداردهای بالا عمل کنند. علاقه فزاینده ای به استفاده از آموزش روانشناسی ورزشی با استفاده از مهارت های ذهنی عملکردی (PMS) بلافاصله قبل و در حین اجرا وجود دارد.
مواد و روش ها
یک بررسی سیستماتیک از پایگاه‌های داده اصلی مرتبط با هدف شناسایی نحوه استفاده از آموزش PMS (PMST) در آموزش حرفه‌های بهداشتی و نتایج آن انجام شد.
نتایج
20 مطالعه انتخاب شده به پتانسیل PMST برای بهبود عملکرد، به ویژه برای موقعیت های شبیه سازی شده اشاره کردند. مولفه های کلیدی پیاده سازی یک رویکرد چندوجهی بود که چندین PMS را به صورت ترکیبی هدف قرار می داد و تحویل چهره به چهره را در یک گروه توسط یک مربی با تخصص در PMS ارائه می کرد. میانگین تعداد جلسات 5 و مدت زمان 57 دقیقه، با راهنمایی ساختاریافته یادگیرنده، فرصتی برای تمرین PMS و تمرکز بر برنامه برای انتقال به زمینه دیگر بود.
نتیجه
آموزش مهارت های ذهنی عملکردی آینده را می توان با مولفه های اجرایی کلیدی شناسایی شده در بررسی مطلع کرد، اما تحقیقات طراحی و توسعه بیشتر برای پر کردن شکاف در درک فعلی از اثربخشی PMST و اجزای اجرای کلیدی آن، به ویژه در موقعیت های واقعی ضروری است.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
Introduction
Health professionals are expected to consistently perform to a high standard during a variety of challenging clinical situations, which can provoke stress and impair their performance. There is increasing interest in applying sport psychology training using performance mental skills (PMS) immediately before and during performance.
Methods
A systematic review of the main relevant databases was conducted with the aim to identify how PMS training (PMST) has been applied in health professions education and its outcomes.
Results
The 20 selected studies noted the potential for PMST to improve performance, especially for simulated situations. The key implementation components were a multimodal approach that targeted several PMS in combination and delivered face-to-face delivery in a group by a trainer with expertise in PMS. The average number of sessions was 5 and of 57 min duration, with structured learner guidance, an opportunity for practice of the PMS and a focus on application for transfer to another context.
Conclusion
Future PMST can be informed by the key implementation components identified in the review but further design and development research is essential to close the gap in current understanding of the effectiveness of PMST and its key implementation components, especially in real-life situations.
Introduction
Health professionals are expected to maintain a high standard of performance during a wide variety of clinical situations. Some situations are experienced by the individual as being challenging and stressful, such as when managing cases with an acutely ill patient or performing surgery on a rapidly deteriorating patient. These clinical situations have high complexity and risk that is often combined with the additional pressures of time and multiple distractions (Krage et al. 2014; Anton and Stefanidis 2016). During these types of situations, individuals have high mental and physical arousal which can enhance their performance. However, often stress is provoked with a variety of inter-related cognitive and physiological effects, especially a feeling of loss of control and increased heartbeat and muscle tension. The impact of stress on clinical performance can be potentially significant, with impaired cognitive and motor function, which often leads to worse outcomes for both procedural clinical skills, such as suturing, and higher-level functions, such as decision-making, emotional control, and effective interpersonal communication (Arora et al. 2010). Individuals may develop their own approach to manage their stress in challenging clinical situations, but often their chosen techniques are inconsistently implemented or ineffective (Anton and Stefanidis 2016).
Conclusions
Training interventions for health professionals to optimise their performance during a variety of challenging and stressful clinical situations has recently applied insights from sport psychology by using a variety of PMS skills ‘in the moment’ immediately before and during performance. The review confirmed that PMST can be potentially effective on CS and also highlighted several key components which may enhance effectiveness. Importantly for HPE educators, the review noted that future PMST can be informed by several key implementation components which are aligned to evidence-based sport psychology and clinical skills training. Further research is essential to close the gap in the current understanding of the effectiveness of PMT and the contribution of its key implementation components, especially in real-life situations and open CS, and for nursing and allied health professions. Researchers are also encouraged to pay specific attention to the selection of appropriate outcome measures.