知情状况对肺癌患者心理状态的影响及相关因素研究

目的分析知情状况对肺癌患者心理状态的影响,并对影响患者心理相关因素进行探讨。方法选择2011年9月~2014年9月我院收治的肺癌患者75例,采用一般资料问卷调查及Zung焦虑自评量表(SAS)与抑郁自评量表(SDS)评价其焦虑、抑郁程度及知情干预。比较知情前后心理状态与生理指标,并分析影响因素。结果患者知情后SAS与SDS评分明显升高,有显著性差异(P0.05);患者知情后收缩压及舒张压明显升高、心率加快、睡眠时间明显减少,有显著性差异(P0.05)。性别、疼痛与患者心理状况具有明显相关性。结论知情易引起肺癌患者出现焦虑、抑郁等不良情绪,且对患者生理造成负面影响,因此医务人员在告知患者诊断前应加强心理疏导,尤其是女性及有疼痛症状患者,从而减少对患者的刺激。     

情境利害和亲疏关系对大学生良心行为的影响

目的探索在不同的情境利害关系下,亲疏关系对大学生良心行为的影响。方法使用内隐联结测验(IAT)测量100名中国大学生的良心行为。在内隐联结测验(IAT)中,通过内隐测量方法讨论情境利害关系大小和亲疏关系大小两个因素对大学生良心行为的影响效果,用利害关系不同的情境故事材料作为实验启动条件,考察在不同情境下,个体对亲疏概念与积极属性/消极属性词的联系是否存在差异;随着亲缘关系的增加,情境因素是否会影响良心行为反应产生的可能性。结果相对于非亲属概念与积极属性,亲属概念与积极属性的联系更强,即表现出了亲疏关系的良心内隐效应,而且这种效应在利害关系小的情境启动下表现更突出(t1=387.4642,t2=262.9428),两种情境下的良心内隐效应值差异极其显著(t=5.594,P0.001),且效应值不存在性别差异(t=0.141,P=0.888)和专业差异(t=1.07,P=0.287)。结论情境利害和亲疏关系对大学生良心行为有影响。     

护理心理学实验室建设与实验教学

护理心理学是护理学和心理学相交叉而产生的一门新兴边缘学科，是高等护理教育中一门重要的课程。护理心理学有助于培养护理人员的整体护理观念，为病人提供身心整体护理，从而提高护理质量。护理心理学实验教学作为护理心理学教学中的重要环节，对于帮助学生巩固和理解所学理论知识，培养学生的科学态度、实践能力和创新意识具有重要意义。护理心理学实验室的建设是保证实验教学质量的重要条件。我院护理心理学实验室经过10多年的发展，已建设成为针对护理专业学生的，设备齐全与管理完善的开放实验室。现从硬件建设、软件建设、管理体系以及实验教学改革情况等方面进行介绍。     

护理心理学

<正>患者的心理需要患者除具有常人的心理需要,还有其特殊角色背景的心理需要,其特点、内容主要有如下规律。1患者心理需要的基本特点1.1患者心理需要的错综复杂性人的心理需求本是复杂的多维结构,时常由多个层次、内容并存交错,且随境而迁。疾病的特殊状态下,疾病行为、患者角色引发的多种心理活动,可使患者的心理需要更加错综复杂。病痛困扰、与亲人分离、置身于陌生     

The invisible nature of learning: Patient education in nursing

BackgroundLearning for patients and their families within nurses’ patient- and family-education practice is an important part of person- and family-centred care. Patients and their families must master health promotional or management strategies to optimise their health outcomes. Support is often provided by nurses, but how nurses facilitate each patient’s and their family’s learning, using cognitive learning principles, seems invisible in the nursing literature.AimThis discussion paper examines the important role of cognitive learning within nurses’ patient- and family-education practice. How learning is enabled, the differences between teaching and learning and the role of learning principles are discussed. Shortcomings are identified and possible ways to address these within nurses’ practice are considered.MethodsThe discussion draws on the limited current literature surrounding cognitive learning principles in nurses’ practice and nurses’ awareness of learning principles. Readers are encouraged to question their current conceptualisation of learning and their perceptions and use of learning principles in their practice.Findings and discussionThe learning process within nursing is overshadowed by explanations of teaching strategies, determinants of learning and the learning principles of one specific theorist. The principles of cognitive learning and their role in patient- and family-education are poorly described and possibly poorly understood. This creates a fundamental knowledge gap in nursing practice.ConclusionA significant rethink about the role of learning principles within nurses’ patient- and family-education practice is overdue. These principles need to be explored further by involving nurses, patients and their families to identify how nurses are perceiving and using learning principles in their practice.     

护患情境会话

抑郁病人的护理 交流 护士:既然医生没告诉你病看不好了,就表明你的病是有希望治好的.你的各项检查报告显示你的不适感并非由器质性疾病引起,而是抑郁症的一种典型临床表现.像你这样的抑郁症我们遇到的不少,他们都痊愈出院了.你要对自己有信心,医生、护士会帮助你战胜病魔的. 病人:可是,我身体不好,不能工作,也不能照顾家人,反而拖累他们,要他们一天到晚陪着我,照顾我,觉得自己真是没用,还不如死了算了.     

Poverty and Mental Health Practice: Within and Beyond the 50‐Minute Hour

Despite the high and increasing prevalence of poverty in the United States, psychologists and allied professionals have done little to develop mental health interventions that are tailored to the specific sociocultural experiences of low‐income families. In this article, we describe the sociocultural stressors that accompany the material deprivations of poverty, and the mental health difficulties to which they often give rise. Next, we outline the psychosocial and class‐related issues surrounding low‐income adults’ access to and use of mental health services and suggest a conceptual framework to guide the modification of mental health practice to better accommodate poor peoples’ complex needs. This framework describes opportunities for practice modification at three levels of intervention, beginning at the individual level of traditional individual psychotherapy and subsequently targeting increasingly broad contextual elements of poverty.     

护理心理学

护理心理学的研究方法 护理心理学研究,既遵循心理学研究的规律,又兼有医学研究的特征;既与所有学科研究具有相同原则,又独具自身学科研究的专门特色.