美沙酮维持治疗门诊海洛因成瘾者心理及行为调查

目的：了解自愿接受美沙酮维持治疗的海洛因成瘾者心理及行为状况。方法：对自愿接受美沙酮维持治疗的197名海洛因成瘾者进行SCL-90症状自评量表和社区药物维持治疗评估基线调查。结果：海洛因成瘾者SCL-90各项测评指标均高于全国常模，且常有吸毒、对家人说谎、偷盗等不良行为。结论：海洛因依赖者存在严重的心理和行为健康问题，有必要对其采取有效的心理和行为干预措施。     

职业女性经前期综合征心理干预效果评价

[目的]探讨对经前期综合征（PMS）患者进行心理干预的效果。[方法]对2004年11月至2005年10月在大同市第七人民医院体检的253名有PMS表现的职业女性进行调查。[结果]心理干预后症状自评量表（SCL-90）各因子均分中，恐惧因子无变化，其他各因子均分均有下降（P〈0．05或〈0．01）；心率变异频域分析，心理干预后与干预前比较，TP增加（P〈0．01）、LF／HF下降（P〈0．05）。[结论]对PMS患者进行心理干预可以调整其心理状态，使交感神经、迷走神经趋于平衡。     

慢性不可预知性应激刺激后大鼠行为学的改变

目的:建立长期慢性不可预知性应激刺激大鼠动物模型,观察大鼠在应激后行为学的改变。方法:雄性SD大鼠20只,5周龄,饲养3周后随机分为实验组和对照组,每组10只。实验组进行为期5周的随机应激刺激,建立慢性不可预知性应激动物模型,对照组不施加任何刺激,正常饲养。两组大鼠每周都要进行体质量测量、矿场行为学测验以及糖水偏好测试,将两组的测试结果进行比较。结果:两组大鼠在体质量方面无明显差异,而矿场实验,实验组与对照组从第14天就开始出现显著差异(t=-2.420,P=0.016);糖水测验两组出现显著差异则出现在21天时(t=5.854,P=0.000)。结论:大鼠的行为活动在长期慢性不可预知性应激刺激后明显改变,说明大鼠长期处在应激刺激下,正常的行为活动会出现障碍。     

护理心理学

护理心理学的研究对象及任务1护理心理学的定义及其特征1.1定义护理心理学是从护理情境与个体相互作用的观点出发,研究在护理情境这个特定社会生活条件下个体心理活动发生、发展及其变化规律的     

护理心理学

认知过程认知过程指人认识外界事物的过程,或指对作用于人的感觉器官的客观事物进行信息加工的过程。它包括感觉、知觉、记忆、思维、想像和言语等过程;注意则是伴随心理过程的一种心理特征,以保证人的各项活动顺利进行。本章重点阐述与护理心理学研究对象的认知活动紧密关联的部分。     

青年缺血性卒中心理状态

目的 评估青年缺血性卒中后心理状态.方法 入选2008年3月~2011年3月期间两院90例青年缺血性卒中患者,男58例,女32例,年龄21~45岁.使用中国版SCL-90评估心理状态,测量值与常模比较.结果 和常模比较,青年缺血性卒中测量值在抑郁,焦虑,躯体化症状,恐惧,厌恶和精神症状方面差别有统计学意义(P<0.01),而在强迫、敌意和妄想方面的差异无统计学意义(P>0.05).抑郁/焦虑的发生率是43.33%,其中女性占75%,男性占25% (P<0.01).受教育程度差异无统计学意义(P> 0.05).医保患者抑郁/焦虑发生率是29.2%,低于自费患者的发生率(66.7%,P< 0.05).脑损伤部位与抑郁/焦虑发生率有关,双重大脑半球缺血者的发生率是75% (P< 0.05).结论 青年缺血性卒中伴有抑郁、焦虑、躯体化症状、人际关系敏感、恐惧和精神症状,但是强迫、敌意和妄想与常模没有明显的差异.性别、医疗费用和缺血部位影响抑郁/焦虑的发生率.     

Chronic pelvic pain of obscure origin: A clinical study

A Pelvic Pain Clinic was established to provide diagnostic and therapeutic services to women with severe, chronic pelvic pain of obscure origin. Sixty such women were studied. Their histories revealed a complex pattern of complaints. Conventional clinical investigations usually failed to reveal organic pathology responsible for the symptoms. Twenty-eight patients consented to undergo surgery. Two patients were found to have gynaecological pathology causing prolonged pain. Seventeen patients had normal internal genitalia. Nine patients had minor gynaecological pathology, frequently observed in asymptomatic patients. Twenty-two patients underwent psychological evaluation. The interviews produced evidence of psychiatric syndromes in twenty-one. Patients improved with surgery if organic disease was found. The response to reassurance based on negative laparoscopic findings was also good. The majority of patients were distrustful of explanations involving psychosomatic concepts and were not amenable to group psychotherapy.     

Teaching psychology to nursing students-a discussion of the potential contribution of psychology towards building resilience to lapses in compassionate caring

Psychology is a required element in nursing education in many countries. It is particularly aimed at teaching nursing students to get a better understanding of patients, colleagues, health care organizations and themselves, and moreover to apply what they learn about psychology to optimise their care. A meaningful integration of psychology within nursing education requires an emphasis on its application in understanding aspects of care and skills development. However, its ultimate value is demonstrated when addressing problem areas in nursing and health care. In this paper the authors outline an approach to psychology education in nursing which emphasises its development as a problem solving support. An example is presented which focuses on the application of psychology to the challenge of care erosion and deficient critical nursing reflection. The discussion includes the organisational context, social pressure, social cognition, reflection and the role of inner conflict (cognitive dissonance). Nursing educators can contribute to the prevention of care erosion by a combined effort to teach awareness of psychological mechanisms, ‘critical’ reflection, mastery in practice, strong values and standards, and ‘inoculation’ against justifications of substandard care.