在校护生应对方式对心理健康的影响

目的探讨护生应对方式对心理健康的影响,为在校护生心理工作提供参考依据。方法对345名在校护生采用应对方式问卷、症状自评量表与青少年生活事件量表进行心理测评。结果护生在面临遭遇事件时倾向于采取解决问题、幻想、求助的应对方式。解决问题、求助与文化程度呈正相关,自责、退避、合理化与文化程度呈负相关,合理化与年龄呈负相关。解决问题与SCL一90总分及其各因子呈负相关,求助与除躯体化、人际关系敏感、其他因子以外的所有因子呈负相关,自责、幻想、退避与SCL一90总分及其因子呈正相关;生活事件与解决问题呈正相关,与退避、合理化呈负相关。多元回归分析显示,生活事件、解决问题和幻想对心理健康水平起到预测作用。结论在校护生的心理健康受到应对方式的影响,帮助护生建立成熟的应对方式是心理工作的重要内容。     

Undergraduate nursing students attitude to mental health nursing: a cluster analysis approach

Aims. The use of cluster analysis to determine if specific groups of students could be identified based on their attitudes towards mental health nursing following the completion of a clinical experience in a mental health setting. Background. Research suggests that nursing students generally have a negative image of mental health nursing. This can be improved following clinical exposure in mental health settings, however, specific aspects of clinical experience that might facilitate attitudinal change have been under‐researched. Design. Survey. Methods. A survey was administered to students (n = 703) immediately after completion of their clinical experience. Cluster analysis was used to identify natural groupings within the study cohort. Results. Three distinct clusters were identified. Cluster 1 demonstrated more positive attitudes, greater confidence and viewed mental health more positively than students in the other two Clusters. They were more likely to be male, have spent at least 30 minutes per shift with a preceptor and have completed shifts of eight hours rather than seven hours. Conclusions. Attitudes to mental health nursing may be influenced by specific demographic characteristics of students and by specific aspects of their clinical experience. Relevance to clinical practice. The nursing workforce is an essential element of quality mental health service delivery. Knowledge about factors influencing more positive attitudes is important for structuring clinical experience and designing effective recruitment strategies to attract more students into this field of practice.     

实习护生一般自我效能感、应对方式与心理健康状况的相关性研究

目的探讨一般自我效能感、应对方式对实习护生心理健康状况的影响。方法采用一般自我效能感量表（GSES）、特质应对问卷（TCSQ）和症状自评量表（SCL-90）,对226名实习护生的自我效能感、应对方式及心理健康状况进行测评。结果本组护生SCL-90总分及强迫、人际关系、焦虑、恐怖4个因子的得分均高于全国常模,差异有统计学意义（P〈0.05）。家庭背景、学习成绩不同的实习护生其自我效能感、应对方式存在显著差异。单因素相关分析显示：实习护生的一般自我效能感及应对方式与SCL-90中的多个因子存在显著相关。多元逐步回归分析显示：一般自我效能感、消极应对对实习护生的心理健康状况有预测作用。结论实习护生的自我效能感、应对方式是影响其心理健康状况的重要因素。     

Promoting mental health nursing: employing undergraduate nursing students as assistants in mental health

The difficulty in attracting graduates of nursing programmes into mental health nursing (MHN) remains an ongoing challenge. Moreover, it is frequently claimed that undergraduate nursing students do not always regard MHN favourably for future employment. Although undergraduate nurses are employed as assistants in nursing (AIN) in mental health settings, there is no published research exploring their role, the career trajectory into MHN, or its effectiveness as a recruitment strategy. In this paper, we draw on the literature to delineate factors that might contribute to the desire of AIN to work in MHN. Nine factors were identified: acceptance by nurses, fitting in with the culture, managing the workload, developing a realistic appraisal of the effectiveness and limits of psychiatry, constructive learning from direct interpersonal interactions with clients, practising communication skills, being supported in a structured way, working with positive role models, and the overall quality of the employment setting. A comprehensive understanding of these factors can enhance the experience of undergraduate nursing students working as AIN, and potentially increase recruitment into MHN.     

护生心理健康状况与应对方式、社会支持的相关性探讨

目的：了解护生心理健康状况与应对方式、社会支持的相关性。方式：采用症状自评量表（SCL-90）、应对方式问卷和社会支持量表对202名护生进行调查,并与国内常模进行比较。结果：护生SCL-90的9个因子均分均高于常模,护生中有59．41％存在心理健康问题,13．86％护生有明显心理障碍,突出表现为人际敏感、偏执、强迫、敌对、抑郁等;护生SCL-90各因子和解决问题、求助应对因子呈显著负相关,与自责、幻怨、退避和合理化呈显著正相关;社会支持各因子分与SCL-90各因子呈一定程度的负相关。结论：护生存在不同程度的心理健康问题．并与应对方式和社会支持密切相关。     

Group clinical supervision in pre-registration nurse training: the views of mental health nursing students

In 1994 the Department of Health recommended that nurses be introduced to the process of clinical supervision during pre-registration training. In response to this recommendation, the now defunct English National Board (ENB) stated that: "It will be a requirement that all students of pre-registration nursing programmes receive preparation in what to expect from clinical supervision" (ENB, 1995, p. 4). Despite the fact that no further guidance was issued there is an emerging body of literature exploring this area. This paper reports findings from the initial phase of a three-year prospective longitudinal study examining students' experiences of group clinical supervision undertaken as part of their pre-registration training. In this part of the study 32 mental health nursing students participated in focus groups in which they discussed their expectations of clinical supervision. Content analysis of the data produced five major categories: 'the nature of clinical supervision'; 'roles and responsibilities'; 'staying safe and doing no harm'; 'being in a group'; and 'being a student'. The findings suggest that the idea of supervision is attractive to students, although there are significant anxieties both about supervision in general and of group supervision in particular.     

The experiences of a group of pre-registration mental health nursing students

Research that only utilises mental health students as a sample group is quite rare. Yet there are many potential stressors that may impact on the experience of these students including; the theory-practice gap, the learning culture experienced in clinical practice, the effects of the programme's assessment and learning strategies and the intentional and unintentional effects of the curriculum. Therefore the aim of this study was to explore the experiences of a group of mental health student nurses by utilising these four concepts as a framework. Focus groups were used to generate data and the sample consisted of fourteen mental health branch students who, within the pre-registration nursing programme, formed a problem-based learning group. The group met on an annual basis at key junctures during the three-year diploma programme. The focus groups were tape-recorded and the data interpreted and organised by utilising an adapted form of content analysis. Three themes were identified; the conflicting pressures of life as a mental health student nurse, adjustment to problem based learning and experiences in mental health practice and views on mentorship. A discussion of the implications of the findings for the planning of nursing curricula and mental health branch programmes is outlined.     

高职护生自我概念、应对方式及心理健康相关研究

目的了解高职护生自我概念、应对方式及其心理健康之间的相关性,为培养和引导积极的自我概念、健康的心态和良好的应对策略提供理论依据。方法使用分层、随机抽样法抽取340名护生。采用田纳西自我概念量表(大学生版)、简易应对方式问卷、症状自评量表(SCL-90)进行调查。结果(1)高职护生自我概念及SCL-90各因子得分的年级间差异有统计学意义(P0.05),而应对方式的年级差异无统计学意义(P0.05);(2)高职护生SCL-90各因子分及总分均高于中国常模,差异有统计学意义(P0.01);(3)自我概念和积极应对可正向预测心理健康,而消极应对可负向预测心理健康。结论自我概念和应对方式对高职护生的心理健康具有较好的预测效果,培养和引导积极的自我概念、良好的应对方式是确保高职护生心理健康的有效路径。     

护生实习期间心理健康状况调查分析

目的 了解实习护生的心理健康状况,从而提高护生的心理健康水平.方法 采用龚耀先修定的症状自评量表(SCL-90),对70例实习护生进行问卷调查.结果 护生实习前期、中期、后期存在差异,各因子分均高于全国常模,且差异显著.实习前期中专护生和大专护生在人际关系方面有差异.实习中期中专护生和大专护生在强迫、抑郁、焦虑、偏执、其他因子方面有差异,而在人际关系、敌对、恐怖、精神病性方面有显著性差异.实习后期中专护生和大专护生在精神病性方面有显著性差异.结论 实习护生心理有其独特性,应将素质教育融人到课堂及临床教学中,才能不断提高实习护生的心理健康水平.     

护生实习期间心理健康状况调查分析

目的 了解实习护生的心理健康状况,从而提高护生的心理健康水平.方法 采用龚耀先修定的症状自评量表(SCL-90),对70例实习护生进行问卷调查.结果 护生实习前期、中期、后期存在差异,各因子分均高于全国常模,且差异显著.实习前期中专护生和大专护生在人际关系方面有差异.实习中期中专护生和大专护生在强迫、抑郁、焦虑、偏执、其他因子方面有差异,而在人际关系、敌对、恐怖、精神病性方面有显著性差异.实习后期中专护生和大专护生在精神病性方面有显著性差异.结论 实习护生心理有其独特性,应将素质教育融人到课堂及临床教学中,才能不断提高实习护生的心理健康水平.     

护生实习期间心理健康状况调查分析

目的 了解实习护生的心理健康状况,从而提高护生的心理健康水平.方法 采用龚耀先修定的症状自评量表(SCL-90),对70例实习护生进行问卷调查.结果 护生实习前期、中期、后期存在差异,各因子分均高于全国常模,且差异显著.实习前期中专护生和大专护生在人际关系方面有差异.实习中期中专护生和大专护生在强迫、抑郁、焦虑、偏执、其他因子方面有差异,而在人际关系、敌对、恐怖、精神病性方面有显著性差异.实习后期中专护生和大专护生在精神病性方面有显著性差异.结论 实习护生心理有其独特性,应将素质教育融人到课堂及临床教学中,才能不断提高实习护生的心理健康水平.     

在校护生心理健康水平影响因素的路径分析

目的了解护生心理健康水平与心理社会因素的关系。方法采用症状自评量表、青少年生活事件量表和应对方式问卷、领悟社会支持量表、自尊量表对345名护生进行调查。结果成熟型应对方式、领悟社会支持量表得分、自尊量表得分与症状自评量表得分呈负相关,不成熟型应对方式、混合型应对方式、青少年生活事件量表得分与症状自评量表得分呈正相关。对症状自评量表得分有直接影响的变量按影响大小依次为成熟型应对方式、自尊、生活事件评分、社会支持总分,4个变量对心理症状均存在间接效应。结论成熟型应对方式、自尊、生活事件、社会支持是影响在校护生心理健康的重要因素。     

Working to learn and learning to work: placement experience of Project 2000 nursing students in Scotland

It is evident that the Scottish colleges have designed and provided very different curricular arrangements to support students' learning to practise in placements. Evaluation has demonstrated that some of these arrangements are of fundamental importance in facilitating or constraining the educational experience of students, including opportunities for reflection on experience, students' preparation for placements, the role of tutors in students' placement learning, the preparation of mentors and the utility of instruments for the assessment of students' practice-based learning. In addition to the formal provision in support of students' learning to work, students have developed their own informal strategies in order to meet their (sometimes conflicting) needs to maximize practical learning opportunities, ease entry into the nursing team and achieve favourable assessment of learning. Some of these involve working in order to learn. This paper is based on the work of the National Board-funded Evaluation of Project 2000 in Scotland (1992-96). The remit of the evaluation was to examine the teaching/learning processes of the Project 2000 nursing programmes and the new midwifery programmes, and their relationship to the educational outcomes for individual students, giving particular emphasis to the experience of students.     

本专科护生特质应对方式、社会支持与心理健康相关分析

目的:了解本专科护生心理健康状况,分析特质应对方式与心理健康的关系。方法:应用特质应对方式问卷、社会支持评定量表、青少年生活事件量表、SCL-90症状自评量表及一般情况调查表对2 253名本专科护生进行调查分析。结果:本科护生心理健康状况较专科护生差。积极应对方式和消极应对方式与SCL-90各因子、青少年生活事件各因子间分别存在负相关和正相关(P<0.01),而其与主观支持、客观支持和支持利用度之间分别存在正相关和负相关(P<0.01)。结论:心理健康状况及生活事件与本专科护生的特质应对方式、社会支持存在相关性。     

护理与非护理专业学生心理健康及其影响因素调查与分析

目的了解护理与非护理专业学生的心理健康差异及其影响因素,为对护理专业学生的心理健康教育提供依据。方法应用6种问卷对223名护理专业学生以及232名非护理专业学生的心理健康及其影响因素进行调查,并对比分析。结果护理专业学生的焦虑、抑郁得分低于非护理专业,而在K10问卷上的心理健康得分高于非护理专业,但是两个群体只在焦虑得分上的差异具有显著意义(P0.05)。结论护理专业学生的心理健康水平整体优于非护理专业,其心理健康受压力感、应对方式、社会支持、意义感与控制感的影响较大。     

Patterns of self-disclosure among mental health nursing students

Self-disclosure, a process by which we let ourselves be known to others, is an important skill across a diverse range of therapeutic approaches used in mental health nursing. Previous studies of nurses' self-disclosure have been confined to small samples of female, adult nurses. This study aims to extend existing knowledge by providing information on a sample of male and female mental health nursing students.A modified version of Jourard's 25-item self-disclosure questionnaire (JSDQ) was utilized in the study. The findings from this study show that mental health students disclosed more items than adult students sampled in earlier studies (Jourards 1961, Burnard & Morrison 1992). However, students disclosed significantly fewer items to the patient as target-person than to other categories. No differences were observed in disclosure patterns for males and females. A discussion of these findings and their implications is offered.     

对护理本科生人际关系和心理健康的调查分析

目的了解护理专业学生的人际关系、心理健康状况及其联系,并与其他不同专业学生进行比较,为护理专业学生健康成长提供一定依据。方法采用人际关系综合量表和症状自评量表（SCL-90）对江南大学147名护理本科生和649名其他专业本科生进行人际关系与心理健康状况的调查,并应用SPSS16．0进行统计分析。结果护理专业学生交谈困扰得分低于其他专业,但与异性交往困扰得分高于其他专业（P均〈0．05）,两者人际关系总分及其他各因子分比较差异均无统计学意义（P均〉0．05）;护理专业学生心理健康总体情况好于其他专业学生;护理专业各年级学生在人际交往困扰总分上比较差异无统计学意义（P〉0．05）,在心理健康总分与各因子分（除敌对因子）上比较差异具有统计学意义（P均〈0．05）。护理专业学生人际关系与心理健康呈中等相关。结论护理专业学生心理健康状况好于其他专业,人际关系的各个维度对学生的心理健康都有影响,学生人际交往能力的高低可以衡量其心理是否健康。