护生抑郁情绪与自我接纳心理的调查分析

目的 研究护生抑郁情绪与自我接纳的关系.方法 采取整群抽样的方式,用流调用抑郁自评量表和自我接纳问卷对128名护生进行调查,检验其情绪和自我接纳及其各因子之间的相关性.结果 61%的护生有抑郁情绪,抑郁情绪与自我接纳存在显著相关性.本、专科生的自我接纳程度不同,学生干部的自我接纳程度高于普通学生.结论 护生的抑郁情绪与自我接纳关系密切.     

维持性血液透析患者的情绪与负性自动思维及自我接纳的相关性研究

目的 探讨维持性血液透析患者情绪与负性自动思维及自我接纳的相关性.方法 采用自评抑郁量表、负性自动思维问卷、自我接纳问卷对维持性血液透析患者进行问卷调查.结果 维持性血液透析患者具有抑郁症状的比例较高,抑郁组和非抑郁组自我接纳程度和负性自动思维频度的差异存在统计学意义.结论 维持性血液透析患者的情绪与负性自动思维及自我接纳存在相关性.     

实习护生情绪调节与自我和谐的相关性研究

目的了解实习护士学生（以下简称护生）情绪调节与自我和谐的现状,并分析两者之间的相关性。方法采用情绪调节方式量表和自我和谐量表,对120名护生进行调查。采用Pearson相关分析法分析实习护生情绪调节与自我和谐的相关性。结果护生情绪调节总均分为（2.66±0.42）分,自我和谐总均分为（3.14±0.42）分。情绪调节总均分与自我和谐总均分的相关系数0.303,P〈0.01。结论护生在实习过程中遭遇到不愉快的事情后,采用原因调节多于反应调节;自我和谐程度为中等水平。护理管理者或是教育者应有针对性地对护生实施心理辅导,使护生达到自我和谐的较高水平。     

宫颈癌患者情绪调节与自我接纳的调查研究

目的:探讨宫颈癌患者情绪调节与自我接纳的关系,为提高患者的心理健康提供科学依据。方法:对123例宫颈癌患者运用"情绪调节方式量表"和"自我接纳量表"进行测试。结果:123例患者情绪调节均分为(2.64±0.38)分,自我接纳均分为(2.28±0.34)分。情绪调节与自我接纳具有相关性。结论:宫颈癌患者对情绪进行调节是反应调节多于原因调节,抑制调节为最主要的调节方式。患者自我接纳程度较低,其情绪调节与自我接纳具有相关性。     

高职护生的主观幸福感水平分析

目的调查我校高职护生主观幸福感特点,为学校心理健康教育提供理论依据。方法采用大学生主观幸福感量表和自编一般问卷,随机抽取我院大一、大二在校高职护生共210名进行调查。结果本组高职护生的主观幸福感量表总分为（110．9±14．7）分,大二护生的幸福感水平明显高于大一护生（P〈0.01）;很喜爱自己专业的、积极参与业余活动的、自我接纳程度最高的、情绪稳定的、学习成绩优秀的护生幸福水平高（P〈0.01）。结论我院高职护生的主观幸福感水平处于中等偏上的水平,学校的学生工作中要更加关注大一新生、专业认同感差、不爱参加课外活动、自我接纳程度低、情绪波动大以及学习成绩较差护生的幸福感水平。     

护生一般自我效能感、生活事件与焦虑抑郁情绪的关系

焦虑和抑郁是日常生活中常见的负性情绪,这些不良情绪的出现,一方面可使人的整个心理活动失去平衡,影响个体的认知方式、正常的学习和交往活动;另一方面造成生理机制的紊乱,从而导致各种疾病.本研究试图探讨护生一般自我效能感、生活事件与焦虑和抑郁情绪的关系,从而为护生改善生活事件带来的不良情绪提供对策,为护生的心理健康教育及心理疾病的防治提供依据.     

护理新生参加临床护理义工活动对自我接纳程度的影响

[目的]了解护理新生参加临床护理义工活动对护生自我接纳程度的影响。[方法]采用调查问卷法调查121名护理新生在参加临床护理义工活动前后的自我接纳程度。[结果]护理新生参加临床护理义工活动后自我接纳程度明显高于活动前,差异有统计学意义(t=-9.878,P0.05)。[结论]护理新生参加临床护理义工活动,可提高护生的自我接纳程度,建议进一步完善临床护理义工活动,从而使护生更快地适应医学领域紧张的学习与工作模式。     

护生一般自我效能感、生活事件与焦虑抑郁情绪的关系

焦虑和抑郁是日常生活中常见的负性情绪，这些不良情绪的出现，一方面可使人的整个心理活动失去平衡，影响个体的认知方式、正常的学习和交往活动；另一方面造成生理机制的紊乱，从而导致各种疾病。本研究试图探讨护生一般自我效能感、生活事件与焦虑和抑郁情绪的关系，从而为护生改善生活事件带来的不良情绪提供对策，     

专科实习护生学业情绪与学业自我效能感的相关性研究

[目的]了解专科实习护生学业情绪、学业自我效能感现状,分析二者的相关性。[方法]采用便利抽样法,使用大学生一般学业情绪问卷、学业自我效能感量表对264名专科实习护生进行问卷调查。[结果]264名专科实习护生的消极高唤醒情绪(羞愧、焦虑、气愤)得分、消极低唤醒情绪(失望、厌烦)得分、积极高唤醒维度中的兴趣情绪得分均显著高于国内一般大学生,差异有统计学意义(P<0.05);学业情绪的4个维度得分与护理本科生相比差异有统计学意义(P<0.05)。研究对象的学业自我效能感总分为(79.42±10.08)分,其中,学习能力自我效能(40.38±5.99)分、学习行为自我效能(39.05±5.32)分,与国内专科护生大样本比较差异无统计学意义(P>0.05)。专科实习护生的积极高唤醒、积极低唤醒情绪与其学业自我效能感存在显著正相关(P<0.01);消极高唤醒和消极低唤醒情绪与其学业自我效能感存在不同程度的负相关(P<0.01)。[结论]专科实习护生的学业情绪有待提高,其学业自我效能感得分处于中等稍高水平;二者关系密切、相互影响。护理教育者应根据专科实习护生所处学习阶段的特殊性,采取针对性干预措施改善其学业情绪,进一步提升其学业自我效能感,提高护理专业人才培养质量。     

青年乳腺癌患者负性情绪与自我接纳、生存质量的相关性分析

目的调查青年乳腺癌患者的负性情绪,分析负性情绪与自我接纳、生活质量的相关性。方法选取衡阳市4所三甲医院肿瘤科的青年乳腺癌患者219例,采用一般资料调查问卷、焦虑自评量表(SAS)、抑郁自评量表(SDS)、自我接纳问卷(SAQ)、乳腺癌患者生活质量测定量表(FACT-B)进行调查。结果青年乳腺癌患者的SAS、SDS评分均高于标准分;青年乳腺癌患者负性情绪与自我接纳、生存质量均呈负相关(P<0.01)。结论青年乳腺癌患者存在负性情绪,自我接纳水平与生存质量较低,护士应关注青年乳腺癌患者的心理变化,帮助患者树立健康积极的信念,缓解负性情绪,提高其自我接纳水平和生活质量。     

团体心理辅导改善精神专科护士自我接纳与人际关系的实证研究

[目的]探讨团体心理辅导对精神专科护士自我接纳与人际关系的影响.[方法]对参加精神专科护士培训的44名护士进行为期10周的成长性团体心理辅导,采用自我接纳量表及人际关系综合诊断量表评价辅导前后精神专科护士的自我接纳状况及人际关系.[结果]团体心理辅导前后自我接纳量表总分、自我接纳因子分、自我评价因子分比较差异有统计学意义(P＜0.05);团体心理辅导前后人际关系总分、交友方面、待人接物方面比较差异有统计学意义;交谈方面与接纳总分、评价因子呈负相关,异性交往与接纳因子、评价因子及接纳总分均呈负相关,人际关系总分与评价因子和接纳总分呈负相关.[结论]成长性团体心理辅导有助于提高精神专科护士的自我接纳度,改善人际关系,帮助参加培训的护士更好地适应工作.     

Staff – student relationships and their impact on nursing students' belongingness and learning

Title. Staff – student relationships and their impact on nursing students’ belongingness and learning . Aim. This paper is a report of selected findings from a study exploring the relationship between belongingness and placement experiences of preregistration nursing students. Background. Staff‐student relationships are an important influence on students’ experiences of belongingness and their clinical learning. The need to belong is universal and pervasive, exerting a powerful influence on thought processes, emotions, behaviour, health and happiness. People deprived of belongingness are more likely to experience diminished self‐esteem, increased stress and anxiety, depression and a decrease in general well‐being. Nursing students’ motivation and capacity to learn, self‐concept, confidence, the extent to which they are willing to question or conform to poor practice and their future career decisions are influenced by the extent to which they experience belongingness. Method. During 2006, 18 third year students from two Australian universities and one United Kingdom university participated in in‐depth semi‐structured interviews. Data were analysed thematically. Findings. Participants described placement experiences spanning a continuum from those promoting a high degree of belongingness to those provoking intense feelings of alienation. Staff‐student relationships (including receptiveness, inclusion/exclusion, legitimization of the student role, recognition and appreciation, challenge and support) were the most important influence on students’ sense of belonging and learning. Similarities between sites were remarkable, despite the differences in healthcare and higher education systems. Conclusion. Staff‐student relationships are key to students’ experience of belongingness. Understanding the types of interactions and behaviours that facilitate or impede students’ belongingness and learning are essential to the creation of positive clinical experiences.     

Understanding the mediated relationship between moral distress,depression, and suicide risk in undergraduate nursing students

BackgroundNursing students are at higher risk for depression, suicide, and other mental health concerns as compared to the general college student population. Moral distress and other ethical issues may be a significant source of psychological harm within nursing student experiences and warrants further attention.PurposeThe purpose of this study was to understand the mediating effect of depression on the relationship between moral distress and suicide risk among undergraduate nursing students.MethodsThis cross-sectional analysis was derived from a larger sequential mixed methods study. The first phase was an online survey completed by a national sample of N = 679 nursing students in the United States.FindingsThe relationship between moral distress and suicide risk was fully mediated by depression and statistically significant at the alpha = 0.05 level.ConclusionAll three psychological variables (depression, moral distress, suicide risk) impact nursing students and require innovative solutions within nursing and educational programs.     

心理干预对高职护理专业学生自我接纳及应对方式的影响

[目的]评价高职护理专业学生自我接纳水平与应对方式之间的关系,并实施针对性的心理干预,为高职院校培养高素质护理人才提供理论依据。[方法]以浙江省某高职院校护理专业248名大学生为研究对象,随机分为干预组和对照组,干预组给予集体心理健康教育进行心理干预,对照组不采取干预措施。用自我接纳问卷(SAQ)和特质应对方式问卷(TCSQ)及自制心理干预效果问卷分别评定新生和毕业生自我接纳水平、应对方式。[结果]2002级与2003级新生自我接纳水平、自我评价无统计学差异,自我接纳与特质应对方式中积极应对呈正相关,与消极应对呈负相关;两组自我接纳评分无统计学差异,而干预组自我评价、积极应对评分高于对照组,消极应对评分低于对照组。[结论]心理干预措施切实有效。     

护生社会胜任力状况的调查分析

[目的]了解护生的社会胜任力状况。[方法]采用问卷调查法,自行设计"实习护生专业认识问卷调查表"和"实习护生社会适应性问卷调查表",对254名护生进行护生社会胜任力状况调查。[结果]护生对自己的专业认可度较低,认为护理专业的学识深度不及其他医疗专业;39.1%护生不善于表达自己的思想与情感,35.9%护生情绪调节能力较差,34.5%护生认为多数人是自私的,42.9%护生认为自己综合素质位于中上等。[结论]护生的专业认知和社会适应性与护士职业素质要求异质性较强;培养护生良好的情绪调节与自控能力、加强护生的专业思想和专业知识教育等,是提高护生社会胜任力的必要途径。     

护生心理健康与学业自我效能感的相关研究

[目的]探讨护生心理健康状况与学业自我效能感及其相互关系,为护生的心理保健和学院的教学改革提供参考依据。[方法]用症状自评量表（SCL-90）和学业自我效能感调查问卷对2006级、2007级护理专业102名护生的心理健康状况和学业自我效能感进行评定。[结果]①SCL-90得分中除躯体化和敌对因子外,护生各因子的得分均显著高于全国青年组常模。②男生学习能力自我效能感得分高于女生,差异具有统计学意义;2007级护生学习行为自我效能感高于2006级护生,差异具有统计学意义。③心理健康水平与学业自我效能感存在较高的相关性。[结论]心理健康与学业自我效能感存在相关性,通过加强学业自我效能感,特别是学习能力自我效能感有助于提高护生心理健康水平。     

Religious and spiritual beliefs,self‐esteem,anxiety, and depression among nursing students

Research of the role of religious belief and/or spirituality has been conducted on a wide range of health‐related topics, across many disciplines, and in many countries. The purpose of this study was to determine the relationship between religious beliefs, self‐esteem, anxiety, and depression in nursing students in Cyprus. One hundred and twenty‐three nursing students were asked to complete a survey consisting of four self‐report questionnaires (Beck Depression Inventory, State–Trait Anxiety Inventory, The Royal Free Interview for Religious and Spiritual Beliefs, and Rosenberg Self‐esteem Scale). The lowest levels of depression were observed in the third and fourth study year. Normal self‐esteem levels were found in the majority of the students (71.3%) and most of them perceived current stress at mild levels. No significant differences on the basis of sex were observed. The vast majority (98.2%) of the students stated a strong religious and/or a spiritual belief that was strongly positively correlated with increased self‐esteem and negatively correlated with depression, current stress, and stress as personality trait.     

Stress and coping styles in Japanese nursing students

The objective of this investigation was to examine the stress and coping styles in Japanese nursing students. The principal measures of the stress and coping styles were the General Health Questionnaire (GHQ)‐12 and Brief Coping Orientations to Problems Experienced scale. In a cross‐sectional analysis, 1324 students completed the anonymous self‐administered questionnaires including the scales earlier. Feeling stress, living with family, not eating breakfast every day, having no regular exercise and poor sleep were associated with GHQ responder (psychological distressed group). The most commonly reported source of stress was taking examinations, followed by relationships with friends, engaging in clinical practice and presenting reports. The three most common coping styles adopted by the nursing students were acceptance, self‐distraction and using instrumental support. By logistic regression analysis of coping styles with GHQ responder, self‐blame, active coping, acceptance and behavioural disengagement were highly associated with GHQ responder. The nursing school educators as well as students should be aware of stress management strategies (e.g. using active coping and avoiding self‐blame) that may help prevent depression.     

对实习护生进行思想素质教育现状调查分析

目的了解当前对实习护生进行思想素质教育的情况,从带教的角度分析目前存在的不足,针对护理临床带教老师和医院管理提出相应对策。方法采用自行设计的问卷调查128位护理临床带教老师对实习护生进行思想素质教育的相关情况。结果调查显示师生关系不容乐观;带教老师对学生了解不够;思想素质教育的连续性、主动性、责任性缺乏。结论注重带教老师的选拔与培养,建立良好的师生关系;强调思想素质教育的连续性、主动性、责任性,通过这些举措全面提升实习护生的思想素质水平,培养高素质的护理人才。