不同学历护生临床实习心理压力和应对方式调查

目的 调查不同学历护生在临床实习过程中的主要压力源和常采用的应对方式,为实习教学和管理提供依据.方法 采用问卷调查法,对在临床实习的90名不同学历护生的压力源和应对方式进行调查.结果 护生压力源总均分为1.05 0.46,处于中度压力水平;其多采用积极的应对方式.不同学历护生的压力源(除出现差错的可能外)和应对方式评分比较,差异无显著性意义(均P＞0.05).结论 应采取针对性措施缓解实习护生的压力,提高临床教学效果.     

不同学历护生临床实习心理压力和应对方式调查

目的调查不同学历护生在临床实习过程中的主要压力源和常采用的应对方式，为实习教学和管理提供依据。方法采用问卷调查法，对在临床实习的90名不同学历护生的压力源和应对方式进行调查。结果护生压力源总均分为1.05±0.46，处于中度压力水平；其多采用积极的应对方式。不同学历护生的压力源（除出现差错的可能外）和应对方式评分比较，差异无显著性意义（均P〉0.05）。结论应采取针对性措施缓解实习护生的压力，提高临床教学效果。     

实习护生心理压力源的调查研究

目的 了解实习护生的心理压力源状况.为有效针对实习护生心理进行心理干预提供参考.方法 采用自编问卷对100名实习护生进行心理压力源状况调查.结果 实习护生实习工作压力源评分为(30.45±2.98)分,社会偏见压力源为(27.34±3.08)分,患者压力源为(22.63±2.13)分,学习压力源为(24.33±1.04)分.情感压力源为(22.09±1.55)分.结论 实习护生面临着较大的心理压力,其中实习工作压力源、社会偏见压力源对其心理影响较大.应该采取措施进一步加强对实习护生的心理健康教育,减轻实习护生潜在的心理危机.     

实习护生应对方式在就业压力与专业自我概念间的中介作用

目的 了解实习护生就业压力状况,探讨应对方式在就业压力与专业自我概念间的中介作用.方法 采用大学生就业压力问卷、简易应对方式问卷和护理专业自我概念量表对196名实习护生进行调查.结果 实习护生就业压力总分为2.74±0.65,6个因子得分最高的为缺少求职帮助,得分最低的为自我认识与定位.护生就业压力与应对方式和专业自我...     

本科护生不同实习阶段的应激状况调查

目的 了解不同实习阶段本科实习护生的应激源及应激水平,为完善护理临床教学提供依据.方法 采用应激源问卷,分别在实习早期(实习1个月末)、实习中期(实习4个月末)和实习后期(实习7个月末)对89名5年制护理本科生进行调查.结果 本科实习护生在心理、工作量、对知识技能的需求、患者照护、临床实习环境和人际关系6个方面产生一定程度的应激;实习的各个时期均有30%左右的护生呈中等水平应激,70%左右的护生呈低水平应激,没有高水平和极高水平的应激;护生实习早期对知识技能的需求与临床实习环境2个方面的应激水平显著高于实习后期(均P＜0.05).结论 本科实习护生的应激源及应激水平是动态变化的,护理临床教学工作者应根据护生的实际情况给予针对性的指导和帮助.     

护理本科生自我效能感与应对方式的相关性研究

目的 了解护理本科生(下称护生)的自我效能感与应对方式状态及其相应关系.方法 采用一般自我效能感量表和应对方式问卷对244名护生进行问卷调查.结果 护生自我效能感得分为2.66±0.46,32.79%护生自我效能感处于较低水平;护生常采用的应对方式是解决问题和求助,幻想和退避类不成熟型应对方式也常被采用,而最少采用的应对方式是自责;大五护生比大一、大二护生更少采用解决问题类应对方式(P<0.05,P<0.01);自我效能感与解决问题和求助应对方式呈正相关,与自责和退避呈负相关(P<0.05,P<0.01).结论 在大学期间应重视培养护生自我效能感及积极的应对方式,特别是大五护生在进入临床实习之前需接受相关教育.     

实习护生压力源问卷的编制及结构分析

目的编制具有良好信效度且适合中国实习护生的压力源调查问卷。方法采用文献分析和开放式问卷调查的方法编制实习护生压力源初始问卷,并对5个省市7所大学的991名实习护生进行调查,测量问卷的信度、效度。结果实习护生压力源问卷为9个维度34个条目,9个因子累积方差贡献率达75.680%;验证性因素分析显示,其拟合指数NNFI、CFI、IFI和GFI均大于0.80。问卷的总体信度系数为0.820,重测信度为0.823;内容效度为0.961。结论实习护生压力源问卷具有良好的信效度,适用于中国护生压力源的测量。     

实习末期高护生焦虑状况与个性特征调查分析

目的探讨护生实习末期的焦虑状况,寻找缓解其压力的方法.方法采用焦虑自评量表和个性测试问卷在实习末期对150名高护生进行问卷调查.结果实习末期高护生焦虑平均分为48.16±8.27,焦虑检出率为37.33%;焦虑得分本科生显著高于大专生(P<0.05);不同个性特征高护生的焦虑表现程度存在差异(P<0.05,P<0.01). 结论实习末期高护生焦虑状况较为严重,除实习本身外,就业压力为其主要原因.只有加强临床带教力量,培养高护生掌握有效的沟通技能,加强护生的心理健康教育,确立护生正确的择业观和职业生涯规划,建立针对性的支持系统,才能降低高护生焦虑发生率,确保实习效果.     

护生临床实习满意度与临床学习环境的相关性研究

目的 了解护生临床实习满意度与临床学习环境的的关系,为提高护生临床实习效果提供参考.方法 采用临床学习环境问卷及自制的临床实习满意度调查表对130名本科护生和40名专科护生进行调查.结果 护生对临床实习效果满意度评分为22.57±5.37,对临床学习环境各维度评分从高至低依次为师生关系、任务定位、参与、创新、个性化;护生临床实习满意度与临床学习环境中师生关系、参与、任务定位、创新呈显著正相关(r=0.65～0.80,P<0.05,P<0.01),尤以师生关系与护生满意度关系最为密切(P<0.01).结论 护生对临床实习满意度呈中等水平.师生关系是临床学习环境中影响护生临床实习满意度的重要因素,护理教育者和管理者应给予高度重视.     

实习护生接受患者咨询的内容及应对方式调查

目的 了解实习护生接受患者咨询的内容及应对方式.方法 采用自行设计的2份问卷于实习中期分别发放,共90名实习护生参与调查.结果 第1次调查中,89名(98.89%)护生曾接受过病房或医院环境的咨询,77名(85.56%)接受过医院相关流程的咨询,69名(76.67%)接受过疾病相关知识的咨询,35名(38.89%)接受...     

PSYCHOLOGICAL STRESS IN MEDICAL STUDENTS: A COMPARISON OF TWO VERY DIFFERENT UNIVERSITY COURSES

This study compared the psychological morbidity of medical students in their first year of medical training at two different medical schools. One medical school had a 5-year course: 2 years intensive preclinical training followed by 3 years clinical work. The second medical school had a 6-year course: a 3-year degree course in basic medical sciences followed by 3 years clinical work. Students on both courses were asked to complete the General Health Questionnaire, the Stress Incident Record and the Maslach Burnout Inventory. The students on the first course reported significantly higher amounts of stress related to course work than the students on the second course (χ²=24.4, df=1, p<0.001), but there was no difference in the prevalence of psychological morbidity between the students on the two courses (z=−1.377, p=0.168). Psychological morbidity was most closely associated with thoughts of dropping out, stressful relationships with other medical students and stress related to dissection. The findings suggest that medical students have high rates of psychological disturbance during the first year of their training, which are not explained by marked differences in the type of training they receive. Reduction in psychological morbidity may be best achieved by targeting those students who are reporting psychological distress or thinking of dropping out.© 1997 John Wiley & Sons, Ltd.     

双手辅助定位在肌内注射实验教学中的应用

目的探讨双手辅助定位法在肌内注射实验教学中的应用效果,使学生快速掌握肌内注射定位方法,解决教学难点。方法将44名2008级护理本科生和42名2007级医学本科生随机分组,实验组(护生25名,医学生21名)实施双手辅助定位的教学方法,对照组(护生19名,医学生21名)实施传统的如目测估计定位等教学方法,比较学生的定位速度与准确性。结果护生和医学生肌内注射的定位准确性组内比较,差异有统计学意义(均P<0.01),医学生实验组定位时间显著短于对照组(P<0.01)。结论双手辅助定位法可操作性强,易于学生掌握且定位准。     

Effects of a laparoscopic course on student interest in surgical residency.

BACKGROUND: The number of surgical residency applicants has been declining. Early introduction of the discipline of surgery is thought to stimulate early interest in surgical residency. This study investigated the hypothesis that a laparoscopic skills course introduced in preclinical years would stimulate student interest in entering surgical residency. METHODS: Preclinical medical students participated in a laparoscopic skills training course. All students underwent an animate laboratory at the beginning and at the end of the course. Students were divided into 4 separate groups: virtual reality, box trainer, both trainers, and control group. Before and after the course, students were asked their residency interest. First- and second-year medical students participated in the course. RESULTS: Before the course, 56% of the students desired to go into general surgery or a surgical subspecialty. After the course, 49% of the students expressed interest in entering general surgery or a surgical subspecialty. A decrease occurred in students who desired to go into surgical subspecialty residency from 31% to 15% (P = NS), and an increase occurred in students who desired to go into general surgery residency from 25% to 34% (P = NS). No statistically significant difference was seen in the 4 individual training subgroup analyses. CONCLUSIONS: Participation in a laparoscopic skills course does not affect medical student interest in entering surgical residency. A trend was noted in students choosing general surgery over surgical subspecialty training after this course. Surgical educators need to investigate methods to encourage preclinical medical student interest in surgical residencies.     

Understanding of and attitude to xenotransplantation among Italian university students: impact of a 3-yr university course

BACKGROUND: Young people, and students in particular, generally have a positive attitude to xenotransplantation. We reported previously that university students attending their first year approved of the idea of transplanting animal organs into humans. The aim of this study was to evaluate the impact of a 3-yr course at various faculties on the university students' understanding of and attitude to xenotransplantation. METHODS: University students in their fourth year at five different faculties of Padua University (Italy), who had previously been surveyed in exactly the same way 3 yr earlier, were re-administered an anonymous 19-item questionnaire on their attitude to xenotransplantation. RESULTS: A total of 453 students completed the fourth year questionnaire (84 males, 369 females; mean age 24.6 yr, range 21-36 yr). Students were attending courses in Medicine (22.1%), Veterinary Science (16.5%), Agriculture (10.4%), Educational Sciences (22.1%) and Psychology (28.9%). In their fourth year, 85% of the students knew that animal organs could, at some stage, be transplanted into humans, 81.5% approved of this idea and 84% would accept an animal organ to save their life if necessary (these percentages were 88%, 78% and 76%, respectively 3 yr earlier). A significantly larger proportion of the students who approved of xenotransplantation were attending science courses rather than art courses, while no differences emerged as regards gender. Those who refused xenotransplantation justified their position mainly on ethical-moral (41.7%) and immunological (35.7%) grounds. CONCLUSION: As in their first year, so too in their fourth, University students were well informed about the feasibility of transplanting animal organs into human beings and those attending science courses were more likely to accept this idea than art students. Approval of xenotransplantation was much the same among fourth year males and females, whereas in the first year, male students had approved more than female students.     

RETENTION OF SURGICAL KNOWLEDGE BASE BY SENIOR MEDICAL STUDENTS

The medical course at the University of Queensland is 6 years in length. After studies in basic sciences, the fourth year consists of systematic pathology, clinico-pathological correlation and the learning of clinical methods. During the fifth year the core surgical knowledge base is taught. The sixth year is spent in clinical ward work aimed at problem-orientated consolidation of knowledge and skills, and the learning of applied therapeutics. We studied whether the surgical knowledge base taught to our fifth year students was retained a year later by the same students in their final year. A standardized post-test examination which had been presented to the students during their fifth year in 1990 was again presented to them during their sixth year in 1991. We found that the surgical knowledge base of this group of students remained the same in their final year as it had been in their penultimate year. We suggest that to continue testing core surgical knowledge once it has proven satisfactory is not productive. These students should progress to further clinical studies aimed at improving their problem solving ability.     

广州市某高校大学生骨质疏松知识认知调查

目的了解广州市某高校大学生骨质疏松相关知识认知现状,为进一步开展大学生骨质疏松健康教育工作提供基线数据。方法采用分层随机整群抽样方法,抽取广州市某高校低年级大学生1250名,进行骨质疏松知识问卷调查,采用SPSS20.0进行描述性统计分析。结果大学生骨质疏松认知得分为16.77±4.288。大学生对"骨质疏松症是一种老年时期具有病理结果的青少年时期疾病"、"腰背痛和个头变矮为骨质疏松症常见表现"和"老火靓汤钙含量极低"等的知晓率极低,分别为20.3%、31.4%、30.0%。不同性别、不同专业大学生骨质疏松认知水平差异显著,女生(17.11±4.037)得分高于男生(16.17±4.368),(t=3.806,P0.01);医学生得分(16.98±4.061)高于非医学生(16.21±4.802),(t=2.583,P0.01)。结论大学生对骨质疏松缺乏全面深入的认识,加强大学生骨质疏松的健康教育,提高相关知识的知晓率,引导大学生形成健康的观念势在必行。     

Understanding of and attitudes to xenotransplantation: a survey among Italian university students

Xenotransplantation is currently at the experimental stages on animal models and many problems still have to be overcome in the biomedical, immunological and ethical fields. Moreover, people's attitudes to xenotransplantation vary: surveys among intensive-care staff have revealed negative opinions, while the general public and students seem to be more positive. Little is known about the influence of schooling and the choice of university faculty on attitudes to xenotransplantation. The aims of this study were: (i) to evaluate university students' attitudes to xenotransplantation; (ii) to investigate any socio-demographic, religious and educational determinants behind students' opinions on xenotransplantation. University undergraduates on five different courses were surveyed at Padua University. A 24-item questionnaire was distributed to students at the end of lectures and completed anonymously immediately after its distribution. No information was given to students beforehand. Statistical analysis: chi-squared, Pearson's test; P-values <0.05 were considered significant. A total of 585 of 602 (97.2%) students completed the questionnaire (132 males, 453 females, mean age 20.4, range 19 to 43 yr). They were on courses in Medicine (33.85%), Agriculture (5.98%), Veterinary Medicine (11.45%), Psychology (18.46%) and Educational Sciences (30.26%). As for their previous schooling, they came from classical or scientific high school (58.3%), technical college (14.7%), language college (6.3%), teacher training college (11.9%) or others (8.8%). Concerning their religious beliefs, 83% were Catholics, and 56.2% defined themselves as practising Catholics. Eighty-eight percentage of the students knew of the possibility of animal organs being transplanted into humans and 77.9% of them approved of this idea. When grouped according to gender and education, a higher proportion of students approving of xenotransplantation were male (P = 0.017) and had attended classical or scientific high school (P = 0.011). Disapproval for moral, ethical or religious reasons was higher among practising than among non-practising Catholics; the latter rejected xenotransplantation more for immunological and infectious reasons (P = 0.014). As for the type of university course, a higher proportion of students approving of xenotransplantation attended science courses (Veterinary Medicine, Agriculture and Medicine vs. Educational Sciences and Psychology) (P = 0.013). University students generally approved of xenotransplantation. Male gender and a high-school education were associated with a greater acceptance of xenotransplantation. Practising vs. non-practising Catholics reported significantly different reasons for any disapproval of xenotransplantation. The choice of a science rather than an arts faculty at university was more strongly associated with a positive opinion on xenotransplantation.