影响护士心理健康的常见因素与调适方法

目的对影响护士心理健康的常见因素与调适方法进行探讨，关心护士的心理健康，发挥护理工作在维护人类健康中的积极作用。方法以问卷形式调查。一般健康问卷共12项，每项均采取3级评分制。自设问卷包括4方面内容，共15题。被调查根据指导统一答卷。结果医院的工作环境、社会心理支持不足、超负荷的工作状态和长期紧张的脑力劳动、缺乏心理卫生知识是影响护士心理健康的常见因素。结论社会、医院及个人应从健康状况的评估、合理宣泄消极情绪、提高医院管理的支持、提高自身心理素质、营造融洽的工作环境和人际关系、科学安排教育训练及建立健全心理卫生救护体系等方面来调适护士的心理健康。     

影响护士心理健康的常见因素与调适

职业心理紧张的研究是健康心理学研究的重要课题。护理人员因其工作对象、工作环境、社会地位、压力等因素造成的心理紧张、工作压力比一般职业更为突出 ,其心理健康水平明显低于一般人群。对影响护士心理健康的常见因素与调适方法进行探讨 ,提高广大护理人员对专业环境的心理承受能力 ,减轻心理紧张 ,积极应对各种压力 ,主动调适自己的心态 ,培养和造就具有合格心理素质的护理队伍     

护士自身心理健康的调适

目前，我国的护理模式已从功能制护理转向了整体护理，它无疑对护士提出了更高的要求，使我们背负的压力越来越大。据调查长沙市护士心理健康水平明显低于一般人群。而目前护士面对心理问题所采取的应对方式却令人担忧，如发脾气、暴食、睡眠、购物、哭泣。因此，护士能否心境平稳地保持愉快心情，从而带动患者乐观向上，在整体护理工作中起着极其重要的作用。作者在多年的工作中总结出一系列自身心理健康的调适的办法，现报告如下。     

临床护士心理压力的原因及自我调适

临床护理人员由于内外各种原因而产生的心理，工作压力明显高于一般人群，通过对影响临床护士心理压力常见因素的分析，意在提高广大临床护理人员的心理素质，减轻其心理紧张因素，积极主动地调适自己的心态，减轻一切压力，以良好的心态投入复杂的临床护理工作，以便更好地为患者服务。     

影响急诊护士心理健康的常见因素与对策

急诊护士承担着较大的工作负担和心理压力，长期处于心理疲劳的“亚健康”状态。因此分析影响急诊护士的心理健康因素，并针对其原因制定相应措施，对培养和造就一支具有良好心理素质的急救护理队伍具有重大意义。     

影响ICU护士心理健康状况因素分析与对策

目的:调查ICU护士心理健康状况,探讨影响ICU护士心理健康状况的相关因素及对策。方法:采用症状自评量表(SCL-90)对100例ICU护士进行调查研究。结果:本组ICU护士SCL-90总分及表因子得分均高于常模(P0.05);婚姻状况、护龄、文化程度、经济收入等各因素对其心理健康状况都有很大影响(P0.05)。结论:ICU护士的心理健康状况较差,明显低于一般人群,存在心理健康问题,通过调查、分析找出影响ICU护士心理健康状况的相关因素,并指导护士如何应对压力,从而改善护士心理健康状况,减轻心理压力,提高护理质量。     

精神科护士心理健康影响因素与缓解途径

精神科护士由于服务对象的特殊性和护理工作繁杂多变而承受着巨大的工作压力和心理压力,这不但严重地影响着他们的身心健康,而且也不利于精神病患者的康复.如何有效地缓解精神科护士的心理健康问题,不仅值得每一个精神科护理工作者的深思和探讨,也是社会各界特别是卫生主管部门值得深思的问题.对常见精神科护士心理问题和影响因素进行了分析,并提出了缓解这些心理问题的有效途径.     

护士的心理压力及调适

心理健康是人体健康不可分割的重要组成部分，随着社会的发展，心理压力对健康和疾病的影响正日益受到重视。护士作为高压力职业其健康问题也日益严峻，本文旨在探讨护士职业的心理压力及有效的调适策略。     

精神科护士心理压力与调适

随着社会竞争的激烈,我国精神疾病的发病率呈逐年上升的趋势。护士担负着救死扶伤的神圣使命,职业的特殊性决定她们具有较高的危险性。而精神科护士较其他普通科护士存在更为严重的心理健康问题。其焦虑程度明显高于普通病区护士,甚至较门诊患者焦虑发生率还高。持续性高水平的应激对护理人员的身心健康和工作质量有明显的影响,如工作疲惫感增加和工作满意度下降。因此,保持自身的健康与自我调适就显得十分重要。本文对护士的工作压力来源及缓解压力的方法进行了总结,报告如下。     

护理程序在护士自我心理调适中的应用

随着护理体制改革的不断深化，护理工作从面向疾病的工作拓展到面向身心健康的整体护理。运用护理程序已成为现代护理学的新概念，这使护士的职能也产生了质的变化。这就要求护士应不断丰富充实自我以提高自身业务素质，以适应日益扩大的护理理论和技术的发展，也要求护士必须具备良好的心理素质以利于适应新的医学模式的转变。由此可见，护士进行自我心理调节保持良好的心理素质，在整体护理的开展中显得至关重要。     

Neuropharmacology and mental health nurse prescribers

Aims and objectives. To outline the development and content of a ‘top‐up’ neuropharmacology module for mental health nurse prescribers and consider how much pharmacology training is required to ensure effective mental health prescribing practice. Background. Debate about the content of prescribing training courses has persisted within the United Kingdom since the mid‐1980s. In early 2003 supplementary prescribing was introduced and gave mental health nurses the opportunity to become prescribers. The challenge of the nurse prescribing curriculum for universities is that they have only a short time to provide nurses from a range of backgrounds with enough knowledge to ensure that they meet agreed levels of competency for safe prescribing. There is growing concern within mental health care that the prescribing of medication in mental health services falls short of what would be deemed good practice. Over the past two decades, nurse training has increasingly adopted a psychosocial approach to nursing care raising concerns that, although nurses attending prescribing training may be able to communicate effectively with service users, they may lack the basic knowledge of biology and pharmacology to make effective decisions about medication. Methods. Following the completion of a general nurse prescribing course, mental health nurses who attended were asked to identify their specific needs during the evaluation phase. Although they had covered basic pharmacological principles in their training, they stated that they needed more specific information about drugs used in mental health; particularly how to select appropriate drug treatments for mental health conditions. This paper describes how the nurses were involved in the design of a specific module which would enable them to transfer their theoretical leaning to practice and in so doing increase their confidence in their new roles. Results. The findings of this study suggest that the understanding and confidence of mental health nurse prescribers about the drugs they prescribe coupled with the information they provide to service users can be improved as a result of specific educational support. It would appear that adopting a prescribing dimension to one's role requires nurses to revisit a number of skills that are integral to the work of the mental health nurse, e.g. good communication, establishing empathy, listening to what clients say, responding to what is required and involving clients in their own care. Conclusion. Mental health nurses from one particular Trust in the West Midlands were provided with a ‘top‐up’ course in neuropharmacology and, although they found this challenging, ultimately they found this to be helpful. As nurse prescribing is ‘rolled out’ to other nursing specialities it is important that local Trusts and Workforce Development Directorates maintain a dialogue about nurse prescriber training to ensure that nurse prescribers receive the appropriate time and support for their ongoing Continued Professional Development. Relevance to clinical practice. As increasing numbers of nurses from different specialities qualify as nurse prescribers it is vital that they are supported by their employing organizations and given the opportunity to maintain their competency and confidence in their prescribing practice.