农村中学生考试焦虑及影响因素分析

[目的]探讨某农村中学生考试焦虑状况及其相关因素。[方法]采用Sarason考试焦虑量表调查学生的焦虑水平。[结果]中学生轻度焦虑者占11．96％,中度焦虑为46．20％,重度焦虑为41．84％。学生性格、考前准备程度、躯体症状与焦虑水平有关。[结论]学生考试焦虑受多方面因素影响,家庭、学校应重视学生的考前焦虑问题,并采取有效措施减少焦虑的发生。     

农村中学生考试焦虑及影响因素分析

[目的]探讨某农村中学生考试焦虑状况及其相关因素.[方法]采用Sarason考试焦虑量表调查学生的焦虑水平.[结果]中学生轻度焦虑者占11.96%,中度焦虑为46.20%,重度焦虑为41.84%.学生性格、考前准备程度、躯体症状与焦虑水平有关.[结论]学生考试焦虑受多方面因素影响,家庭、学校应重视学生的考前焦虑问题,并采取有效措施减少焦虑的发生.     

急性脑血管病应激状态的观察分析

急性脑血管病发病48小时左右,患者可出现某些应激性反应,称之为应激状态。为了探讨急性脑血管病患者应激状态的临床特点,我们对2004年1月至2005年10月收治的146例急性脑血管病患者进行了连续观察,现将结果报道如下。1资料与方法1.1临床资料146例急性脑血管病患者均系我科住院患     

应激状态下护理差错发生相关因素分析

应激是个体对作用于自身的内外环境刺激做出认知评价后,产生生理和心理反应的过程[1]。导致生理、心理失衡的征候群,表现在工作中易出现差错。为减少应激状态下护理差错的发生,并采取相应的防范措施,我们对1995年2月～2005年6月发生的护理差错进行回顾性分析。一般资料以本单位16个护理单元的护理工作记录为对象,调查统计1995年2月～2005年6月发生的护理差错和护理缺陷。根据差错发生的时机,将差错分为应激状态下的护理差错与非应激状态下的护理差错两类。在危重病、突发事件、成批伤病人的急救护理中的差错,为应激状态下的护理差错。在日常…     

临床护士应激状态调查及多因素分析

目的了解本院临床护士的应激状态,区分应激程度及其影响因素,为策略性干预提供依据。方法按统一标准选择本院在职护士400人作为测试对象,采用Anon的“应激程度测量表”对入选者分别笔试测评,共20个项目,15min收卷,1个月后复测1次,取2次平均值。所有数据经双份录入,采用SPSS11．0统计软件进行统计学处理。结果筛选出轻度应激110人,中度应激118人,重度应激153人,极重度应激19人。多元回归分析和Pearson相关性分析均显示：护龄与应激得分存在正相关关系,学历、婚姻、子女等因素与应激状态未见明显相关。应激得分平均值依次为：急诊科〉特需病房〉外科系〉内科系。LSD方法t检验显示：急诊科和特需病房护士应激得分平均值均明显高于内外科系护士。结论护龄〉5年的已婚护士,以及在急诊科和特需病房工作的护士应激程度最高,应作为重点干预对象。     

驻马店市中学生应激状况调查分析

目的 探讨中学生应激状况及影响因素。方法 应用Cartwight与Cooper应激自评量表对516名中学生进行测试。结果 516名被测试学生中398名为低应激水平，111名为中等应激水平，7名为高应激水平；18～19a学生应激水平明显高于15～17a学生；量表测查项目初、高中、中专学生行为应激症状各项目阳性率分别在9～14％、18～22％、13～21％，应激症状依次为注意集中困难、紧张、抑郁、疲乏、人际关系问题等；躯体应激症状各项目阳性率分别在2～7％、5～17％、3～10％，应激症状依次为头痛、肌肉痉挛、食欲下降、饥饿、睡眠障碍等。结论 中学生存在不同程度的心理问题，应积极对他们进行心理健康教育，以提高综合素质。     

考试应激源下护生焦虑情况及其影响因素研究

目的研究护生考试应激源下焦虑情况及其影响因素,为开展考试应激心理卫生工作提供参考。方法应用状态-特质焦虑问卷、简易艾森克人格问卷和简易应对方式问卷在考试前3个月和考试前1周对54名参加基础护理学考试的护理本科学生进行调查,并分析影响焦虑水平的因素。结果护生基础护理学考试前3个月和考试前1周的特质焦虑分无差异,但状态焦虑分考试前1周高于考试前3个月(P<0.05);进入状态焦虑分回归方程的因素只有特质焦虑分;进入特质焦虑分回归方程的因素有负向应对分和神经质分。结论基础护理学考试对护生来讲是一应激事件;特质焦虑分是影响状态焦虑分的最主要因素,高特质焦虑护生应成为应激管理训练的重点人群。     

急性脑血管病应激状态的临床观察

目的：研究脑血管病人急性期应激状态的机制和特点。方法：回顾性分析急性脑血管病194例的心电图、心肌酶、血压和血糖等指标的变化特点。结果：脑血管病人急性期（发病48h之内）心电图发生改变，血压、心肌酶、血糖和外周血白细胞均增高。结论：积极调控急性脑血管病病人的应激反应，对于提高脑血管病的治愈率有重要意义。     

骨科创伤患者心理应激状态分析与干预

目的 调查骨科创伤后的心理应激状态,给予针对性的心理干预.方法 应用医院焦虑抑郁量表(HAD)对90例骨科创伤患者进行筛查,异常者用焦虑自评量表(SAS)及自评抑郁量表(SDS)进一步测评并采取心理干预.于3周后或出院前用SAS、SDS再次测评,评价心理干预效果.结果 90例患者中有54.44%的患者有不同程度的焦虑、抑郁倾向;及时针对性的心理干预效果明显;性别、年龄是影响心理应激的因素,损伤部位、程度在早期无明显统计学意义.结论 骨科创伤患者存在明显心理应激状态,及时发现并采取针对性的心理干预,努力纠正骨科创伤患者的心理失衡状态,对降低日后焦虑、抑郁发生率具有十分重要的意义.     

应激状态下大鼠胃粘膜病理组织学与超微结构观察

应激性溃疡是危重病人常出现的一种急性胃粘膜病变,但病因至今尚未明确。本实验通过对应激状态下大白鼠胃组织粘膜的病理组织学与超微结构观察发现胃粘膜血循环障碍将是导致胃粘膜应激性损伤的重要始动因素之一。     

516名中学生应激状况调查分析

为了对中学生的应激状况及影响因素进行探讨,应用Cartwight与Coopel应激自评量表对516名中学生进行了测试。结果发现,20％的学生处于中等应激水平,约1％的学生处于高应激状态,高中生的应激状况高于中专与初中学生,高中女生应激反应高于男生。18～19岁学生应激水平明显高于15～17岁学生,行为应激症状高于躯体症状。提示,中学生中存在不同程度的心理与行为问题,其中学生紧张、就业及家庭关系、父母下岗等是影响应激状况的因素。因此,应该积极地对中学生进行心理健康教育,以使他们身心得以全面发展。     

中学生高考前焦虑状况调查

目的:了解中学生考试焦虑与影响因素之间的关系,为开展考试焦虑的干预提供理论依据。方法:采用焦虑自评量表(SAS)、抑郁自评量表(SDS)和中学生考试焦虑量表,对南昌市某中学200名学生进行问卷调查。结果:考试焦虑水平较高的学生占25%,女生中度考试焦虑的比例(25.64%)高于男生(19.00%),高三级年焦虑和抑郁评分高于高一差异有显著性意义。结果:考试对学生心理影响应受到学校和家长的关注。     

中学生自杀行为的心理社会因素分析及预防

本文从心理因素、社会因素、生物因素三个方面对15例中学生自杀行为进行了系统调查和分析,结果发现,中学生自杀的动机由学习不好、早恋、精神疾病、社会压力和某些性格缺陷而适应环境不良等引起。从而提出了进行干预和预防的三项措施:(1)加强社会宣传,改善中学生身边的学习环境和不良人际关系;(2)加强教育,提高中学生(?)自我认识能力,培养其积极健康的心理素质;(3)积极开展对中学生的心理健康普查工作并建立心理咨询机构,早期发现,及时进行危机干预。     

Oncology nursing students’ views of a modified OSCE

This paper discusses oncology nursing students' views of an objective structured clinical examination (OSCE). The OSCE has been used as a form of assessment in medical education since the 1970s. It has subsequently been used by nursing faculties as one of a number of approaches to assessment of clinical skills. As a form of assessment it has been lauded as being more objective than traditional clinical examinations. The information in this study was collected through annual evaluations since 1998, when the OSCE was first employed to assess the students on a post-graduate oncology nursing programme. The sample comprised 185 students, and the principle areas addressed were students' perceptions regarding their degree of preparation for the examination, the overall efficacy and relevance of the OSCE in testing clinical skills and their views on stress and anxiety associated with this form of assessment. The results indicate that while students acknowledge the OSCE was stressful, they felt they were well prepared and appreciated the efficacy and relevance of this assessment method.     

Stress and anxiety among nursing students: A review of intervention strategies in literature between 2009 and 2015

Undergraduate nursing students experience significant stress and anxiety, inhibiting learning and increasing attrition. Twenty-six intervention studies were identified and evaluated, updating a previous systematic review which categorized interventions targeting: (1) stressors, (2) coping, or (3) appraisal. The majority of interventions in this review aimed to reduce numbers or intensity of stressors through curriculum development (12) or to improve students' coping skills (8). Two studies reported interventions using only cognitive reappraisal while three interventions combined reappraisal with other approaches. Strength of evidence was limited by choice of study design, sample size, and lack of methodological rigor. Some statistically significant support was found for interventions focused on reducing stressors through curriculum development or improving students' coping skills. No statistically significant studies using reappraisal, either alone or in combination with other approaches, were identified, although qualitative findings suggested the potential benefits of this approach do merit further study. Progress was noted since 2008 in the increased number of studies and greater use of validated outcome measures but the review concluded further methodologically sound, adequately powered studies, especially randomized controlled trials, are needed to determine which interventions are effective to address the issue of excessive stress and anxiety among undergraduate nursing students.     

对中学生实施参与式急救培训的效果分析

目的了解中学生急救知识与心肺复苏(cardio-pulmonary resuscitation,CPR)技能掌握现状,分析参与式急救培训效果,以期为探寻适合中学生的急救培训模式提供参考。方法 2015年5月,便利抽样法选取长沙市168名中学生为研究对象,采用参与式培训法对其进行急救知识与CPR操作培训。培训前和培训后,采用自行设计的调查问卷进行急救知识、态度的测评,选用自编CPR操作评分表进行培训前后急救技能考核。结果培训前后,中学生的急救态度总分、急救知识得分、CPR操作评分的差异均有统计学意义(均P0.01)。结论中学生普遍缺乏急救知识与CPR操作技能,参与式培训可有效提高其急救水平。建议尽早对中学生进行急救培训,提高其急救意识,改善其急救水平,以普及急救常识,提高院前急救成功率。     

郑州市中学生心理健康状况调查

为了解中学生心理健康状况,采用精神症状自评量表(SCL-90)对郑州市某中学学生进行问卷调查,并与国内常模进行比较。结果,除躯体化一项因子外,其余因子得分均高于国内常模。20.2％的学生存在心理健康问题,2.4％的学生有明显心理障碍。其中主要问题为人际敏感、强迫、敌对、抑郁。女生的焦虑、恐怖、抑郁因子分高于男生,男生的敌对因子分高于女生。人际敏感为中学生存在的突出问题。提示,中学生心理健康水平偏低,应加强中学生心理卫生教育。     

FAST Stroke Prevention Educational Program for Middle School Students: pilot study results.

This pilot study evaluated the effects of FAST Stroke Prevention Educational Program for Middle School Students, a 2-month stroke prevention educational program targeted to middle school students. The FAST program focused on improving knowledge of stroke signs and symptoms; risk factors; treatment-seeking behaviors (call 911); overall attitude toward stroke, including perceived self-efficacy in identifying stroke warning signs and dealing with a stroke victim; stroke risk-reduction behaviors; and other risk factors for stroke, such as hypertension and diabetes. The FAST program evaluation consisted of a pretest, an educational intervention, immediate posttest, and a long-term posttest at 2 months. A convenience sample of 72 students with a mean age of 13.25 years was used. After obtaining school, parental, and student consent, the FAST program was implemented by the school nurse, health teachers, and research nurses. Results indicated significant increases in knowledge of stroke risk factors and warning signs and in attitudes of self-efficacy among middle school students that were sustained from pretest to long-term posttest; data supported the effectiveness of this novel intervention. Additional research using a variety of educational strategies and a longer time frame of intervention is recommended to further expand use of this program.