青年缺血性卒中心理状态

目的 评估青年缺血性卒中后心理状态.方法 入选2008年3月~2011年3月期间两院90例青年缺血性卒中患者,男58例,女32例,年龄21~45岁.使用中国版SCL-90评估心理状态,测量值与常模比较.结果 和常模比较,青年缺血性卒中测量值在抑郁,焦虑,躯体化症状,恐惧,厌恶和精神症状方面差别有统计学意义(P<0.01),而在强迫、敌意和妄想方面的差异无统计学意义(P>0.05).抑郁/焦虑的发生率是43.33%,其中女性占75%,男性占25% (P<0.01).受教育程度差异无统计学意义(P> 0.05).医保患者抑郁/焦虑发生率是29.2%,低于自费患者的发生率(66.7%,P< 0.05).脑损伤部位与抑郁/焦虑发生率有关,双重大脑半球缺血者的发生率是75% (P< 0.05).结论 青年缺血性卒中伴有抑郁、焦虑、躯体化症状、人际关系敏感、恐惧和精神症状,但是强迫、敌意和妄想与常模没有明显的差异.性别、医疗费用和缺血部位影响抑郁/焦虑的发生率.     

Teaching psychology to nursing students-a discussion of the potential contribution of psychology towards building resilience to lapses in compassionate caring

Psychology is a required element in nursing education in many countries. It is particularly aimed at teaching nursing students to get a better understanding of patients, colleagues, health care organizations and themselves, and moreover to apply what they learn about psychology to optimise their care. A meaningful integration of psychology within nursing education requires an emphasis on its application in understanding aspects of care and skills development. However, its ultimate value is demonstrated when addressing problem areas in nursing and health care. In this paper the authors outline an approach to psychology education in nursing which emphasises its development as a problem solving support. An example is presented which focuses on the application of psychology to the challenge of care erosion and deficient critical nursing reflection. The discussion includes the organisational context, social pressure, social cognition, reflection and the role of inner conflict (cognitive dissonance). Nursing educators can contribute to the prevention of care erosion by a combined effort to teach awareness of psychological mechanisms, ‘critical’ reflection, mastery in practice, strong values and standards, and ‘inoculation’ against justifications of substandard care.     

Integrating psychology with interpersonal communication skills in undergraduate nursing education: Addressing the challenges

The inclusion of the social, behavioural and bio-sciences is acknowledged as essential to the development of the art and science of nursing. Nonetheless, the literature highlights on-going debate about the content and delivery of these subject areas in undergraduate nursing education. The bio-sciences and social sciences in particular have received much attention but more recently the inclusion of psychology in nursing curricula is gaining momentum. Studies conducted on nursing students' views of these supporting sciences have also highlighted problems with their understanding, relevance and application to nursing practice.Although broad guidelines are given as to what should be included, no detail is given as to how much detail or at what level these subjects should be taught. Subsequently, approved institutions are responsible for their own course content. This has resulted in inconsistent and varied approaches to integrating the sciences in undergraduate nursing curricula.Following a recent review of the undergraduate nursing curriculum in one university in the Republic of Ireland a decision was made to combine the teaching, learning and assessment of Applied Psychology with Interpersonal Communication skills. This paper will describe the developmental process and evaluation of the integrated module.     

护理心理学

<正>患者的心理需要患者除具有常人的心理需要,还有其特殊角色背景的心理需要,其特点、内容主要有如下规律。1患者心理需要的基本特点1.1患者心理需要的错综复杂性人的心理需求本是复杂的多维结构,时常由多个层次、内容并存交错,且随境而迁。疾病的特殊状态下,疾病行为、患者角色引发的多种心理活动,可使患者的心理需要更加错综复杂。病痛困扰、与亲人分离、置身于陌生     

护患情境会话

抑郁病人的护理 交流 护士:既然医生没告诉你病看不好了,就表明你的病是有希望治好的.你的各项检查报告显示你的不适感并非由器质性疾病引起,而是抑郁症的一种典型临床表现.像你这样的抑郁症我们遇到的不少,他们都痊愈出院了.你要对自己有信心,医生、护士会帮助你战胜病魔的. 病人:可是,我身体不好,不能工作,也不能照顾家人,反而拖累他们,要他们一天到晚陪着我,照顾我,觉得自己真是没用,还不如死了算了.     

护理心理学

护理心理学的研究方法 护理心理学研究,既遵循心理学研究的规律,又兼有医学研究的特征;既与所有学科研究具有相同原则,又独具自身学科研究的专门特色.