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51.
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. 相似文献
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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. 相似文献
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《Nurse education in practice》2014,14(3):227-232
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. 相似文献
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