情绪调节在实习护生正念水平与临床沟通能力之间的中介作用

目的 了解实习护生临床沟通能力现状,探讨情绪调节在正念水平与临床沟通能力之间的中介作用。 方法 采用五因素正念量表、情绪调节量表、临床沟通能力量表对济南市某三级甲等医院294名实习护生进行调查。运用SPSS 21.0 和Amos 21.0 进行统计分析。 结果 实习护生临床沟通能力总分为82.13±8.55,处于中等水平;正念水平与认知重评呈正相关(r=0.254, P<0.001),正念水平与临床沟通能力呈正相关(r=0.268, P<0.001),认知重评与临床沟通能力呈正相关(r=0.219, P<0.001);中介效应模型和Bootstrap 检验结果显示,正念水平能通过认知重评间接影响临床沟通能力［χ2/df=1.748, RMSEA=0.051, GFI=0.985, AGFI=0.961, CFI=0.990, TLI=0.981, PNFI=0.521; Bootstrap 95%CI为(0.012~0.079, P<0.001)］。 结论 认知重评作为一种情绪调节方式,在实习护生正念水平与临床沟通能力之间起到中介作用。

Mediating effect of emotion regulation on relationship between mindfulness and clinical communication ability of nursing students

Objective To investigate the clinical communication ability of nursing students and to explore the mediating effect of emotion regulation on relationship between mindfulness and clinical communication ability. Methods A total of 294 nursing students in a tertiary hospital in Jinan City were surveyed with the Five Facet Mindfulness Questionnaire, Emotion Regulation Questionnaire and Clinical Communication Ability Questionnaire. SPSS 21.0 and Amos 21.0 were used for statistical analysis. Results The total clinical communication ability score was 82.13±8.55, which was of medium level. Mindfulness was positively correlated with cognitive reassessment(r=0.254, P<0.001), communication ability(r=0.268, P<0.001), and cognitive reassessment was positively correlated with clinical communication ability(r=0.219, P<0.001). The mediating effect model and Bootstrap test showed that the mindfulness could indirectly influence the clinical communication ability through cognitive reassessment［χ2/df=1.748, RMSEA=0.051, GFI=0.985, AGFI=0.961, CFI=0.990, TLI=0.981, PNFI=0.521; Bootstrap 95% CI:(0.012-0.079, P<0.001)］. Conclusion As a way of emotion regulation, cognitive reassessment plays a mediating role in the mindfulness and clinical communication ability of nursing students.