精神科护士人文关怀的认知行为状况调查

目的探讨精神科护理人员在临床护理中对人文关怀理论的认知及其影响因素。方法选择2011年2月—2012年1月在上海市闵行区精神卫生中心工作的护理人员100名,采用关爱行为评价量表(CBI)进行问卷调查,包括保证维度、知识与技能维度、尊重维度和联系维度。结果精神科护理人员关爱行为自我评价总体得分跨度较大,各维度分从高到低依次为保证、知识与技能、尊重和联系维度。在保证维度得分上,护龄1～5年组的得分最低,护龄大于15年组的得分最高,两组比较差异有统计学意义(P<0.01);知识与技能、尊重及联系维度得分上,护龄6～15年组得分高于其他两组(P<0.01);总得分上,护龄1～5年组最低,护龄6～15年组最高。结论精神科护理管理者要转变在职教育的观念,重视认知、行为、职业心理能力培养,把握护理与人文的内在和谐性,提供更好、更合理的人文关怀。

Survey on cognition of humanistic care of nurses in psychiatric wards

Objective To study the cognition of humanistic care of nurses in psychiatric wards and the related influencing factors. Methods The Caring Behavior Inventory（CBI） was used to investigate 100 nurses in psy- chiatric wards in Minhang Mental Health Center from February 2011 to January 2012. Results The overall scores of self-evaluation of nurses＇ caring behavior differed significantly. The scores of different dimensions from high to low were as follows： assurance, knowledge and skill, respect, and connection. The 1-5 working-year group scored lowest in the dimension of assurance while the 〉 15 working-year group scored highest （P 〈 0.01 ）. The 6-15 working-year group scored significantly higher than other groups in the dimensions of knowl- edge and skill, respect, and connection （P 〈 0.01 ）. The 1-5 working-year group scored lowest in the total score while the 6-15 working-year group scored highest （P 〈 0.01 or P 〈 0.05）. Conclusion The supervisors of psychiatric nurses should change the concept on in-service education, pay attention to the education of cogni- tion, behavior and career mental ability, hold harmony between nursing care and humanity, and provide better and more reasonable humanistic care.