运用Roy适应模式分析护理本科新生的适应问题

目的探讨Roy适应模式与护理本科新生适应大学环境之间的关系,为改进新生教育提供依据。方法某中医药大学护理学院07级本科新生（236人）入学后第3天集体进行症状自评量表（SCL-90）测试,将愿意配合实验研究的阳性对象（61人）进行抑郁自评量表（SDS）和焦虑自评量表（SAS）的评定。入校第1个月,所有新生接受专业思想和大学环境教育等常规的入学教育工作;1个月后,对61名阳性对象再次进行SCL-90、SAS、SDS的评定。结果（1）263名新生入学时SCL-90评定阳性率为45.8%（108/236）;其中61名阳性对象的SCL-90各因子分显著高于全国常模。（2）入校1个月后的SCL-90、SAS、SDS评定结果表明：61名新生的总体心理情况有改善（P〈0.05）,其中躯体化、焦虑、敌对和恐怖症状有明显改善（P〈0.05）,但抑郁、人际关系敏感性症状明显加重（P〈0.05）。结论根据Roy适应模式分析,护理本科新生在入学后应加强其自我概念、相互依赖方面的教育工作,以促进其有效适应。

Roy Adaptation Model in Analysis of Adaptation Problems in College Freshmen Majoring in Nursing

Objective To study the relation between Roy Adaptation Model and college adaptation of the college freshmen majoring in nursing, and provide evidence for modifying the freshmen education in college.Methods Three days of commencement of the first semester, the freshmen in a university of traditional Chinese medicine were examined collectively using Symptom Checklist 90 (SCL-90).Sixty-one of the students showing positive symptoms in the experimental study on a voluntary basis for examination using self-rating depression scale (SDS) and anxiety scale (SDS).In the first month after admission to the university, all the freshmen received regular education on professional ethics and college environment, and 1 month later, the 61 positive students were tested using SCL-90, SAS and SDS.Results Of the 263 freshmen surveyed using SCL-90, 45.8% (108/236) showed positive symptoms, among them 61 positive students had significantly higher scores for the factors than the Chinese norms.One month after admission, examination of the 61 students with SCL-90,SAS,and SDS showed substantial improvement of the symptoms(P<0.05), and their somatization, anxiety, hostility and terror symptoms were significantly alleviated (P<0.05),whereas the symptoms of depression and interpersonal relationship sensitivity significantly worsened(P<0.05).Conclusion According to Roy adaptation model, the college freshmen majoring in nursing should receive reinforced education on self-concept and interpersonal dependence after admission in college to promote their adaptation to the college environment.