涂色减压活动在ICU临床带教中的应用
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摘要
目的探讨涂色减压活动在ICU临床带教中的应用效果。方法选取ICU实习护生33例为研究对象,运用以问题为基础学习(PBL)的方法开展临床讨论会,实习护生在带教老师的指导下分享、分析、探讨和总结自己在实习过程中遇到的临床病例,同时参与涂色减压活动。活动前和活动后通过正性负性情绪量表(PANAS)评估实习护生情绪变化,评价活动的减压效果。结果活动开展前实习护士正性情绪评分(26.58±7.78)分,活动开展后为(30.58±8.93)分,差异有统计学意义(P<0.01)。活动前负性情绪评分(19.82±8.35)分,活动开展后为(17.03±8.24)分,差异有统计学意义(P<0.01)。结论 ICU临床带教中开展涂色减压活动,能帮助实习护生缓解实习压力。
Objective To investigate the coloring activity in ICU clinical teaching, in order to reduce the stress of nursing students during the internship. Methods Totally 33 nursing students who participated in the internship in ICU were included in this study. The problem-based learning method was used in clinical seminars, where students analyzed, discussed and summarized their problems during their internship with the help of clinical instructors. At the same time,the coloring activity was carried for stress reduction in the seminars. The positive affect and negative affect scale(PANAS) was used to evaluate the emotional change before and after the implementation of the activity. Results The score of positive emotion in PANAS was(26.58±7.78) before the activity and(30.58±8.93) after the activity, with a significant difference(P<0.01). The score of negative emotion in PANAS was(19.82±8.35) before the activity and(17.03±8.24) after the activity, with a significant difference(P<0.01). Conclusion The coloring activity is an effective way of reducing the stress of nursing students during the internship.
Objective To investigate the coloring activity in ICU clinical teaching, in order to reduce the stress of nursing students during the internship. Methods Totally 33 nursing students who participated in the internship in ICU were included in this study. The problem-based learning method was used in clinical seminars, where students analyzed, discussed and summarized their problems during their internship with the help of clinical instructors. At the same time,the coloring activity was carried for stress reduction in the seminars. The positive affect and negative affect scale(PANAS) was used to evaluate the emotional change before and after the implementation of the activity. Results The score of positive emotion in PANAS was(26.58±7.78) before the activity and(30.58±8.93) after the activity, with a significant difference(P<0.01). The score of negative emotion in PANAS was(19.82±8.35) before the activity and(17.03±8.24) after the activity, with a significant difference(P<0.01). Conclusion The coloring activity is an effective way of reducing the stress of nursing students during the internship.
引文
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[14] 王明波,张平平.两种教学方法在《急救护理学》教学中的应用与研究[J].中西医结合护理(中英文),2017,3(5):60-61.
[2] CHARLES C,GAFNI A,FREEMAN E.The evidence-based medicine model of clinical practice:scientific teaching or belief-based preaching[J].J Eval Clin Pract,2011,17(4):597-605.
[3] ANDERSEN E.Enhancing the clinical reflective capacities of nursing students[J].Nurse Educ Pract.2016,19:31-35
[4] 范渝茜,曹靖.肿瘤科实习护理学生的心理压力分析及对策[J].检验医学与临床,2010,7(4):299-300.
[5] 梁熙德,陈文利.护生实习末期心理压力的调查与分析[J].中华全科医学,2012,10(4):599-600.
[6] WATSON D,CLARK L A,TELLEGEN A.Development and validation of brief measures of positive and negative affect:The PANAS scales[J].J Pers Soc Psychol,1988,54(6):1063-1070.
[7] 郭明珠,甘怡群.中文正性负性情绪量表-扩展版在660名大学生中的信效度检验[J].中国心理卫生杂志,2010,24(7):524-528.
[8] 崔沙沙,李娟,张蕾,等.护生临床实习期关键事件应激源及应对行为的调查研究[J].护士进修杂志,2017,32(3):195-198.
[9] SCHIECHTL,HUNGER M S,SCHWAPPACH D L,et al.Second victim:Critical incident stress management in clinical medicine[J].Anaesthesist,2013,62(9):734-741.
[10] 张枭霄,刘克英.不同实习阶段专科护生压力源及压力水平的调查分析[J].护理研究,2014,28(7A):2350-2352.
[11] 陶玉秀,袁哲,吴丹,等.新时期护生实习压力来源的结构及水平的调查分析[J].中国实用护理杂志,2013,29(36):29-32.
[12] DIJKSTERHUIS A,MEURS T.Where creativity resides:The generative power of unconscious thought[J].Conscious Cogn,2006,15(1):135-146.
[13] BUCKNER R L,ANDREWSHANNA J R,SCHACTER D L.The brain's default network:anatomy,function,and relevance to disease[J].Ann N Y Acad Sci,2008,1124:1-38.
[14] 王明波,张平平.两种教学方法在《急救护理学》教学中的应用与研究[J].中西医结合护理(中英文),2017,3(5):60-61.