军校医学生的心理应激源分析及应激管理策略
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摘要
目的调查军校医学生的心理应激源现状、特点,探索有效增强军校医学生心理调节能力的方法和策略。方法编制《军校医学生心理应激源调查量表》,2018年9—10月对314名军校医学生进行问卷调查。结果 (1)编制的量表α系数为0.925,总分与压力知觉量表(PSS)总分呈显著正相关(r=0.495,P<0.01),能够作为调查军校医学生的有效工具;(2)军校医学生心理应激源在人口学变量上差异无统计学意义(P>0.05);(3)军校医学生心理应激源排名居于前几位的是学业负担严重(13.1%)、不能合理安排自己的时间(12.1%)、与上级或队干部有矛盾(10.8%)、家庭的经济压力(10.5%)。结论军校医学生的心理应激源以学业负担重为首,且不易受其他因素的影响,开展以提升心理弹性和积极情绪为重点的应激管理策略可以为促进军校医学生身心健康、提升其应激应对能力提供有效建议。
Objective To investigate the current situation and characteristics of psychological stressors of medical students in military university, explore the strategies to effectively enhance the psychological regulation ability of medical students in military university. Methods The questionnaire on psychological stressor of medical students in military university was compiled, and 314 medical students in military university were investigated. Results ① The α coefficient of questionnaire was 0.925. There was a significant positive correlation between the total score of the questionnaire and the total score of the stress perception scale(PSS)(r=0.495, P<0.01). And this scale can be used as an effective tool to investigate medical students in military university. ②There was no significant difference in demographic variables of psychological stressors among medical students in military university(P >0.05). ③ The major psychological stressors of medical students in military university were the serious burden of study(13.1%), the inability to arrange their own time reasonably(12.1%), the contradiction with their superiors or team cadres(10.8%), and the economic pressure of their families(10.5%). Conclusion The main psychological stressor of medical students in military university is the heavy burden of study and psychological stressors are not easily affected by other factors. Developing stress management strategies that focus on enhancing resilience and positive emotions can provide useful reference for medical students to promote physical and mental health, improve their stress coping ability.
Objective To investigate the current situation and characteristics of psychological stressors of medical students in military university, explore the strategies to effectively enhance the psychological regulation ability of medical students in military university. Methods The questionnaire on psychological stressor of medical students in military university was compiled, and 314 medical students in military university were investigated. Results ① The α coefficient of questionnaire was 0.925. There was a significant positive correlation between the total score of the questionnaire and the total score of the stress perception scale(PSS)(r=0.495, P<0.01). And this scale can be used as an effective tool to investigate medical students in military university. ②There was no significant difference in demographic variables of psychological stressors among medical students in military university(P >0.05). ③ The major psychological stressors of medical students in military university were the serious burden of study(13.1%), the inability to arrange their own time reasonably(12.1%), the contradiction with their superiors or team cadres(10.8%), and the economic pressure of their families(10.5%). Conclusion The main psychological stressor of medical students in military university is the heavy burden of study and psychological stressors are not easily affected by other factors. Developing stress management strategies that focus on enhancing resilience and positive emotions can provide useful reference for medical students to promote physical and mental health, improve their stress coping ability.
引文
[1]LAZARUS R.S.From psychological stress to the emotion:A history of changing outlook[J/OL].Annu Rev Psychol,1993(44):2-19.[2019-02-07].https://www.annualreviews.org/doi/10.1146/annurev.ps.44.020193.000245.DOI:10.1146/annurev.ps.44.020193.000245.
[2]MOIR F,YIELDER J,SANSON J,et al.Depression in medical students:current insights[J/OL].Adv Med Educ Pract,2018,9:323-333.[2019-02-07].https://www.ncbi.nlm.nih.gov/pubmed/29765261.DOI:10.2147/AMEP.S137384.
[3]陈婷婷,荆春霞,杨光,等.医学生压力现状及影响因素分析[J].中国公共卫生,2010,26(11):1429-1430.
[4]林林,王玉芹,许选选,等.医学生心理应激影响因素的流行病学调查[J].实用预防医学,2010,17(5):905-907.
[5]金紫熙,韩立敏.军校新生心理适应现状及影响因素[J].中国健康心理学杂志,2017,25(5):770-773.
[6]师晓宁,刘晓虹,徐燕,等.军校医学生日常困扰的评定与分析研究[J].第四军医大学学报,2004,25(22):2072-2075.
[7]王文娟,许华山,朱琳,等.医护人员心理应激源量表的编制[J].中国健康心理学杂志,2014,22(4):518-520.
[8]刘新焕.军校大学生压力知觉、心理弹性及心理健康的关系研究[D].石家庄:河北师范大学,2014:22-23;33-34.
[9]张秋梅,梅瑞华,徐芳芳,等.医学生压力源及压力强度现状调查研究[J].中国高等医学教育,2017(9):42-43.
[10]高立,贾斐,张蕾,等.大学新生压力源与压力强度现状调查[J].济宁医学院学报,2014,37(6):433-435.
[11]梅瑞华,张秋梅,孙海娅.压力源与压力强度对护理学专业学生心理健康影响的研究[J].中华医学教育杂志,2014,34(6):861-862,897.
[12]李俊丽,梅清海.军校医学生心理健康状况调查分析[J].健康心理学杂志,2002,10(3):208-209.
[13]刘琳琳,郭艳.高职医学院校学生心理压力源调查探析[J].中国高等医学教育,2011(10):20-21.
[14]尚瑾,魏俊妮.医学生心理健康状况、心理危机源形成及相关因素研究[J].中国高等医学教育,2017(7):38-39.
[15]林林,王玉芹,相静.临床专业医学生心理压力源调查与对策[J].职业与健康,2010,26(5):486-489.
[16]朱振华,张银玲,王静.军校学员人际关系状况的调查报告[J].中国健康心理学杂志,2016,24(9):1318-1320.
[17]张道军.军校学员消费观调查及对策研究[J].社会心理科学,2012,27(12):82-85.
[18]彭李,李敏,姜晓梅,等.心理弹性训练对不同心理弹性水平军校医学生的正负性情绪及情绪调节方式的影响[J].第三军医大学学报,2014,36(5):470-472.
[19]徐媛媛,李敏,胡厚源.积极心理训练促进临床医学专业新生大学生活适应的探索[J].中国高等医学教育,2016(7):1-2.
[20]徐鑫,吴大兴,赵晓华,等.医学生正念与心理弹性的关系:抑郁、焦虑的中介作用[J].中国健康心理学杂志,2016,24(11):1738-1742.
[21]刘斯漫,卢佳琪,卢莉.正念训练对某校医学生主观幸福感和心理幸福感的影响[J].中国学校卫生,2015,36(8):1195-1198.
[2]MOIR F,YIELDER J,SANSON J,et al.Depression in medical students:current insights[J/OL].Adv Med Educ Pract,2018,9:323-333.[2019-02-07].https://www.ncbi.nlm.nih.gov/pubmed/29765261.DOI:10.2147/AMEP.S137384.
[3]陈婷婷,荆春霞,杨光,等.医学生压力现状及影响因素分析[J].中国公共卫生,2010,26(11):1429-1430.
[4]林林,王玉芹,许选选,等.医学生心理应激影响因素的流行病学调查[J].实用预防医学,2010,17(5):905-907.
[5]金紫熙,韩立敏.军校新生心理适应现状及影响因素[J].中国健康心理学杂志,2017,25(5):770-773.
[6]师晓宁,刘晓虹,徐燕,等.军校医学生日常困扰的评定与分析研究[J].第四军医大学学报,2004,25(22):2072-2075.
[7]王文娟,许华山,朱琳,等.医护人员心理应激源量表的编制[J].中国健康心理学杂志,2014,22(4):518-520.
[8]刘新焕.军校大学生压力知觉、心理弹性及心理健康的关系研究[D].石家庄:河北师范大学,2014:22-23;33-34.
[9]张秋梅,梅瑞华,徐芳芳,等.医学生压力源及压力强度现状调查研究[J].中国高等医学教育,2017(9):42-43.
[10]高立,贾斐,张蕾,等.大学新生压力源与压力强度现状调查[J].济宁医学院学报,2014,37(6):433-435.
[11]梅瑞华,张秋梅,孙海娅.压力源与压力强度对护理学专业学生心理健康影响的研究[J].中华医学教育杂志,2014,34(6):861-862,897.
[12]李俊丽,梅清海.军校医学生心理健康状况调查分析[J].健康心理学杂志,2002,10(3):208-209.
[13]刘琳琳,郭艳.高职医学院校学生心理压力源调查探析[J].中国高等医学教育,2011(10):20-21.
[14]尚瑾,魏俊妮.医学生心理健康状况、心理危机源形成及相关因素研究[J].中国高等医学教育,2017(7):38-39.
[15]林林,王玉芹,相静.临床专业医学生心理压力源调查与对策[J].职业与健康,2010,26(5):486-489.
[16]朱振华,张银玲,王静.军校学员人际关系状况的调查报告[J].中国健康心理学杂志,2016,24(9):1318-1320.
[17]张道军.军校学员消费观调查及对策研究[J].社会心理科学,2012,27(12):82-85.
[18]彭李,李敏,姜晓梅,等.心理弹性训练对不同心理弹性水平军校医学生的正负性情绪及情绪调节方式的影响[J].第三军医大学学报,2014,36(5):470-472.
[19]徐媛媛,李敏,胡厚源.积极心理训练促进临床医学专业新生大学生活适应的探索[J].中国高等医学教育,2016(7):1-2.
[20]徐鑫,吴大兴,赵晓华,等.医学生正念与心理弹性的关系:抑郁、焦虑的中介作用[J].中国健康心理学杂志,2016,24(11):1738-1742.
[21]刘斯漫,卢佳琪,卢莉.正念训练对某校医学生主观幸福感和心理幸福感的影响[J].中国学校卫生,2015,36(8):1195-1198.