分阶段团体积极心理干预对护理实习生心理韧性的影响
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摘要
目的探讨分阶段团体积极心理干预对护理实习生心理韧性的影响。方法研究团队根据护理实习生实习月记识别出护理实习生能力-态度变化不同阶段,并制订相应的干预措施。便利选取288名护理实习生为研究对象,其中2018届137名护理实习生为试验组,2017届151名护理实习生为对照组。心理疏导团队对试验组护理实习生进行分阶段(实习前、中、后)积极心理干预,对照组则采用常规的带教方式。比较实习前后两组护理实习生的心理韧性的变化。结果经分阶段心理干预的护理实习生,实习前后心理韧性均提升(P<0.01)。结论分阶段团体积极心理干预对护理实习生心理韧性有积极的影响,为进一步维护护理实习生的心理健康提供了一定的参考依据。
Objective To explore the effects of group active psychological intervention on resilience of nursing students. Methods Based on the nursing interns' monthly records,the research team identified the different stages of the nursing interns' ability-attribute changes and developed corresponding interventions. Totally 288 nursing students were recruited in the study by convenience sampling. Of these,137 were assigned to the experimental group(2018)and 151 were assigned to the control group(2017). The nursing students in the experimental group received positive psychological group interventions by the psychological counseling team and the students in the control group were given traditional teaching. The resilience of the two groups of nursing students after the interventions was compared. Results The nursing students who had received the positive psychological group intervention had significantly higher score than that of the control group in the resilience after the interventions(P<0.01). Conclusion The staged positive psychological group intervention can improve the resilience of the nursing students,and provide a reference for further maintenance of the mental health of nursing students.
Objective To explore the effects of group active psychological intervention on resilience of nursing students. Methods Based on the nursing interns' monthly records,the research team identified the different stages of the nursing interns' ability-attribute changes and developed corresponding interventions. Totally 288 nursing students were recruited in the study by convenience sampling. Of these,137 were assigned to the experimental group(2018)and 151 were assigned to the control group(2017). The nursing students in the experimental group received positive psychological group interventions by the psychological counseling team and the students in the control group were given traditional teaching. The resilience of the two groups of nursing students after the interventions was compared. Results The nursing students who had received the positive psychological group intervention had significantly higher score than that of the control group in the resilience after the interventions(P<0.01). Conclusion The staged positive psychological group intervention can improve the resilience of the nursing students,and provide a reference for further maintenance of the mental health of nursing students.
引文
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[11] Tung YJ,Lo KKH,Ho RCM,et al. Prevalence of depression among nursing students:a systematic review and meta-analysis[J].Nurse Educ Today,2018,63:119-129.
[12]赵政.心理弹性对医学专科学生生活事件与抑郁情绪的中介作用及其教育启示[J].中华医学教育杂志,2016,36(2):241-244, 275.
[13]杨燕,颜琬华,李翠香.高等护理专业学生心理弹性现状及影响因素分析[J].中国实用护理杂志,2014,30(35):65-68.
[14] Sigalit W,Sivia B,Michal I. Factors associated with nursing students'resilience:communication skills course,use of social media and satisfaction with clinical placement[J]. Prof Nurs,2016,33(2):153-161.
[15] Pines EW,Rauschhuber ML,Cook JD,et al. Enhancing resilience,empowerment,and conflict management among baccalaureate students:outcomes of a pilot study[J]. Nurse Educ,2014,39(2):85-90.
[16]邓力,杨苓,何开莲,等.特异性心理辅导对促进护理本科实习生心理弹性的探究[J].实用临床医药杂志,2017,21(4):74-77.
[17] Bolider L,Haverman M,Westerhof GJ,et al. Positive psychology interventions:a meta-analysis of randomized controlled studies[J]. BMC Public Health,2013,13:119.
[18] Froneman K,Du Plessis E,Koen MP. Effective educator-student relationships in nursing education to strengthen nursing students'resilience[J]. Curationis,2016,39(1):1595.
[19] Thomas LJ,Asselin M. Promoting resilience among nursing students in clinical education[J]. Nurse Educ Pract,2018,28:231-234.
[2] Smith GD,Yang F. Stress,resilience and psychological well-being in Chinese undergraduate nursing students[J]. Nurse Educ Today,2017,49:90-95.
[3]边婷婷,张琳,许子霞,等.临床实习护生心理韧性和社会适应性的相关性[J].国际护理学杂志,2016,35(3):377-379.
[4]王瑶,李海燕.护理实习生心理问题及其影响因素的研究进展[J].中华现代护理杂志,2016,22(29):4285-4287.
[5]王文文.护理实习生心理健康在专业承诺与择业效能感关系中的调节作用[J].中国实用护理杂志,2014,30(2):73-75.
[6]阳志平,彭华军.积极心理学团体活动课操作指南[M]. 2版.北京:机械工业出版社,2018:4-11.
[7]辛小林,孙宏玉.积极心理学在我国护理教育中应用的研究进展[J].中华护理教育,2017,14(9):711-714.
[8] Yu X,Zhang J. Factor analysis and psychometric evaluation of the Connor—Davidson resilience scale(CD—RISC)with Chinese people[J]. Social Behavior and Personality:An International Journal,2007,35(1):19-30.
[9]卢樟秀,吴大兴,徐鑫,等.心理弹性量表中文版在医学生中的信效度检验[J].中国健康心理学杂志,2016,24(8):1209-1212.
[10]阮佳音,周云仙.护理学专业学生心理弹性研究进展及对我国相关研究的启示[J].护理研究,2018,32(6A):2497-2501.
[11] Tung YJ,Lo KKH,Ho RCM,et al. Prevalence of depression among nursing students:a systematic review and meta-analysis[J].Nurse Educ Today,2018,63:119-129.
[12]赵政.心理弹性对医学专科学生生活事件与抑郁情绪的中介作用及其教育启示[J].中华医学教育杂志,2016,36(2):241-244, 275.
[13]杨燕,颜琬华,李翠香.高等护理专业学生心理弹性现状及影响因素分析[J].中国实用护理杂志,2014,30(35):65-68.
[14] Sigalit W,Sivia B,Michal I. Factors associated with nursing students'resilience:communication skills course,use of social media and satisfaction with clinical placement[J]. Prof Nurs,2016,33(2):153-161.
[15] Pines EW,Rauschhuber ML,Cook JD,et al. Enhancing resilience,empowerment,and conflict management among baccalaureate students:outcomes of a pilot study[J]. Nurse Educ,2014,39(2):85-90.
[16]邓力,杨苓,何开莲,等.特异性心理辅导对促进护理本科实习生心理弹性的探究[J].实用临床医药杂志,2017,21(4):74-77.
[17] Bolider L,Haverman M,Westerhof GJ,et al. Positive psychology interventions:a meta-analysis of randomized controlled studies[J]. BMC Public Health,2013,13:119.
[18] Froneman K,Du Plessis E,Koen MP. Effective educator-student relationships in nursing education to strengthen nursing students'resilience[J]. Curationis,2016,39(1):1595.
[19] Thomas LJ,Asselin M. Promoting resilience among nursing students in clinical education[J]. Nurse Educ Pract,2018,28:231-234.