理性情绪教育对护生情绪的影响  

Emotive Influence of the Rational Emotive Education Upon the Nursing Students

作　　者：叶玲 杜兆丰 

机构地区：[1]益阳卫生学校护理组,湖南益阳413000

出　　处：《护理学杂志》2005年第17期6-8,共3页

摘　　要：目的探讨理性情绪教育对护生的情绪影响。方法随机选取二年级2个自然班护生116人,实验班和对照班各58人。对照班常规开设《护理心理学》课程;实验班增设自行设计的理性情绪教育(REE)课程。结果实验班情绪稳定性、情绪表达性与情绪调节能力与课前比较,差异有显著性意义(P<0.05,P<0.01);与对照班课后比较,除疑病因子外,其余各因子差异均有显著性意义(P<0.05,P<0.01)。对照班课前、课后各因子比较,情绪稳定性中强迫症、疑病症因子比较,差异有显著性意义(P<0.05,P<0.01),其余各因子差异无显著性意义(均P>0.05)。结论理性情绪教育对护生的情绪稳定性、情绪表达能力和情绪调节能力的改善具有重要的作用。Objective To study the emotive influence of the rational emotive edueation （REE） upon the nursing students. Methods Two natural nursing classes （116 nursing students）, experimental class （58 nursing students） and control class （58 nursing students） were selected from the senior vocational grade two of our school. In the experimental class the REE lessons （40 teaching h） designed by oneself were offered, while in the control class the routine lessons of nursing psychology were offered. The rating scale of emotive stability, emotive expression and emotive regulation were evaluated. Results After the teaching of REE lessons, there was significant difference in emotive stability, emotive expression and emotive regulation in the experimental class before and after the teaching of REE lessons （P〈0.05,P〈0.01）. Compared with the control class after class, Except hypochondracal factors, there was significant difference in all other factors between experimental class and control class after class （P〈0.05,P〈0.01）. Before and after class, there was significant difference in obsessive state in emotive stability and hypochondriacal factors in the control class （P〈0.05, P〈0.01 ）. Conclusion REE has an important function for the nursing students to improve their emotive stability, emotive expression and regulation.

关 键 词：护理教育 理性情绪教育 学生 护理 

分 类 号：R47[医药卫生—护理学] G424.1[医药卫生—临床医学]