心理干预在高职护生实习教学中的应用  

Application of psychological intervention in practice teaching for vocational nursing students

作　　者：熊英[1] 魏佳岩[1] 

机构地区：[1]首都医科大学附属北京天坛医院手术室,100050

出　　处：《中华现代护理杂志》2013年第18期2201-2203,共3页Chinese Journal of Modern Nursing

摘　　要：目的探讨心理干预在高职护生实习教学中的应用效果。方法按随机数字表法将92名高职护生随机分成心理干预组和对照组各46名。采用症状自评量表（SCL-90），分别在到科实习第1天及结束时评估两组护生心理健康状况。结果干预前两组护生SCL-90各因子得分比较差异均无统计学意义（P〉0．05）；干预后心理干预组在躯体化、强迫症状、人际关系敏感因子得分分别为（1．26±0．34），（1．54±0．45），（1．32±0．32）分，对照组得分分别为（1．54±0．41），（1．99±0．48），（1．98±0．51）分，两组比较差异均有统计学意义（t值分别为2．87，2．24，2．98；P〈0．05）；心理干预组护生抑郁、焦虑、敌对因子评分也明显低于对照组，差异有统计学意义（t值分别为2．08，2．78，3．04；P〈0．05）。结论高职护生进入临床实习前普遍存在紧张、焦虑、抑郁等心理问题。高职护生实习教学中恰当应用心理干预措施能显著提高实习教学效果，对实习阶段高职护生的心理健康状况有明显改善作用。Objective To explore the effects psychological intervention on practice teaching for vocational nursing students. Methods Totals of 92 vocational nursing students were randomly divided into psychological intervention and control group, and 46 students in each group. Psychological conditions of the students were evaluated before and after the clinical practice using SCL-90 questionnaire. Results The scores of somatization [ （ 1.26±0.34） vs （ 1.54±0.41 ） ], obsessive-compulsive [ （ 1.54±0.45 ） vs （ 1.99±0.48 ） ], interpersonal sensitivity [ （ 1.32±0. 32 ） vs （ 1.98±0.51 ） ] , depression, anxiety and hostility in intervention group were significantly lower than that in control group （ t = 2.87,2.24,2.98, 2.08,2.78,3.04, respectively ; P 〈 0.05 ）. Conclusions Intension, anxiety and depression were popular for vocational nursing students before the clinical practice. Properly psychological intervention could enhance practice teaching effects and improve psychological conditions of the students.

关 键 词：高职护生 实习教学 心理干预 

分 类 号：G712[文化科学—职业技术教育学] R47-4[文化科学—教育学]