“同辈指导”应对高职护生临床实习初期心理压力的效果分析  

Effect of peer mentor on nursing students＇ psychological stress in early clinical practice for higher vocational nursing students

作　　者：沈思媚[1] 叶建峰[1] 赵晓华[1] 雷洁[1] 濮丽萍[1] 单耀娟[2] 

机构地区：[1]苏州卫生职业技术学院护理系,215009 [2]苏州大学附属第一医院护理部,215006

出　　处：《中华现代护理杂志》2013年第31期3905-3908,共4页Chinese Journal of Modern Nursing

基　　金：苏州卫生职业技术学院院级课题（swg201201,JGXM201133）

摘　　要：目的 探讨临床“同辈指导”带教模式对缓解高职护生在临床实习初期（3个月）心理压力的成效.方法 将160名高职护生按随机数字表法随机分为研究组和对照组,每组各80名,研究组采用一对一“同辈指导”带教模式,对照组采用传统带教模式.采用焦虑自评量表（SAS）、抑郁自评量表（SDS）和SCL-90症状自评量表作为测量工具对护生心理状态进行测评,同时自制临床综合技能考核表对护生进行考核.结果 研究组SAS量表测评正常、轻度焦虑、中度焦虑、重度焦虑人数分别为51,20,8,1人,对照组分别为33,30,13,4人,两组比较差异有统计学意义（x2=8.275,P＜0.01）.研究组SDS量表测评正常、轻度抑郁、中度抑郁、重度抑郁人数分别为51,20,8,1人,对照组分别为34,31,12,3人,两组比较差异有统计学意义（x2 =4.971,P＜0.05）.SCL-90量表测评两组人际关系敏感（x2=5.71,P＜0.05）和敌对（x2=5.13,P＜0.05）、偏执（x2=4.78,P＜0.05）方面差异有统计学意义.临床实践中合作意识、关爱意识、心理疏导能力、人际沟通能力、健康教育能力、医患评价反馈方面研究组评价均优于对照组,差异均有统计学意义（x2值分别为9.49,10.25,11.62,6.32,8.07,7.17;P ＜0.05）.结论“同辈指导”带教模式能有效缓解实习初期护生主要的心理症状和心理压力,有利于提高护生的实习质量.Objective To explore the effect of ＂peer mentor＂ teaching mode on nursing students＇ psychological stress in early clinical practice （ three months）. Methods One himdred and sixty nursing students were randomly divided into the study group and the control group, each with 80 cases. The study group received ＂peer mentor＂ teaching mode, and the control group received convention teaching mode. The Symptom Checklist- 90 （SCL-90）, Self-rating Anxiety Scale （SAS）, Self-rating Depression Scale （SDS） were used to evaluate the students＇ psychological state. The clinical comprehensive skill was assessed after 12 weeks. Results The cases of normal, mild anxiety, moderate anxiety, severe anxiety according to SAS were respectively 51,20, 8, 1 in the study group, and 33,30,13,4 in the control group respectively, and the difference was statistically significant （X2= 8.275,P 〈 0.01 ）. The cases of normal, mild depression, severe depression, moderate depression numbers according to SDS were respectively 51,20,8,1 in the study group, and 34,31,12,3 in the control group respectively, and the difference was statistically significant （X2 = 4. 971 ,P 〈 0. 05）. The differences were statistically significant in the interpersonal sensitivity （ X2 = 5.71, P 〈 0. 05 ）, hostile （ X2 = 5.13, P 〈 0. 05 ） and paranoid （ X2 = 4. 78, P 〈 0. 05 ） between the two groups. In the clinical practice, cooperation consciousness, love consciousness, psychological ability, interpersonal communication ability, health education ability and the evaluation feedback in the study were better than those of the control group, and the differences were statistically significant （X2 = 9.49, 10.25, 11.62, 6.32, 8.07, 7.17, respectively; P 〈 0.05 ）. Conch^ions Peer mentor teaching mode can reduce students＇ psychological stress in early clinical practice, and help to improve practice quality.

关 键 词：同辈指导 心理压力 实习初期 高职护生 

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