發(fā)布時間：2019-02-24 09:14

【摘要】：目的了解正念干預(yù)對留守經(jīng)歷實習(xí)護(hù)生負(fù)性情緒和人際接納能力的影響,為建立和諧的護(hù)患關(guān)系提供參考依據(jù)。方法于2015年1月—2017年1月對揚州職業(yè)大學(xué)醫(yī)學(xué)院臨近實習(xí)的1 014名護(hù)理專業(yè)學(xué)生進(jìn)行調(diào)查,將其中488名有留守經(jīng)歷的護(hù)生隨機(jī)分為正念訓(xùn)練組和對照組,2組各244人,正念訓(xùn)練組護(hù)生進(jìn)行為期5周的正念訓(xùn)練,對照組護(hù)生則不進(jìn)行干預(yù);采用癥狀自評量表(SCL-90)、五因素正念度量表(FFMQ)和接納他人量表(AOO)比較2組護(hù)生的心理狀況、正念水平和人際接納能力。結(jié)果干預(yù)前正念訓(xùn)練組與對照組留守經(jīng)歷實習(xí)護(hù)生比較,2組護(hù)生FFMQ、SCL-90和AOO量表總分及各維度得分差異均無統(tǒng)計學(xué)意義(均P0.05);干預(yù)后正念訓(xùn)練組與對照組留守經(jīng)歷實習(xí)護(hù)生比較,正念訓(xùn)練組護(hù)生SCL-90量表強(qiáng)迫癥狀、人際關(guān)系敏感、抑郁、焦慮、敵對、恐怖、偏執(zhí)得分分別為(1.13±0.74)、(1.33±0.74)、(1.15±0.57)、(1.06±0.60)、(0.49±0.56)、(0.56±0.43)、(0.61±0.54)分,均低于對照組護(hù)生的(1.50±0.75)、(1.52±0.78)、(1.41±0.70)、(1.25±0.78)、(0.79±0.78)、(0.83±0.71)、(1.08±0.59)分;FFMQ量表總分、覺知行動得分、非反應(yīng)得分、接納他人總分分別為(124.13±7.79)、(29.97±3.92)、(21.20±3.71)、(63.04±6.17)分,均高于對照組護(hù)生的(113.94±11.09)、(26.46±5.23)、(18.71±3.26)、(57.48±9.87)分,差異均有統(tǒng)計學(xué)意義(均P0.05)。結(jié)論正念干預(yù)可以有效改善留守經(jīng)歷護(hù)生的負(fù)性情緒和人際接納能力,促進(jìn)其建立和諧的護(hù)患關(guān)系。
[Abstract]:Objective to understand the influence of mindfulness intervention on negative emotion and interpersonal acceptance ability of nursing students in the stay experience, and to provide reference for establishing harmonious nurse-patient relationship. Methods from January 2015 to January 2017, a total of 1,014 nursing students in Yangzhou Vocational University Medical College were investigated. 488 nursing students with left-behind experience were randomly divided into mindfulness training group and control group, with 244 students in each group. The nursing students in the mindfulness training group received five weeks of mindfulness training, while the nursing students in the control group did not intervene. Symptom Checklist (SCL-90), five-factor mindfulness scale (FFMQ) and acceptance of others scale (AOO) were used to compare the psychological status, mindfulness level and interpersonal acceptance ability of nursing students in the two groups. Results before intervention, there was no significant difference in the total scores of FFMQ,SCL-90 and AOO and the scores of each dimension between the mindfulness training group and the control group (P0.05). The scores of obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, hostility, phobia and paranoid ideation were (1.13 鹵0.74) in the mindfulness training group compared with those in the control group, and the scores of obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, hostility, phobia and paranoid ideation were (1.13 鹵0.74). The scores of 1.33 鹵0.74), (1.15 鹵0.57), (1.06 鹵0.60), (0.49 鹵0.56), (0.56 鹵0.43), (0.61 鹵0.54 were lower than those of the control group (1.50 鹵0.75), (1.52 鹵0.78). (1.41 鹵0.70), (1.25 鹵0.78), (0.79 鹵0.78), (0.83 鹵0.71), (1.08 鹵0.59); The total score of FFMQ, the score of perceived action, the score of non-reaction and the total score of acceptance of others were (124.13 鹵7.79), (29.97 鹵3.92), (21.20 鹵3.71), (63.04 鹵6.17), respectively. It was significantly higher than that of the control group (113.94 鹵11.09), (, 26.46 鹵5.23), (, 18.71 鹵3.26), (, 57.48 鹵9.87) (P0.05). Conclusion mindfulness intervention can effectively improve the negative emotion and interpersonal acceptance ability of nursing students, and promote the establishment of harmonious nurse-patient relationship.
【作者單位】： 揚州市職業(yè)大學(xué)醫(yī)學(xué)院;江蘇省蘇北人民醫(yī)院;
【基金】：江蘇省衛(wèi)生計生委科研課題(JZ201609)
【分類號】：G444;R47-4

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