中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2013年
32期
3950-3953
,共4页
冯尘尘%胡秋兰%冯先琼%李宏丹%孟雅馨%艾潇琳
馮塵塵%鬍鞦蘭%馮先瓊%李宏丹%孟雅馨%艾瀟琳
풍진진%호추란%풍선경%리굉단%맹아형%애소림
压力%适应,心理学%应对方式%护理本科生
壓力%適應,心理學%應對方式%護理本科生
압력%괄응,심이학%응대방식%호리본과생
Pressure%Adaptation,psychological%Coping style%Nursing undergraduate
目的：调查护理本科生的压力源与应对方式，以便采取措施帮助学生积极应对、缓解压力。方法采用护生压力源及压力水平评价量表和简易应对方式问卷，对在校4个年级共217名护理本科生进行调查。结果217名护生总体压力得分为（43．848±14．253）分，属于轻中度压力；排名第1位的压力源为“担心护理患者时出现差错或事故”，得分为（1．829±0．830）分；1～4年级护生压力源得分分别为（39．02±16．773），（44．97±12．127），（47．48±13．607），（45．02±11．747）分，组间比较差异有统计学意义（F＝4．081，P＜0．05）；积极应对总均分为（23．364±5．494），消极应对总均分为（10．949±4．675）；常采用的应对方式为尽量看到事物好的一面；各因素间积极应对得分差异均无统计学意义（P＞0．05）。不同户籍、是否为独生子女以及各年级间消极应对得分差异有统计学意义（t值分别为-2．157，-2．175；F＝36．732；P＜0．05），其中农村学生消极应对得分高于城市学生，非独生学生消极应对得分高于独生学生；SNK分析各年级消极应对得分发现，从一至四年级消极应对得分呈上升趋势。结论护理教育者应重视对高年级、农村、独生子女护理学生压力状况，采取措施有效缓解期压力，帮助其积极应对压力。
目的：調查護理本科生的壓力源與應對方式，以便採取措施幫助學生積極應對、緩解壓力。方法採用護生壓力源及壓力水平評價量錶和簡易應對方式問捲，對在校4箇年級共217名護理本科生進行調查。結果217名護生總體壓力得分為（43．848±14．253）分，屬于輕中度壓力；排名第1位的壓力源為“擔心護理患者時齣現差錯或事故”，得分為（1．829±0．830）分；1～4年級護生壓力源得分分彆為（39．02±16．773），（44．97±12．127），（47．48±13．607），（45．02±11．747）分，組間比較差異有統計學意義（F＝4．081，P＜0．05）；積極應對總均分為（23．364±5．494），消極應對總均分為（10．949±4．675）；常採用的應對方式為儘量看到事物好的一麵；各因素間積極應對得分差異均無統計學意義（P＞0．05）。不同戶籍、是否為獨生子女以及各年級間消極應對得分差異有統計學意義（t值分彆為-2．157，-2．175；F＝36．732；P＜0．05），其中農村學生消極應對得分高于城市學生，非獨生學生消極應對得分高于獨生學生；SNK分析各年級消極應對得分髮現，從一至四年級消極應對得分呈上升趨勢。結論護理教育者應重視對高年級、農村、獨生子女護理學生壓力狀況，採取措施有效緩解期壓力，幫助其積極應對壓力。
목적：조사호리본과생적압력원여응대방식，이편채취조시방조학생적겁응대、완해압력。방법채용호생압력원급압력수평평개량표화간역응대방식문권，대재교4개년급공217명호리본과생진행조사。결과217명호생총체압력득분위（43．848±14．253）분，속우경중도압력；배명제1위적압력원위“담심호리환자시출현차착혹사고”，득분위（1．829±0．830）분；1～4년급호생압력원득분분별위（39．02±16．773），（44．97±12．127），（47．48±13．607），（45．02±11．747）분，조간비교차이유통계학의의（F＝4．081，P＜0．05）；적겁응대총균분위（23．364±5．494），소겁응대총균분위（10．949±4．675）；상채용적응대방식위진량간도사물호적일면；각인소간적겁응대득분차이균무통계학의의（P＞0．05）。불동호적、시부위독생자녀이급각년급간소겁응대득분차이유통계학의의（t치분별위-2．157，-2．175；F＝36．732；P＜0．05），기중농촌학생소겁응대득분고우성시학생，비독생학생소겁응대득분고우독생학생；SNK분석각년급소겁응대득분발현，종일지사년급소겁응대득분정상승추세。결론호리교육자응중시대고년급、농촌、독생자녀호이학생압력상황，채취조시유효완해기압력，방조기적겁응대압력。
Objective To investigate the pressure sources and coping styles of undergraduate nursing students and then help them cope with pressures positively and relieve the pressure .Methods Two hundreds and seventeen undergraduate nursing students in West China School of Medicine from four different grades were investigated with the Evaluation Scale about Practical Stress Sources and Level of Nursing Students and Simple Treatment Questionnaire.Results The overall pressure score was (43.848 ±14.253), and was the moderate pressure.The pressure source ranked first for the “worry about patient care mistakes or accidents ,” and the score was (1.829 ±0.830); the scores of pressure source from 1 to 4 grade were respectively (39.02 ± 16.773), (44.97 ±12.127), (47.48 ±13.607), (45.02 ±11.747), and the difference was statistically significant between two groups ( F =4.081, P <0.05); the average score of positive coping styles was (23.364 ±5.494), and the average score of negative coping styles was (10.949 ±4.675);coping styles often used to try to look at the good side of things;no significant difference was found in the average score of positive coping styles in all factors (P>0.05).The significant difference was found in the average score of negative coping styles in different household register , whether or not the only child, different grades (t =-2.157,-2.175, respectively;F=36.732;P<0.05), in which the average score of negative coping style in rural students was higher than that of city students and the score in non only child students was higher than that of the only child students.The average score of negative coping styles in different grade was analyzed by SNK , and the results found that the score of negative coping styles was increased from 1 to 4 grade.Conclusions Nursing educators should pay attention to the pressures of students from higher grade and countryside as well as the only child, and take effective measures to help them alleviate pressures and cope with pressures positively .
