全科护理
全科護理
전과호리
FAMILY NURSE
2015年
1期
3-5
,共3页
护理本科生%临床见习%理性情绪疗法%认识论%心理调节
護理本科生%臨床見習%理性情緒療法%認識論%心理調節
호리본과생%림상견습%이성정서요법%인식론%심리조절
undergraduate nursing students%clinical intern%rational emotive therapy%epistemology%psychologi-cal adj ustment
[目的]探讨运用理性情绪疗法(RET)中的认识论引导对护理本科生临床见习的心理调节作用，为护理本科生的临床见习教学管理工作提供参考依据。[方法]将即将进行临床见习的148名护理本科生分为对照组和实验组，对照组采用常规见习教育，实验组在对照组的基础上给予认识论引导。采用症状自评量表(SCL 90)和护理见习认知心理量表对其临床见习前后的心理进行评价。[结果]实验组见习后在抑郁、焦虑、恐怖、偏执、精神病性因子和绝对化要求、过分概括化、糟糕至极等方面有明显改善(P<0.05)，而对照组仅在恐怖和偏执因子有明显改善(P<0.05)；两组见习后抑郁、焦虑、恐怖、偏执、精神病性、绝对化要求、过分概括化和糟糕至极等比较，差异有统计学意义(P<0.05)。[结论]RET中的认识论引导对护理本科生临床见习心理调节有积极作用，使其能够平稳地度过临床见习期，有利于提高临床见习效率。
[目的]探討運用理性情緒療法(RET)中的認識論引導對護理本科生臨床見習的心理調節作用，為護理本科生的臨床見習教學管理工作提供參攷依據。[方法]將即將進行臨床見習的148名護理本科生分為對照組和實驗組，對照組採用常規見習教育，實驗組在對照組的基礎上給予認識論引導。採用癥狀自評量錶(SCL 90)和護理見習認知心理量錶對其臨床見習前後的心理進行評價。[結果]實驗組見習後在抑鬱、焦慮、恐怖、偏執、精神病性因子和絕對化要求、過分概括化、糟糕至極等方麵有明顯改善(P<0.05)，而對照組僅在恐怖和偏執因子有明顯改善(P<0.05)；兩組見習後抑鬱、焦慮、恐怖、偏執、精神病性、絕對化要求、過分概括化和糟糕至極等比較，差異有統計學意義(P<0.05)。[結論]RET中的認識論引導對護理本科生臨床見習心理調節有積極作用，使其能夠平穩地度過臨床見習期，有利于提高臨床見習效率。
[목적]탐토운용이성정서요법(RET)중적인식론인도대호리본과생림상견습적심리조절작용，위호리본과생적림상견습교학관리공작제공삼고의거。[방법]장즉장진행림상견습적148명호리본과생분위대조조화실험조，대조조채용상규견습교육，실험조재대조조적기출상급여인식론인도。채용증상자평량표(SCL 90)화호리견습인지심리량표대기림상견습전후적심리진행평개。[결과]실험조견습후재억욱、초필、공포、편집、정신병성인자화절대화요구、과분개괄화、조고지겁등방면유명현개선(P<0.05)，이대조조부재공포화편집인자유명현개선(P<0.05)；량조견습후억욱、초필、공포、편집、정신병성、절대화요구、과분개괄화화조고지겁등비교，차이유통계학의의(P<0.05)。[결론]RET중적인식론인도대호리본과생림상견습심리조절유적겁작용，사기능구평은지도과림상견습기，유리우제고림상견습효솔。
Objective:To probe into the effect of epistemological guide in rational emotive therapy for clinical practice of undergraduate nursing students,in order to provide the references for clinical intern teaching man-agement of undergraduate nursing students.Methods:A total of 148 undergraduate nursing students who will participate in clinical practice were divided into control group and experimental group.The students in control group received routine intern education,while the students in experimental group received the epistemological guide on the basis of the routine intern education.Then the students'psychological state was evaluated before and after the clinical intern by using symptom check list (SCL 90)and nursing trainee cognitive psychological scales.Results:The students’psychological state in experimental group after the clinical intern had significantly improved in aspects of depression,anxiety,terror,paranoid,psychotic factors and absolute requirements,over-generalization and horrible thing (P<0.05),however that in control group only had significantly improved in aspects of terror and paranoid (P<0.05).There was statistically significant difference in depression,anxiety, terror,paranoid,psychotic factors,absolute requirements,overgeneralization,horrible thing between both groups after the clinical intern (P<0.05).Conclusion:The epistemological guide in rational emotive therapy has posi-tive effect for the psychological adj ustment of undergraduate nursing students in clinical intern,and it can make them get through the clinical intern smoothly and improve the efficiency of clinical intern.
