提高护校学生心理健康水平的方法

范文编号:HL133  范文字数:12429.页数:21

范文题目：提高护校学生心理健康水平的方法
摘  要
研究背景
 在新的历史时期，护校学生作为介于大学生和中学生之间的一个特殊群体，其学生群体全部是女生，她们的学习、生活与交友都有其自身的特点。在医科院校中，相关学科内容枯燥乏味，学习任务特别繁重，生活气氛单调，医学生心理障碍，尤其是焦虑、抑郁的发病率明显高于其他院校。研究表明，医务工作者的心理问题大多始于医学教育阶段的紧张应激。面对日益严峻的医学生心理卫生间题，确保医务工作者健全体魄，因此有必要开展相应领域的探讨，并探索出提高其心理健康的方式方法。
研究目的
 （1）分析护校女生焦虑症状的因素，找出相应的措施以提高护生的心理健康水平，塑造健全的人格。
 （2）对明显存在心理问题的学生给予及时的心理咨询或诊治提供理论依据。
研究方法
 利用焦虑自评量表（SAS）、艾森克个性问卷（EPQ）及自拟调查表对安徽医学高等专科学院1~4年级、17~22岁的251名在校女生进行问卷调查。将回收后的有效答卷按年龄、年级分组，进行各年龄、年级、学历组焦虑水平及检出率比较，分析研究对象中焦虑与人格特征的关系，并对焦虑状态危险因素进行多元逐步回归分析。
研究结果
 233名护校女生的焦虑检出率为6.44%。与19~20岁组比较，17~18岁组、21~22岁组SAS标准分均值及焦虑检出率有显著性差异（P<0.05）。与二、三年级比较，一年级、四年级女生的标准SAS分均值及焦虑检出率有显著性差异（P<0.05）。各学历组SAS标准分均值及焦虑检出率无显著性差异（P>0.05）。
 SAS分和EPQ各量表分相关分析显示：SAS分与N、L量表分显著正相关（r=0.505，0.184，P<0.05），与E量表分显著负相关（r=-0.160，P<0.05）。
 焦虑状态危险因素多元逐步回归分析中，当a=0.15时，有四个因素进入回归方程，据其贡献率大小依次为N因子(神经质)、学习压力大、遇到麻烦不能自我解脱、不适应在校的生活方式、L因子(掩饰性)。
结论
 由于年龄及所处年级不同，护校女生的焦虑检出率亦不同。17~18岁、一年级护校女生由于年龄较小，存在生理的早熟和社会心理晚熟的矛盾，缺乏足够社会阅历，适应能力较差，加之学习紧张，远离亲人，易造成强烈的情绪波动，若不能及时得到疏导，则很容易成为引起焦虑诱因。21~22岁、四年级护校女生进入见习、实习阶段，原有的学习、生活方式被打破，特别是即将面临文档考试、就业、升学压力凸显而较易引发焦虑，家庭、社会是否能提供有效的帮助将很大程度上影响情绪的稳定。
 针对以上分析，本研究提出从提高教师心理辅导能力，提倡民主型家庭教育方式两方面入手，从社会、家庭两个方面加强干预力度，积极培养学生良好的个性品质，最终提高护校学生的心理健康水平。

关 键 词：焦虑   焦虑自评量表   护校女生   家庭因素   护理
范文类型：研究报告

Title: Nursing School Girls In the Analysis Of Anxiety Symptoms And Their Care
ABSTRACT
Background
 In new historical stage, the students of nursing school who play a special group between university students and middle school students are all girls. They go to nursing school for many reasons, and their studies, livings and friendships are also have their own traits. In medical academies, psychological block, eapecially, the incidence of anxiety and depression of students are higher than other schools because of dull books, heavy assignments and unexciting lives. Studies show that the mental problems of medical worker are caused by the stress reaction of nervous during education time. Meeting the serious mental health problems of medical workers with each passing day, it is necessary to carry out research studies in corresponding fields and persuit methods for improving mental health to ensure them in a healthy body.
 
Research objectives
 Find out corresponding messures for improving the level of mental health  by anlyse depression factors of medical students.
 Provide psychological counseling and treatment for the students who have got mental problems with theory basises.

 Research methods
 Questionnaire investigations have been done by using SAS, EPQ and questionnaires set up by the author. The samples are Anhui Medical High Technological Academy students, who are from grade one to grade four, and the number is 251. The effective samples are divded by age and grade, and the depression level of age, grade and academic degree, and detection rate comparisions have been carried out. The relationship between depression and personal characteristics, and multivariate analysis in regressive have been done.

Research results
 The anxiety detection rate of 233 students is 6.44%. Compared with group 17~18 and 21~22 group, the stadard mean value and anxiety detection rate of 19~20 group has significant difference(P<0.05). Compared with grade two and grade three, the stadard mean value and anxiety detection rate of grade one and grade four has significant difference(P<0.05). But the stadard mean value and anxiety detection rate among every academic degree group haven’t got significant difference(P>0.05).
 Correlation analyses between SAS score and EPQ quantity show that SAS score and N, L scores are significant positive correlation(r=0.505，0.184，P<0.05), but SAS score and E scores are significant negative correlation(r=-0.160，P<0.05). In the multivariate analysis in regressive of anxiety satistic dengerous factors, there are for factors are enter into regressive equation. According to contribution rate are: N factor(nervosity), high learning pressure, cannot extricate themselves from touble, cannot ajust school life, L factor(masked affection).

Conclusion
 Anxiety detection rates are different because of the difference of age and grade. The student in 17~18 age group and grade one get anxiety. Because they are young, have the conflict between precocity and psychological late , lack of social experience, weak adaptability, heavy assignments and distance far from parents, all these above lead to mood swing easily. The age between 21 and 22 , who are in grade four get anxiety easily too. Firsly, they begin to noviciate and practice. Secondly, previous study and life will be broken down, especially the graduation exams, the problems of employment and the pressure of further educataion. And helps that supported from family and social may influence emotional stability by a large degree.
 Accordding to the anlyses above, this thesis comes up with the point: improving the students psychological health level by increasing the teacher’s ability of psychological service, advocating democratic family education, strengthening intervention in both social and family, developing students’ good character traits energetically.

KEY WORDS: Anxiety, Self-Rating Anxiety Scale, girl students of nursing school, family factors, Nursing
TYPE OF THESIS: Research Report
 
目  录
摘  要 IV
ABSTRACT VI
1前  言 1
1.1研究背景及意义 1
1.2研究目标 1
1.3关键词及定义 1
1.4文献回顾 2
1.4.1焦虑概念的界定 2
1.4.2焦虑的理论 2
1.4.3焦虑的相关研究 3
2对象与方法 5
2.1研究设计 5
2.2研究对象 5
2.3研究步骤 5
2.4研究工具 5
2.5资料分析 6
3结果与分析 7
3.1一般资料 7
3.2各年龄、年级、学历组焦虑水平及检出率比较 7
3.3焦虑与人格特征的关系 8
3.4焦虑状态危险因素多元逐步回归分析 8
4讨  论 9
4.1研究表明 9
4.2加强护校学生心理状况护理 9
4.3提倡民主型家庭教养方式 11
4.4培养良好的个性品质 12
4.5做好护生实习指导 12
5结论与展望 14
致    谢 15
参考文献 16

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