山西某高職護(hù)理專業(yè)女生心理健康狀況及其影響因素的調(diào)查
發(fā)布時(shí)間：2018-07-16 12:40
【摘要】：目的:分析某高職護(hù)理專業(yè)女生的心理健康狀況,深入探討影響高職護(hù)理專業(yè)女生心理健康的因素,并通過分析人際困擾與心理健康問題之間的聯(lián)系及對(duì)心理健康的影響,尋求符合高職護(hù)理專業(yè)特色的心理健康教育模式,為護(hù)理專業(yè)學(xué)生心理健康問題的預(yù)防和干預(yù)提供基礎(chǔ)資料及心理健康教育工作可操作性、持續(xù)性提供參考依據(jù),對(duì)進(jìn)一步提升高職護(hù)理學(xué)專業(yè)學(xué)生心理健康水平具有現(xiàn)實(shí)意義。方法:采用普查的方法,選取山西某高職護(hù)理專業(yè)三個(gè)年級(jí)女生1300人為研究對(duì)象。選用基本情況調(diào)查表、癥狀自評(píng)量表SCL-90和人際關(guān)系綜合診斷量表。采用Excel2003和SPSS17.0軟件錄入和分析數(shù)據(jù),采用χ2檢驗(yàn)、t檢驗(yàn)、方差分析、Mann-Whitney U檢驗(yàn)、多因素Logistic回歸及相關(guān)分析等分析方法。結(jié)果:1.某高職護(hù)理專業(yè)女生SCL-90軀體化、強(qiáng)迫癥狀、人際交往敏感、抑郁、焦慮、敵對(duì)、恐怖、偏執(zhí)、精神病性9個(gè)因子得分均高于全國(guó)青年常模;焦慮因子得分高于山西省大學(xué)生常模,人際關(guān)系敏感、抑郁、敵對(duì)、偏執(zhí)4個(gè)因子得分低于山西省大學(xué)生常模;某高職護(hù)理專業(yè)一年級(jí)女生在軀體化、強(qiáng)迫癥狀、人際關(guān)系敏感、焦慮、敵對(duì)5個(gè)因子得分高于山西省大一女生常模。2.某高職護(hù)理專業(yè)女生SCL-90陽性因子檢出率研究表明陽性檢出率為24.92%,以因子均分≥3為陽性檢出標(biāo)準(zhǔn),人際關(guān)系敏感因子的檢出率居首位,且人際關(guān)系敏感因子與強(qiáng)迫癥狀、抑郁及焦慮三因子均有極顯著相關(guān)性。3.某高職護(hù)理專業(yè)不同年級(jí)女生在軀體化、強(qiáng)迫癥狀、抑郁、敵對(duì)4個(gè)因子上的差異有統(tǒng)計(jì)學(xué)意義(P0.05)。該高職護(hù)理專業(yè)女生中單親女生在軀體化、強(qiáng)迫癥狀、人際關(guān)系敏感、抑郁、焦慮、敵對(duì)、恐怖、偏執(zhí)和精神病性9個(gè)因子得分高;農(nóng)村女生抑郁、人際關(guān)系敏感、焦慮、偏執(zhí)、精神病性、敵對(duì)6個(gè)因子得分高;家庭經(jīng)濟(jì)貧困女生抑郁、焦慮、敵對(duì)、偏執(zhí)5個(gè)因子得分高;專業(yè)不滿意女生人際關(guān)系敏感、抑郁、焦慮、敵對(duì)這4個(gè)因子得分高;中專生源女生軀體化、人際關(guān)系敏感、敵對(duì)3個(gè)因子得分高;非獨(dú)生女人際關(guān)系敏感、精神病性2個(gè)因子得分高。結(jié)合χ2檢驗(yàn)和多因素Logistic回歸分析結(jié)果,入學(xué)前教育程度低、家庭經(jīng)濟(jì)貧困是某高職護(hù)理專業(yè)女生發(fā)生心理健康問題的危險(xiǎn)因素。4.通過人際關(guān)系綜合診斷量表測(cè)評(píng),有47.4%的護(hù)理專業(yè)女生存在人際困擾問題;不同年級(jí)女生在總?cè)穗H困擾及交談困擾、交友困擾、與異性交往困擾、待人接物困擾差異比較均具有統(tǒng)計(jì)學(xué)意義(P0.05)。該高職護(hù)理專業(yè)女生中非獨(dú)生女交談困擾維度得分高,對(duì)專業(yè)不滿意的女生與異性交往維度得分高,家庭經(jīng)濟(jì)非貧困女生交談困擾維度得分低,單親女生、對(duì)專業(yè)不滿意女生及中專生源女生總?cè)穗H困擾得分高。結(jié)合χ2檢驗(yàn)和多因素Logistic回歸分析結(jié)果,入學(xué)前教育程度低是某高職護(hù)理專業(yè)女生發(fā)生人際困擾的危險(xiǎn)因素。結(jié)論:山西某高職護(hù)理專業(yè)女生存在較多的心理健康問題及人際困擾問題,其心理健康問題及人際困擾問題均受單親、獨(dú)生子女、生源地、入學(xué)前受教育程度、家庭經(jīng)濟(jì)狀況、專業(yè)滿意度6個(gè)因素的影響,且入學(xué)前受教育程度低、家庭經(jīng)濟(jì)貧困是發(fā)生心理健康問題的危險(xiǎn)因素,入學(xué)前教育程度低是發(fā)生人際困擾的危險(xiǎn)因素。SCL-90量表及人際關(guān)系綜合診斷量表結(jié)果提示均顯示該高職護(hù)理專業(yè)一年級(jí)女生面臨著更多的心理健康問題及人際困擾問題,通過增強(qiáng)人際交往能力可以提升其心理健康水平。
[Abstract]:Objective: to analyze the psychological health status of the nursing students in a higher vocational college and to explore the factors affecting the mental health of the female students in higher vocational nursing specialty. Through the analysis of the relationship between the interpersonal and mental health problems and the influence on the mental health, the psychological health education mode which meets the characteristics of higher vocational nursing specialty is sought, and the nursing specialty is studied for the nursing specialty. The prevention and intervention of mental health problems provide basic information and the operability of mental health education and provide a reference basis. It is of practical significance to further promote the mental health level of nursing students in higher vocational schools. Method: 1300 students in three grades of Shanxi vocational nursing major are selected by the method of census. The basic situation questionnaire, the symptom checklist SCL-90 and the interpersonal relationship comprehensive diagnosis scale were selected. The data were recorded and analyzed by Excel2003 and SPSS17.0 software, and the analysis methods such as x 2 test, t test, variance analysis, Mann-Whitney U test, multiple factor Logistic regression and correlation analysis were used. Results: 1. the nursing specialty of a higher vocational college The scores of 9 factors, such as SCL-90 somatization, compulsion, interpersonal sensitivity, depression, anxiety, hostility, terror, paranoia and psychosis were higher than that of the national norm of youth; the scores of anxiety factors were higher than those of Shanxi university students. The scores of 4 factors of interpersonal sensitivity, depression, hostility and deviation were lower than the norm of college students in Shanxi province; In the first grade, the scores of 5 factors in somatization, compulsion, interpersonal sensitivity, anxiety, and hostility were higher than those of a female student in Shanxi province. The positive rate of SCL-90 positive factor was 24.92%. The positive rate of the factor score was equal to more than 3, and the detection rate of the interpersonal sensitivity factor was the first. There was a significant correlation between the three factors of the three female students in the different grades of a vocational nursing specialty (P0.05). There were significant differences in the somatization, compulsive symptoms, depression and hostility (P0.05). The single parent female students in the higher vocational nursing specialty were somatization, compulsive symptoms, and interpersonal relationships. The scores of 9 factors, such as sensitivity, depression, anxiety, hostility, terror, paranoia and psychosis, were high in the rural girls' depression, interpersonal sensitivity, anxiety, paranoia, psychosis, and the high scores of 6 factors, and 5 factors of depression, anxiety, hostility and paranoia in the poor girls of the family, and the interpersonal sensitivity, depression and anxiety of the dissatisfied girls. The scores of these 4 factors were high, the secondary school students were somatization, the interpersonal relationship was sensitive, the scores of the 3 factors were high, the non single female relations were sensitive, and the 2 factors of psychosis were high. Combined with the chi square 2 test and the multiple factor Logistic regression analysis, the preschool education level was low and the family economic poverty was the occurrence of a higher vocational nursing specialty girl. The risk factor of mental health problem.4. was evaluated through the interpersonal relationship comprehensive diagnosis scale, and 47.4% of the nursing students had interpersonal problems. The differences of the students in different grades were statistically significant (P0.05). Among the professional girls, the scores of non single female conversations were high, the scores of female students who were dissatisfied with the profession were higher, the scores of the non poor girls in the family economy were low, the single parent girls had a higher score on the total interpersonal distress of the professional dissatisfied girls and the secondary school students, and the analysis was combined with the chi 2 test and the multiple factor Logistic regression analysis. The result: the low level of pre school education is the risk factor for the interpersonal problems of a higher vocational nursing student. Conclusion: there are many psychological health problems and interpersonal problems in the nursing students of a higher vocational college in Shanxi. Their mental health problems and interpersonal problems are all subject to single parent, only child, birthplace, education degree before school and family. The influence of 6 factors on economic situation, professional satisfaction, and low education level before school, family economic poverty is the risk factor of mental health problems. Low pre school education is the risk factor of interpersonal distress.SCL-90 scale and interpersonal relationship comprehensive diagnosis scale results show that the higher vocational nursing major grade one grade Girls are faced with more mental health problems and interpersonal problems. Improving their interpersonal skills can improve their mental health.
【學(xué)位授予單位】：山西醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：R47-4;G444
本文編號(hào)：2126419
[Abstract]:Objective: to analyze the psychological health status of the nursing students in a higher vocational college and to explore the factors affecting the mental health of the female students in higher vocational nursing specialty. Through the analysis of the relationship between the interpersonal and mental health problems and the influence on the mental health, the psychological health education mode which meets the characteristics of higher vocational nursing specialty is sought, and the nursing specialty is studied for the nursing specialty. The prevention and intervention of mental health problems provide basic information and the operability of mental health education and provide a reference basis. It is of practical significance to further promote the mental health level of nursing students in higher vocational schools. Method: 1300 students in three grades of Shanxi vocational nursing major are selected by the method of census. The basic situation questionnaire, the symptom checklist SCL-90 and the interpersonal relationship comprehensive diagnosis scale were selected. The data were recorded and analyzed by Excel2003 and SPSS17.0 software, and the analysis methods such as x 2 test, t test, variance analysis, Mann-Whitney U test, multiple factor Logistic regression and correlation analysis were used. Results: 1. the nursing specialty of a higher vocational college The scores of 9 factors, such as SCL-90 somatization, compulsion, interpersonal sensitivity, depression, anxiety, hostility, terror, paranoia and psychosis were higher than that of the national norm of youth; the scores of anxiety factors were higher than those of Shanxi university students. The scores of 4 factors of interpersonal sensitivity, depression, hostility and deviation were lower than the norm of college students in Shanxi province; In the first grade, the scores of 5 factors in somatization, compulsion, interpersonal sensitivity, anxiety, and hostility were higher than those of a female student in Shanxi province. The positive rate of SCL-90 positive factor was 24.92%. The positive rate of the factor score was equal to more than 3, and the detection rate of the interpersonal sensitivity factor was the first. There was a significant correlation between the three factors of the three female students in the different grades of a vocational nursing specialty (P0.05). There were significant differences in the somatization, compulsive symptoms, depression and hostility (P0.05). The single parent female students in the higher vocational nursing specialty were somatization, compulsive symptoms, and interpersonal relationships. The scores of 9 factors, such as sensitivity, depression, anxiety, hostility, terror, paranoia and psychosis, were high in the rural girls' depression, interpersonal sensitivity, anxiety, paranoia, psychosis, and the high scores of 6 factors, and 5 factors of depression, anxiety, hostility and paranoia in the poor girls of the family, and the interpersonal sensitivity, depression and anxiety of the dissatisfied girls. The scores of these 4 factors were high, the secondary school students were somatization, the interpersonal relationship was sensitive, the scores of the 3 factors were high, the non single female relations were sensitive, and the 2 factors of psychosis were high. Combined with the chi square 2 test and the multiple factor Logistic regression analysis, the preschool education level was low and the family economic poverty was the occurrence of a higher vocational nursing specialty girl. The risk factor of mental health problem.4. was evaluated through the interpersonal relationship comprehensive diagnosis scale, and 47.4% of the nursing students had interpersonal problems. The differences of the students in different grades were statistically significant (P0.05). Among the professional girls, the scores of non single female conversations were high, the scores of female students who were dissatisfied with the profession were higher, the scores of the non poor girls in the family economy were low, the single parent girls had a higher score on the total interpersonal distress of the professional dissatisfied girls and the secondary school students, and the analysis was combined with the chi 2 test and the multiple factor Logistic regression analysis. The result: the low level of pre school education is the risk factor for the interpersonal problems of a higher vocational nursing student. Conclusion: there are many psychological health problems and interpersonal problems in the nursing students of a higher vocational college in Shanxi. Their mental health problems and interpersonal problems are all subject to single parent, only child, birthplace, education degree before school and family. The influence of 6 factors on economic situation, professional satisfaction, and low education level before school, family economic poverty is the risk factor of mental health problems. Low pre school education is the risk factor of interpersonal distress.SCL-90 scale and interpersonal relationship comprehensive diagnosis scale results show that the higher vocational nursing major grade one grade Girls are faced with more mental health problems and interpersonal problems. Improving their interpersonal skills can improve their mental health.
【學(xué)位授予單位】：山西醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：R47-4;G444
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