"这是我"为本科护理学生提高认识和反耻辱的计划:一个前后干预研究研究
Olga Valentim1,2,3, Tânia Correia3,4, Lídia Moutinho1,2,3
1Nursing School of Lisbon (ESEL), Av. Prof. Egas Moniz, 1600-096 Lisboa, Portugal.
Nursing reports (Pavia, Italy)
|October 25, 2024
概括
"这是我"干预显著改善了护理学生的心理健康知识和同情心,同时减少了与精神疾病相关的焦虑和耻辱感. 这提高了他们为有效的患者护理做好准备的能力.
科学领域:
- 护理教育 护理教育
- 心理健康污名化 心理健康污名化
- 心理教育干预 心理教育干预
背景情况:
- 护理学生的传统耻辱教育只能带来暂时的态度改善.
- 批判性和自我反思对于提高护理学生关于精神疾病的态度,信仰和学习满意度至关重要.
- 现有的研究缺乏全面干预措施的重点,以解决在护理教育中的精神疾病耻辱.
研究的目的:
- 评估"这是我"心理教育干预的有效性.
- 评估干预对护理学生关于精神疾病耻辱感的知识,态度和沟通技能的影响.
- 增强高级本科护理学生应对精神疾病相关污名化的能力.
主要方法:
- 对37名高级本科护理学生实施了心理教育干预.
- 在干预前和干预后的问卷调查中,使用验证的工具 (MICA-4,MAKS,JSPE-S,IAS,AQ-27) 评估了变化.
- 数据收集发生在2022年5月16日至7月15日期间,在临床精神病学培训期间.
主要成果:
- 心理健康知识 (MAKS) 和同理心的显著增加,特别是视角采用 (JSPE).
- 在统计学上显著地减少了群间焦虑 (IAS) 和对患者的负面看法 (AQ27-危险性,AQ27-恐惧).
- 干预积极影响关键指标与精神疾病与护理学生之间的耻辱.
结论:
- "这是我"计划提高心理健康素养,并打击护理学生的耻辱感.
- 提高知识和态度可以促进与精神疾病患者建立更好的治疗关系和沟通.
- 该干预措施显示了改善精神病护理护理实践的潜力.
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