一种社会认知方法来改善学生药剂师之间的压力和焦虑管理
Sean R King1, Jeffrey S Hallam2, Virginia E Schwindt3
1Union University College of Pharmacy, Center for Population Health and Rural Medicine, Jackson, TN, USA.
American journal of pharmaceutical education
|August 16, 2025
概括
学生药剂师通过结合社会认知理论 (SCT) 和破坏性治疗的新干预来减少压力和焦虑. 这种方法提高了他们的自我效能和识别压力状况的能力.
科学领域:
- 心理健康干预 心理健康干预
- 行为健康策略行为健康策略
- 药房 教育 教育 药房 教育
背景情况:
- 学生药剂师面临着重大的心理健康挑战.
- 传统的干预措施可能无法完全解决这些问题.
- 社会认知理论 (SCT) 为行为改变提供了一个框架.
研究的目的:
- 为学生药剂师评估基于SCT的干预与破坏性治疗.
- 评估对感知压力,焦虑和自我效能的影响.
- 在药学学生中探索一种新的心理健康管理方法.
主要方法:
- 使用了测试前后测试对照组设计.
- 干预包括SCT原则和破坏性治疗课程.
- 测量了感知到的压力,焦虑,自我效能和情境感知.
主要成果:
- 干预组显示,感知到的压力和焦虑显著减少.
- 观察到提高了自我效能和情境感知.
- 在结果预期中没有发现显著差异.
结论:
- 基于SCT的干预与破坏性治疗可以减少学生药剂师的压力和焦虑.
- 这种方法提高了情境意识和对管理心理健康的自信.
- 破坏性治疗在行为健康策略中的作用得到了强调.
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