创伤性成长与护理学生生命意义之间的关系
Funda Gümüş1,2, Havva Kaçan3
1Department of Nursing, Faculty of Atatürk Health Sciences, Dicle University, Diyarbakir, Turkey.
Nursing open
|March 9, 2026
概括
护理学生经历了创伤事件,但创伤后的更高的成长与更大的生活意义有关. 这表明创伤可以成为个人发展和弹性建设的机会.
科学领域:
- 心理学 心理学 心理学
- 护理教育 护理教育
- 社会学 社会学 社会学
背景情况:
- 在护理学生中,创伤经历很普遍.
- 了解创伤,成长和生活意义之间的关系对于学生的福祉至关重要.
- 护理教育需要解决心理性和应对机制.
研究的目的:
- 在护理学生中调查创伤性成长与生命意义之间的相关性.
- 为了确定影响这种关系的变量.
- 为旨在增强心理性的干预提供信息.
主要方法:
- 在土耳其对649名本科护理学生进行了截面,描述和相关性研究.
- 通过自我报告措施收集的数据包括创伤经历清单 (TEL),创伤后成长清单 (PTGI) 和生活意义问卷 (MLQ).
- 统计分析包括描述性统计,ANOVA,t测试,皮尔森相关性和多重线性回归.
主要成果:
- 40.5%的学生报告了个人创伤经历.
- 创伤后生长得分低于平均水平,而生活中的意义得分高于平均水平.
- 创伤后的成长,经济状况和亲戚的创伤显著预测了人生的意义,解释了10.6%的差异.
结论:
- 在护理学生中,创伤后成长和生活意义之间存在积极的关联.
- 创伤,尽管它的负面影响,可以作为一个催化剂的个人转变和增加功能.
- 研究结果支持制定有针对性的培训计划,以加强学生的心理性和心理社会适应能力.
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