摘要
目的调查中专护生的压力应对方式特点及其与个人因素的相关性,为学生的心理健康教育和心理干预工作提供理论依据。方法采用自编个人背景资料调查表和应对方式问卷对865名中专护生进行问卷调查。结果(1)本组中专护生应对方式总分(3.121±0.726)分,6种应对方式使用频率从高到低依次为:解决问题、求助、幻想、退避、合理化和自责。(2)中专护生人际关系与成熟应对方式呈正相关、与不成熟应对方式呈负相关(P<0.01或P<0.05),自责应对方式与家庭经济、学习压力、人际关系和自我满意度呈一定负相关(r为-0.253～-0.106,P<0.01)。(3)6种应对方式在中专护生的学习压力、人际关系和自我满意程度3个组内的差异有统计学意义(P<0.01或P<0.05)。结论中专护生总体上以采用积极成熟的应对方式为主;生源地、家庭经济状况、人际关系、学习压力、自我满意度都与中专护生的应对方式存在一定的相关性,其中人际关系与应对方式相关性更为密切;学习压力较大、人际关系不良、对自己不满意的护生较多采用不成熟应对方式。
Objective To explore the features of stress coping style among secondary students and the correlations with personal factors,so as to provide theoretical reference for mental health education and psychological intervention for students.Methods A survey was conducted among 865 nursing students by self-designed background information questionnaire and coping style questionnaire.Results（1） The scores of coping style among these nursing students were（3.121±0.726）;six coping styles from high to low use frequency were： solving problems,help,fantasy,retreat,rationalization and self-blame.（2） Interpersonal relationships of secondary nursing students were positively correlated with mature coping style but negatively with immature one（P0.01 or P0.05）;self-blame was somewhat negatively correlated with family economy,study pressure,interpersonal relationships and self-satisfaction（r=-0.253^-0.106,P0.01）.（3） Six coping styles of nursing students were statistically significant in their study pressure,interpersonal relationships and self-satisfaction（P0.01 or P0.05）.Conclusion Coping styles are related with student homeplace,family economic status,interpersonal relationships,study pressure and self-satisfaction,with interpersonal relation more related.They are generally active and mature among secondary nursing students but immature among students with higher study pressure,poor interpersonal relationship and bad self-satisfaction.
出处
《护理学报》
2010年第4期74-76,共3页
Journal of Nursing（China）
基金
江西省中等职业学校2008年度省级教育教学研究立项课题(JXZJJY-08-022)
关键词
应对方式
相关性
影响因素
中专护生
coping style
correlation
influencing factor
secondary nursing student
