近同伴支持教育提升护理本科实习生心理弹性的效果评价

doi:10.3761/j.issn.1672-9234.2023.05.009

摘要/Abstract

摘要：

目的探讨近同伴支持教育在护理本科实习生中的应用效果。方法选取2021年7月—2022年5月某三级甲等医院36名护理本科实习生为研究对象，实施分阶段近同伴支持教育，包括临床实践技能支持、情感支持、职业认知强化、信息支持4部分内容。干预前后使用心理弹性量表对护理本科实习生进行调查。结果干预后，36名护理本科实习生心理弹性得分（77.28±13.44）高于干预前（55.78±11.86），差异有统计学意义（t=7.491，P<0.001）。结论近同伴支持教育有助于提高护理本科实习生心理弹性水平，帮助护理本科实习生以积极健康的心态应对临床工作。

关键词: 学生, 护理, 临床实习, 近同伴支持教育, 心理弹性

Abstract:

Objective To explore the effect of near peer support education in undergraduate nursing interns. Methods From July 2021 to May 2022，36 undergraduate nursing interns in a tertiary A-level hospital were selected as the research objects，and the near peer support education was implemented in stages，including four parts：clinical practical skill support，emotional support，occupational cognitive enhancement，and information support. The undergraduate nursing interns were investigated with the resilience scale before and after the intervention. Results After intervention，the total score of resilience（77.28±13.44） of 36 undergraduate nursing interns were higher than those before intervention（55.78±11.86），the difference was statistically significant（t=7.491，P<0.001）. Conclusion Near peer support education is helpful to improve the psychological resilience of undergraduate nursing interns，and can help them cope with clinical work with a positive and healthy attitude.

Key words: Students, Nursing, Clinical Clerkship, Near peer support education, Resilience

刘蔚, 李育玲, 韩清华, 蔺彦丽. 近同伴支持教育提升护理本科实习生心理弹性的效果评价[J]. 中华护理教育, 2023, 20(5): 559-563.

LIU Wei, LI Yuling, HAN Qinghua, LIN Yanli. The effect of near peer support education on undergraduate nursing interns’ resilience[J]. Chinese Journal of Nursing Education, 2023, 20(5): 559-563.

图/表 2

参考文献 20

[1]	鲁浩, 章雅青, 王琳. 护士心理弹性的研究进展[J]. 护理学杂志, 2016, 31(4):93-96.
	Lu H, Zhang YQ, Wang L. Research progress in nurses’ mental resilience[J]. J Nurs Sci, 2016, 31(4):93-96.
[2]	吴曼, 孙雪芹. 本科护生压力与心理健康的关系:心理弹性的中介作用[J]. 中国健康心理学杂志, 2019, 27(2):304-308.
	Wu M, Sun XQ. The relationship between undergraduate nurse pressure and mental health:the mediating function of psychological resilience[J]. China J Health Psychol, 2019, 27(2):304-308.
[3]	Wolf ZR. Year of the nurse and the midwife 2020,loving kindness,and caring science interventions[J]. Int J Hum Caring,2020, 24(2):73-75. doi: 10.20467/HumanCaring-D-20-00003
[4]	王正君, 叶青芳, 秦津, 等. 护理本科生心理弹性的潜在剖面分析[J]. 中华现代护理杂志, 2021, 27(27):3759-3764.
	Wang ZJ, Ye QF, Qin J, et al. Potential profile analysis of psychological resilience of nursing undergraduates[J]. Chin J Mod Nurs, 2021, 27(27):3759-3764.
[5]	许珂, 张森, 任辉. 临床护士心理弹性特点及影响因素的路径分析[J]. 护理管理杂志, 2019, 19(12):858-863.
	Xu K, Zhang S, Ren H. Study on the characteristics of resilience in clinical nurses and path analysis of the influencing factors[J]. J Nurs Adm, 2019, 19(12):858-863.
[6]	Topping KJ. The effectiveness of peer tutoring in further and higher education:a typology and review of the literature[J]. 1996, 32(3):321-345.
[7]	鲜墨, 谢佳星, 杨碧珊, 等. 近同伴指导方法对医学生心理干预效果的研究[J]. 基础医学教育, 2022, 24(10):814-819.
	Xian M, Xie JX, Yang BS, et al. Application of near peer mentoring method to psychological intervention for medical students[J]. Basic Medical Education, 2022, 24(10):814-819.
[8]	Henderson S, Needham J, van de Mortel T. Clinical facilitators’ experience of near peer learning in Australian undergraduate nursing students:a qualitative study[J]. Nurse Educ Today, 2020, 95:104602. doi: 10.1016/j.nedt.2020.104602
[9]	刘晨曦. 高师音乐学研究生“同伴教育”培养模式理论与实践研究[D]. 福州: 福建师范大学, 2009.
	Liu CX. Theoretical and practical study on teaching mode of companion education of M.A. project students in musicology[D]. Fuzhou: Fujian Normal University, 2009.
[10]	van de Mortel TF, Needham J, Henderson S. Facilitating learning on clinical placement using near-peer supervision:a mixed methods study[J]. Nurse Educ Today, 2021, 102:104921. doi: 10.1016/j.nedt.2021.104921
[11]	Whitfield S. The efficacy of near-peer teaching in paramedicine education:a literature review[J]. Med Sci Educ, 2021, 31(2):963-968. doi: 10.1007/s40670-020-01192-9 pmid: 34457936
[12]	Bandura A. Social learning theory of aggression[J]. J Commun, 1978, 28(3):12-29. pmid: 690254
[13]	于肖楠, 张建新. 自我韧性量表与Connor-Davidson韧性量表的应用比较[J]. 心理科学, 2007, 30(5):1169-1171.
	Yu XN, Zhang JX. A comparison between the Chinese version of Ego-resiliency Scale and Connor-Davidson Resilience Scale[J]. Psychol Sci, 2007, 30(5):1169-1171.
[14]	杨燕. 高等护理专业学生心理弹性现状及影响因素分析[D]. 滨州: 滨州医学院, 2015.
	Yang Y. Study on psychological resilience and its influencing factors of nursing students in medical university[D]. Binzhou: Binzhou Medical University, 2015.
[15]	柳萍, 娄晓君, 王怡, 等. 基于社会学习理论的妊娠糖尿病综合管理模式的探讨[J]. 医学与哲学(B), 2017, 38(7):87-90.
	Liu P, Lou XJ, Wang Y, et al. Exploration of the integrated management mode of gestational diabetes mellitus based on social learning theory[J]. Med & Philos B, 2017, 38(7):87-90.
[16]	叶赟, 陈沁, 倪静玉, 等. 同辈支持网络小组对新护士社交焦虑及心理弹性的影响[J]. 中国心理卫生杂志, 2018, 32(4):283-288.
	Ye Y, Chen Q, Ni JY, et al. Effect of peer support system on social anxiety and resilience among new graduate nurses[J]. Chin Ment Health J, 2018, 32(4):283-288.
[17]	McDermott RC, Fruh SM, Williams S, et al. Nursing students’ resilience,depression,well-being,and academic distress:testing a moderated mediation model[J]. J Adv Nurs, 2020, 76(12):3385-3397. doi: 10.1111/jan.v76.12
[18]	Lopez V, Yobas P, Chow Y L, et al. Does building resilience in undergraduate nursing students happen through clinical placements? A qualitative study[J]. Nurse Educ Today, 2018, 67:1-5. doi: 10.1016/j.nedt.2018.04.020
[19]	刘敦, 姜小鹰, 宋继红. 护理本科生实习前心理健康及社会支持对心理弹性的影响研究[J]. 中华护理教育, 2015, 12(10):749-752.
	Liu D, Jiang XY, Song JH. The influence of mental health and social support on the resilience of undergraduate nursing students before clinical practice[J]. Chin J Nurs Educ, 2015, 12(10):749-752.
[20]	Kumpfer K. Factors and processes contributing to resilience: the resilience framework[J]. Resilience and Development, 2002: 179-224.