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題 名 | 專科護生初次精神科實習焦慮之探討=The Study of Nursing College Students' Anxiety about Their Initial Psychiatric Clinical Practicum |
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作 者 | 黃素妃; | 書刊名 | 耕莘學報 |
卷 期 | 4 民95.06 |
頁 次 | 頁45-56 |
分類號 | 419.63 |
關鍵詞 | 精神科護理實習; 焦慮; Psychiatric clinical practicum; Anxiety; |
語 文 | 中文(Chinese) |
中文摘要 | 精神科急性病房對初次實習的護生而言,是一個富挑戰性、無法預知且難以掌控的環境,因此容易造成不同程度的焦慮,然而過度焦慮將影響學習成效。本研究在探討專科護生初次精神科急性病房實習之焦慮、情形,並找出成功調適之方法。研究兼採質量性研究法進行資料的收集與分析,研究對象為自92年10月至93年2月在北部某區域教學醫院精神科急性病房實習3週之護生,收集其學習歷程檔案,輔以結構式問卷探討其焦慮、狀態,前者以內容分析法進行資料之整理,後者以平均數、標準差,並進行Wilcoxon檢定分析。結果顯示:(1) 初次精神科實習之始,其特質焦慮與情境焦慮均呈現中度焦慮;(2) 護生於實習過程中主觀感受到的焦慮,包括:1. 剛進入臨床實習單位時對環境和護理常規感到陌生;2. 第一天與個案接觸時的首次會談、對個案先入為主的錯誤認知、以及害怕做錯事;3. 實習過程中因擔心無法勝任與完成指定作業所產生的焦慮。(3) 實習後護生的特質焦慮仍為中度焦慮,但情境焦慮為低度焦慮,且實習前後護生感受到的情境焦慮呈現顯著性差異,探究護生成功的焦慮調適方式包括:護生勇於接受挑戰、接納與支持的學習環境,以及個案正向的回應。研究結果將有助於護理教師與臨床人員了解並關注學生實習之心理健康狀態,並進一步佈置一個正向積極的學習環境以提升教學品質。 |
英文摘要 | Psychiatric acute ward is a challenging and unexpected environment to the nursing students who first practice. Therefore, they may endure different levels of anxiety and too much anxiety will affect their learning. This study mainly explores the anxiety about nursing college students first in acute psychiatric clinical practicum and their coping mechanisms. This study takes both quantitative and qualitative research methods, measuring the anxiety level of these nursing students with structural questionnaires and their portfolios. The former uses the analysis of the descriptive statistics; the latter, collating data through content analysis. The finding indicate that: (1) The nursing students shows middle level of the state-trait anxiety in their beginning practice. (2) Their subjective anxiety includes 1. the unfamiliarity with the environment and nursing rules when they first join the clinical units; 2. he first interview with the cases on the first day, the false recognition or bias to the cases, and the fear of making mistakes; 3. the anxiety about failing unable to finish assignments. (3) The significantly low state anxiety showed by nursing students after practices. The coping mechanisms of anxiety include their challenges to difficulties, their optimistic studying environment, and the positive response from the cases. All the results will be meaningful to the clinical nursing teachers who draft the proper teaching plans to promote their teaching quality. |
本系統中英文摘要資訊取自各篇刊載內容。