戴振威, 潘辰, 王浩, 肖伟军, 黄依漫, 陈旭, 付佳琪, 荆舒, 王欢, 苏小游. 疫情期间正念干预对护理本科生心理弹性及职业认同感的影响及其机制研究[J]. 职业卫生与应急救援, 2023, 41(4): 436-441. DOI: 10.16369/j.oher.issn.1007-1326.2023.04.009
引用本文: 戴振威, 潘辰, 王浩, 肖伟军, 黄依漫, 陈旭, 付佳琪, 荆舒, 王欢, 苏小游. 疫情期间正念干预对护理本科生心理弹性及职业认同感的影响及其机制研究[J]. 职业卫生与应急救援, 2023, 41(4): 436-441. DOI: 10.16369/j.oher.issn.1007-1326.2023.04.009
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DAI Zhenwei, PAN Chen, WANG Hao, XIAO Weijun, HUANG Yiman, CHEN Xu, FU Jiaqi, JING Shu, WANG Huan, SU Xiaoyou. Effect of mindfulness intervention on psychological resilience and professional identity of nursing undergraduates during the epidemic and its mechanism[J]. Occupational Health and Emergency Rescue, 2023, 41(4): 436-441. DOI: 10.16369/j.oher.issn.1007-1326.2023.04.009
Citation: DAI Zhenwei, PAN Chen, WANG Hao, XIAO Weijun, HUANG Yiman, CHEN Xu, FU Jiaqi, JING Shu, WANG Huan, SU Xiaoyou. Effect of mindfulness intervention on psychological resilience and professional identity of nursing undergraduates during the epidemic and its mechanism[J]. Occupational Health and Emergency Rescue, 2023, 41(4): 436-441. DOI: 10.16369/j.oher.issn.1007-1326.2023.04.009
shu

疫情期间正念干预对护理本科生心理弹性及职业认同感的影响及其机制研究

Effect of mindfulness intervention on psychological resilience and professional identity of nursing undergraduates during the epidemic and its mechanism

    摘要
  • 摘要:
      目的  探讨疫情期间正念干预对护理本科生心理弹性及职业认同感的影响及其机制，为提升护理本科生心理健康状况和职业认同感提供有力证据。
      方法  2021年4月25—30日从北京市某高校完成预调查的研究对象中随机选取108名护理学生，其中有52人作为干预组成员进行线上线下相结合的正念干预，56人作为对照组成员进行空白对照，分别利用心理弹性量表（Resilience Style Questionnaire，RSQ）、护生职业认同量表（Professional Identity for Nurse Students Questionnaire，PINSQ）评估两组成员在干预前、干预后1周、干预后3个月后（随访时）的心理弹性及职业认同感水平。利用SAS 9.4软件，采用广义估计方程评价干预效果，采用Process程序检验心理弹性的中介效应。
      结果  干预后，干预组心理弹性高于对照组（P＜0.05）；随访时，干预组和对照组的心理弹性差异无统计学意义（P＞0.05）。干预组学生在干预后和随访时心理弹性相比干预前均有所提高（P＜0.05），随访时和干预后相比，心理弹性有所下降（P＜0.05）；对照组各个时间点的心理弹性水平无变化（P＞0.05）。干预后，干预组职业认同感得分高于对照组（P＜0.05）；随访时，干预组的职业认同感高于对照组（P＜0.01）。干预组职业认同感在各时间点的提升均具有统计学意义（P＜0.05）；对照组各个时间点的职业认同感水平差异无统计学意义（P＞0.05）。正念干预可通过影响心理弹性水平进而影响职业认同感，心理弹性在其中的中介效应占比为23.67%。
      结论  正念干预可有效提升疫情期间护理本科生的心理弹性和职业认同感水平，可为后续的心理干预和研究提供依据。

     

    Abstract:
      Objective  To explore the effect of mindfulness intervention on the psychological resilience and professional identity of nursing undergraduates during the epidemic and its mechanisms, and to provide strong evidence for improving the mental health status and professional identity of nursing undergraduates.
      Methods  One hundred and eight nursing students were randomly selected from a pre-survey conducted at a university in Beijing from April 25-30, 2021, of whom 52 were placed in the intervention group for a combined online and offline mindfulness intervention, whereas 56 were placed in the control group and received no intervention. The Resilience Style Questionnaire (RSQ) and Professional Identity for Nurse Students Questionnaire (PINSQ) were used to assess the levels of psychological resilience and professional identity of members in both groups before intervention, 1 week after intervention, and 3 months after intervention (follow-up). SAS 9.4 software was used to evaluate the intervention effect using generalized estimating equations, and the Process test was used to analyze the mediating effect of psychological resilience.
      Results  After intervention, the psychological resilience of the intervention group was higher than that of the control group (P < 0.05); at follow-up, there was no statistically significant difference in psychological resilience between the intervention group and the control group (P > 0.05). The psychological resilience of students in the intervention group increased after intervention and at follow-up compared to before intervention (P < 0.05), but decreased at follow-up compared to after intervention (P < 0.05); there was no change in the level of psychological resilience of control students at each time point (P > 0.05). After intervention, the professional identity score of the intervention group was higher than that of the control group (P < 0.05), and at follow-up time, the professional identity of the intervention group was higher than that of the control group (P < 0.01). The increase in professional identity at each time point in the intervention group was statistically significant (P < 0.05), while there was no statistically significant difference in professional identity in the control group at each time points (P > 0.05). Mindfulness intervention affected professional identity by affecting psychological resilience levels, with a mediation effect ratio of 23.67%.
      Conclusions  A mindfulness intervention could effectively improve the psychological resilience and professional identity levels of nursing undergraduates during the epidemic, providing a basis for subsequent psychological interventions and research.

     

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