多维支持性心理干预在男科护理临床实践教学体系的探索

Multidimensional supportive psychological intervention in clinical practice teaching of andrological nursing

目的:探讨多维支持性心理干预在男科护理临床实践教学中的应用,将多维支持性心理干预与传统技能训练相结合,为男科护理临床实践教学提供依据。方法:选取在哈尔滨医科大学附属第四医院2021年12月至2022年12月的100名即将进入男科临床实习的护理专业实习生为研究对象,采用HAMD量表对护理实习生的心理进行评估,对其进行随机分组,试验组(50名)接受多维支持性心理干预,对照组(50名)按照传统的教学模式进行培训,不接受任何形式的心理支持干预。结果:试验组的HAMD得分从干预前的(12.4±2.1)分明显降低到干预后的(8.9±2.4)分,差异有统计学意义(P<0.01);而对照组的HAMD得分从干预前的(13.1±1.8)分增加到干预后的(14.7±1.9)分,差异具有统计学意义(P<0.01)。试验组的技能得分从干预前的(82.6±4.7)分提高到干预后的(91.2±2.4)分,差异具有统计学意义(P<0.01)。对照组的技能得分从(81.0±3.5)分略微降低到(80.4±2.7)分,差异无统计学意义(P=0.28)。结论:该方法能够在短时间内显著提高护理实习生的学习积极性,减小其心理压力,并且有助于提升教学效果。此外,采用这种结合心理和教学的方法还能加强护理实习生的心理韧性,帮助他们更好地应对未来的职业挑战。

Objective:To examine the application of a novel pedagogical approach multidimensional supportive psychological intervention(MSPI)in the clinical practice teaching of andrological nursing care.Methods:Using the Hamilton Depression Scale(HAMD),we assessed the psychology of 100 nursing interns about to enter clinical practice in the Department of Andrology from December 2021 to December 2022.We equally randomized the subjects into an experimental and a control group,the former receiving MSPI and the latter trained on the conventional teaching model without any psychological support intervention.Results:Compared with the baseline,the HAMD scores were significantly decreased in the experimental group after intervention(12.4±2.1 vs 8.9±2.4,P<0.01),but increased in the controls(13.1±1.8 vs 14.7±1.9,P<0.01);the skill scores dramatically increased in the experimental group(82.6±4.7 vs 91.2±2.4,P<0.01),but decreased in the control group after intervention(81.0±3.5 vs 80.4±2.7,P=0.28).Conclusion:MSPI can significantly enhance the learning enthusiasm of nursing students in a short period,reduce their psychological stress and improve teaching outcomes.This approach,combining psychology with teaching,can also strengthen the mental resilience of nursing students and better confront them with future professional challenges.