目的:了解少数民族高职医护生国家、专业认同及学业、情绪状态为研究少数民族高职医护生身心健康及国家、专业认同水平提供参考。方法:使用《国家认同问卷》《专业认同问卷》《抑郁–焦虑–压力量表简体中文版(DASS-21)》《学业倦怠量表...目的:了解少数民族高职医护生国家、专业认同及学业、情绪状态为研究少数民族高职医护生身心健康及国家、专业认同水平提供参考。方法:使用《国家认同问卷》《专业认同问卷》《抑郁–焦虑–压力量表简体中文版(DASS-21)》《学业倦怠量表》,发放问卷1200份,回收问卷1018份,有效问卷840份。结果:1. 少数民族高职医护生大三年级国家认同水平高于大一年级与大二年级。2. 专业认同水平上男女、生源地、专业均存在显著差异,适切性、认知性、情感性维度上男女、专业、年级均存在显著差异。3. 抑郁–焦虑–压力中,压力及焦虑维度在生源地上存在显著差异。4. 学业倦怠量表中情绪低落维度、成就感维度上男女、生源地之间均存在显著差异。5. 国家认同与专业认同呈现显著正相关,与抑郁–焦虑–压力及学业倦怠呈现显著负相关,专业认同与抑郁–焦虑–压力及学业倦怠呈现显著负相关,学业倦怠与抑郁–焦虑–压力之间呈现显著正相关。结论:1. 少数民族高职医护生国家认同水平普遍较高,医学检验专业学生国家认同水平高于其他专业;专业认同、学业倦怠水平受国家认同水平影响。2. 少数民族高职医护生专业认学业倦怠均受到生源地、性别、专业的影响。Objective: To understand the National, professional identity, academic performance and emotional state of minority medical and nursing students provides a reference for studying their physical and mental health, as well as their levels of national and professional identity. Methods: Using the “National Identity Questionnaire”, “Professional Identity Questionnaire”, “Simplified Chinese Version of Depression-Anxiety-Stressure Scale (DASS-21)”, and “Academic Burnout Scale”, A total of 1,200 questionnaires were distributed, 1,018 were returned, and 840 were deemed valid responses. Results: 1. The national identity level of the third-grade minority medical and nursing students in higher vocational colleges was higher than that of the first grade and the second grade. 2. There are significant differences in professional identity levels based on gender, source of origin, and specialty. Additionally, in terms of appropriateness, cognition, and emotion, significant differences are observed across gender, specialty, and academic year. 3. In the context of depression-anxiety-stress, significant differences in the dimensions of stress and anxiety are observed based on the source of origin. 4. The academic burnout scale reveals significant differences in the dimensions of emotional exhaustion and sense of achievement between genders and across different sources of origin. 5. national identity shows a significant positive correlation with professional identity, while it has a significant negative correlation with depression-anxiety-stress and academic burnout. Similarly, professional identity is significantly negatively correlated with both depression-anxiety-stress and academic burnout, whereas academic burnout demonstrates a significant positive correlation with depression-anxiety-stress. Conclusion :1. The level of national identity of minority medical and nursing students in higher vocational colleges was generally high. The national identity of medical laboratory students is higher than that of other majors. The level of professional identity and academic burnout is affected by the level of national identity. 2. The burnout of minority medical and nursing students in higher vocational colleges was affected by the origin, gender and specialty.展开更多
目的探讨齐拉西酮联合奥氮平对女性首发精神分裂症患者激越及睡眠质量的影响。方法选择中国人民解放军第303医院和中国人民解放军第261医院2016年10月-2018年1月收治的女性首发精神分裂症患者94例作为研究对象,根据随机数字表法分为对...目的探讨齐拉西酮联合奥氮平对女性首发精神分裂症患者激越及睡眠质量的影响。方法选择中国人民解放军第303医院和中国人民解放军第261医院2016年10月-2018年1月收治的女性首发精神分裂症患者94例作为研究对象,根据随机数字表法分为对照组和观察组,各47例。对照组采用奥氮平治疗,观察组在对照组基础上结合齐拉西酮治疗,两组疗程均为8周。比较两组治疗前后主客观睡眠质量、激越症状及阳性和阴性症状量表(positive and negative syndrome scale,PANSS)变化及临床疗效。结果观察组治疗后总睡眠时间(total sleep time,TST)和睡眠效率(sleep efficiency,SE)高于对照组,而睡眠潜伏期(sleep latency,SL)和觉醒时间(awakening time,AT)低于对照组( t =7.215、9.383、7.667、11.609, P <0.05);观察组治疗后匹兹堡睡眠质量指数量表(Pittsburgh sleep quality index scale,PSQI)评分低于对照组( t =10.172, P <0.05);观察组治疗后PANSS兴奋因子(PANSS-EC)评分低于对照组(t=11.978, P <0.05);观察组治疗后PANSS总分低于对照组( t =10.564, P <0.05);观察组总有效率(91.49%)高于对照组(72.34%)( P <0.05)。结论齐拉西酮联合奥氮平对女性首发精神分裂症患者疗效明显,可减轻患者激越症状并改善患者睡眠质量,值得临床借鉴。展开更多
目的了解二次疫情封闭式管理模式下,医学专业大一新生的心理状态,并调查分析心理因素和录课视频播放+线上答疑授课方式对学习效果的影响,为应对突发情况下优化教学、提高学习效果提供依据。方法2021-01-26~27日对医学专业352名大一新生...目的了解二次疫情封闭式管理模式下,医学专业大一新生的心理状态,并调查分析心理因素和录课视频播放+线上答疑授课方式对学习效果的影响,为应对突发情况下优化教学、提高学习效果提供依据。方法2021-01-26~27日对医学专业352名大一新生进行问卷调查,采取单因素方差分析和Logistic回归方法对调查数据进行分析。结果78.12%(275/352)的大一新生有焦虑/抑郁情绪,其中少数民族学生心理健康问卷4(patient health questionnaire 4,PHQ-4)评分显著低于汉族学生。封闭式管理下新生焦虑/抑郁程度增加的风险是非封闭式管理的2.485倍(OR=2.485,95%CI:1.568~3.938,P<0.001)。疫情心理波动使新生学习效果降低发生的概率增加了1.649倍(OR=1.649,95%CI:1.094~2.487)。94.03%(331/352)的新生对视频播放+线上答疑授课方式表示满意。相比疫情期间的学习方式,78.69%(277/352)的新生认为传统课堂授课是最合适的学习方式。结论二次突发疫情使汉族学生更易发生焦虑/抑郁;疫情造成的心理波动使新生的学习效果影响显著,应积极给予心理疏导;虽然新生对视频播放+线上答疑授课方式满意度较高,但仍然认为传统课堂授课模式是最合适的学习方式。展开更多
文摘目的:了解少数民族高职医护生国家、专业认同及学业、情绪状态为研究少数民族高职医护生身心健康及国家、专业认同水平提供参考。方法:使用《国家认同问卷》《专业认同问卷》《抑郁–焦虑–压力量表简体中文版(DASS-21)》《学业倦怠量表》,发放问卷1200份,回收问卷1018份,有效问卷840份。结果:1. 少数民族高职医护生大三年级国家认同水平高于大一年级与大二年级。2. 专业认同水平上男女、生源地、专业均存在显著差异,适切性、认知性、情感性维度上男女、专业、年级均存在显著差异。3. 抑郁–焦虑–压力中,压力及焦虑维度在生源地上存在显著差异。4. 学业倦怠量表中情绪低落维度、成就感维度上男女、生源地之间均存在显著差异。5. 国家认同与专业认同呈现显著正相关,与抑郁–焦虑–压力及学业倦怠呈现显著负相关,专业认同与抑郁–焦虑–压力及学业倦怠呈现显著负相关,学业倦怠与抑郁–焦虑–压力之间呈现显著正相关。结论:1. 少数民族高职医护生国家认同水平普遍较高,医学检验专业学生国家认同水平高于其他专业;专业认同、学业倦怠水平受国家认同水平影响。2. 少数民族高职医护生专业认学业倦怠均受到生源地、性别、专业的影响。Objective: To understand the National, professional identity, academic performance and emotional state of minority medical and nursing students provides a reference for studying their physical and mental health, as well as their levels of national and professional identity. Methods: Using the “National Identity Questionnaire”, “Professional Identity Questionnaire”, “Simplified Chinese Version of Depression-Anxiety-Stressure Scale (DASS-21)”, and “Academic Burnout Scale”, A total of 1,200 questionnaires were distributed, 1,018 were returned, and 840 were deemed valid responses. Results: 1. The national identity level of the third-grade minority medical and nursing students in higher vocational colleges was higher than that of the first grade and the second grade. 2. There are significant differences in professional identity levels based on gender, source of origin, and specialty. Additionally, in terms of appropriateness, cognition, and emotion, significant differences are observed across gender, specialty, and academic year. 3. In the context of depression-anxiety-stress, significant differences in the dimensions of stress and anxiety are observed based on the source of origin. 4. The academic burnout scale reveals significant differences in the dimensions of emotional exhaustion and sense of achievement between genders and across different sources of origin. 5. national identity shows a significant positive correlation with professional identity, while it has a significant negative correlation with depression-anxiety-stress and academic burnout. Similarly, professional identity is significantly negatively correlated with both depression-anxiety-stress and academic burnout, whereas academic burnout demonstrates a significant positive correlation with depression-anxiety-stress. Conclusion :1. The level of national identity of minority medical and nursing students in higher vocational colleges was generally high. The national identity of medical laboratory students is higher than that of other majors. The level of professional identity and academic burnout is affected by the level of national identity. 2. The burnout of minority medical and nursing students in higher vocational colleges was affected by the origin, gender and specialty.
文摘目的探讨齐拉西酮联合奥氮平对女性首发精神分裂症患者激越及睡眠质量的影响。方法选择中国人民解放军第303医院和中国人民解放军第261医院2016年10月-2018年1月收治的女性首发精神分裂症患者94例作为研究对象,根据随机数字表法分为对照组和观察组,各47例。对照组采用奥氮平治疗,观察组在对照组基础上结合齐拉西酮治疗,两组疗程均为8周。比较两组治疗前后主客观睡眠质量、激越症状及阳性和阴性症状量表(positive and negative syndrome scale,PANSS)变化及临床疗效。结果观察组治疗后总睡眠时间(total sleep time,TST)和睡眠效率(sleep efficiency,SE)高于对照组,而睡眠潜伏期(sleep latency,SL)和觉醒时间(awakening time,AT)低于对照组( t =7.215、9.383、7.667、11.609, P <0.05);观察组治疗后匹兹堡睡眠质量指数量表(Pittsburgh sleep quality index scale,PSQI)评分低于对照组( t =10.172, P <0.05);观察组治疗后PANSS兴奋因子(PANSS-EC)评分低于对照组(t=11.978, P <0.05);观察组治疗后PANSS总分低于对照组( t =10.564, P <0.05);观察组总有效率(91.49%)高于对照组(72.34%)( P <0.05)。结论齐拉西酮联合奥氮平对女性首发精神分裂症患者疗效明显,可减轻患者激越症状并改善患者睡眠质量,值得临床借鉴。
文摘目的了解二次疫情封闭式管理模式下,医学专业大一新生的心理状态,并调查分析心理因素和录课视频播放+线上答疑授课方式对学习效果的影响,为应对突发情况下优化教学、提高学习效果提供依据。方法2021-01-26~27日对医学专业352名大一新生进行问卷调查,采取单因素方差分析和Logistic回归方法对调查数据进行分析。结果78.12%(275/352)的大一新生有焦虑/抑郁情绪,其中少数民族学生心理健康问卷4(patient health questionnaire 4,PHQ-4)评分显著低于汉族学生。封闭式管理下新生焦虑/抑郁程度增加的风险是非封闭式管理的2.485倍(OR=2.485,95%CI:1.568~3.938,P<0.001)。疫情心理波动使新生学习效果降低发生的概率增加了1.649倍(OR=1.649,95%CI:1.094~2.487)。94.03%(331/352)的新生对视频播放+线上答疑授课方式表示满意。相比疫情期间的学习方式,78.69%(277/352)的新生认为传统课堂授课是最合适的学习方式。结论二次突发疫情使汉族学生更易发生焦虑/抑郁;疫情造成的心理波动使新生的学习效果影响显著,应积极给予心理疏导;虽然新生对视频播放+线上答疑授课方式满意度较高,但仍然认为传统课堂授课模式是最合适的学习方式。
