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Nursing Science 2024
巴林特小组对改善临床实习护生职业倦怠的干预研究
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Abstract:
目的：研究巴林特小组对改善临床实习护生职业倦怠的干预效果。方法：选取十堰市某高校本科临床实习护生140名，按照随机数字表法将其分为干预组(n = 70)和对照组(n = 70)，对照组不进行特殊干预，给予空白对照，干预组采用巴林特小组心理干预。采用职业倦怠量表(Maslach Burnout Inventory, MBI)评估两组护生的职业倦怠情况；采用实习护生压力源量表比较两组护生干预前及干预后的压力情况；采用护士职业认同感量表(Nurse Professional Identity Scale, NPIQ)比较两组护生干预前及干预后的职业认同感。结果：干预前，两组护生的情绪衰竭、去个性化、个人成就感和压力源量表评分无显著差异(P > 0.05)；干预后，干预组护生的情绪衰竭、去个性化、个人成就感和压力源量表评分均较干预前显著下降，且干预组显著低于对照组，两组比较具有统计学意义(P < 0.05)。干预前，两组护生的NPIQ评分无显著差异(P > 0.05)；干预后，干预组护生的NPIQ评分较干预前显著上升，且干预组显著高于对照组，两组比较有统计学意义(P < 0.05)。结论：巴林特小组活动可有效降低临床实习护生的职业倦怠情况，缓解其精神压力，并有效提高其职业认同感，可推广使用。
Objective: To study the intervention effect of Balint group intervention on improving occupational burnout of nursing students in clinical practice. Methods: A total of 140 undergraduate nursing students in clinical practice from a university in Shiyan City were selected and divided into intervention group (n = 70) and control group (n = 70) according to random number table method. The control group was given blank control without special intervention, and the intervention group was given Balint group psychological intervention. The Maslach Burnout Inventory (MBI) was used to evaluate the occupational burnout of nursing students in the two groups. The stress of nursing students before and after intervention was compared by using the stress source scale of nursing students in the two groups. The Nurse Professional Identity Scale (NPIQ) was used to compare the professional identity of the two groups of nursing students before and after intervention. Results: Before intervention, there were no significant differences in emotional exhaustion, deindividuation, personal achievement and stressors scale scores between the two groups of nursing students (P > 0.05). After intervention, the scores of emotional exhaustion, deindividuation, personal achievement and stressors scale of nursing students in the intervention group were significantly lower than those before intervention, and the intervention group was significantly lower than the control group, and the comparison between the two groups was statistically significant (P < 0.05). Before intervention, there was no significant difference in NPIQ scores between the two groups of nursing students (P > 0.05). After intervention, the NPIQ score of nursing students in the intervention group was significantly higher than that before intervention,
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