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护理学报 ›› 2023, Vol. 30 ›› Issue (15): 74-78.doi: 10.16460/j.issn1008-9969.2023.15.074

• 心理卫生 • 上一篇    

基于幸福理论模式在线积极心理干预在高职护生中的应用

吴曼1, 孙雪芹2, 邱振良3, 周健坤1, 陶文言1   

  1. 1.铜陵职业技术学院 护理系,安徽 铜陵 244000;
    2.蚌埠医学院 护理学院,安徽 蚌埠 233030;
    3.安徽省泗县第一中学,安徽 泗县 234300
  • 收稿日期:2022-12-26 出版日期:2023-08-10 发布日期:2023-09-08
  • 通讯作者: 孙雪芹（1975-）,女,安徽蚌埠人,硕士,副教授。E-mail：274678328@qq.com
  • 作者简介:吴曼（1994-）,女,安徽铜陵人,硕士,讲师。
  • 基金资助:
    安徽省人文社会科学研究项目（SK2019A0180）; 安徽省教育科学研究项目（JKZ20014）; 安徽省高校自然科学研究重点项目（2022AH052755）; 铜陵职业技术学院自然科学研究重点项目（tlpt2022NK005）; 铜陵职业技术学院自然科学研究重点项目（tlpt2022NK008）

Effect of online positive psychological intervention based on PERMA model in nursing students of higher vocational colleges

WU Man1, SUN Xue-qin2, QIU Zhen-liang3, ZHOU Jian-kun1, TAO Wen-yan1   

  1. 1. Department of Nursing, Tongling Vocational and Technical College, Tongling 244000, China;
    2. School of Nursing, Bengbu Medical College, Bengbu 233030, China;
    3. No. 1 Middle School of Sixian County, Sixian, 234300, China
  • Received:2022-12-26 Online:2023-08-10 Published:2023-09-08

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摘要： 目的 探究基于PERMA（positive emotion,engagement,relationships,meaning,and accomplishment）模式的在线积极心理干预对高职护生积极心理健康、领悟社会支持和学习参与度的影响。方法 选取我校196名21级护理专业护生,随机分为观察组（96名）和对照组（100名）。对照组实施常规的心理健康教育,提供线上、线下心理咨询;定期开展公益讲座和及时的心理疏导。观察组在此基础上,接受为期14 d的在线积极心理干预。干预前、后,使用积极心理健康量表、领悟社会支持量表和学习参与度量表进行测量,比较组间差异。结果 干预后观察组的积极心理健康、领悟社会支持和学习参与度得分高于对照组,差异具有统计学意义（P<0.05）;观察组干预后积极心理健康、领悟社会支持和学习参与度均高于干预前,差异具有统计学意义（P<0.05）。结论 基于PERMA模式的在线积极心理干预,对高职护生积极心理健康具有良好的缓冲作用。

关键词: PERMA, 积极心理干预, 护生, 高级职业, 心理健康, 学习参与

Abstract: Objective To explore the effect of online positive psychological intervention based on the PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) model on positive mental health, perceived social support and learning participation of nursing students in higher vocational colleges. Methods A total of 196 nursing students in grade 2011 were selected and randomly divided into experimental group (n=96) and control group (n=100). The control group received conventional online and offline mental health education; the experimental group received a 14-day online positive psychological intervention additionally. The Positive Mental Health Scale (WEM-WBS), Perceived Social Support Scale (PSSS), and Learning Engagement Scale were used before and after the intervention to evaluate the intervention effect. Results After the intervention, the score of positive mental health, perceived social support and learning participation in the experimental group was higher than that in the control group, and the difference was statistically significant (P<0.05). Conclusion Online positive psychological intervention based on the PERMA model has a good buffering effect on the positive mental health of higher vocational nursing students.

Key words: PERMA, positive psychological intervention, higher vocational college, nursing student, mental health, learning participation

中图分类号: 

  • R395.6
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