藏汉两族护生心理状况的调查分析*

摘要

Objective To explore the psychological status of nursing students of Tibetan and Han nationality.Method The questionnaire of Symptom Checklist 90(SCL-90)was distributed to 120 nursing students of Tibetan and Han nationality by random sampling.Results SCL-90 total scores of Tibetan nursing students and Han nursing students were(136.96±30.76)and (129.78±28.99),respectively.There was a statistically significant difference(P<0.001).The scores of Tibetan nursing students was higher than that of Han nursing students on factors of somatization,force symptoms,sensitivity to social relations,depression, hostility,paranoid and psychosis,but the scores of Han nursing students were higher than Tibetan nursing students on factors of anxiety and terror,with significant significance(P<0.01).The results of SCL-90 showed that the scores of somatization,force symptoms,sensitivity to social relations depression,paranoid and hostility in the Tibetan nursing students of 1st grade were significantly higher than those in the Hannrusing students of the 1st grade score(P<0.05).The score of force symptoms,depression and psychosis in the Tibetan nursing students of 2nd grade were significantly higher than those in the Han nursing students of 2nd grade (P<0.05).The scores on force symptoms,sensitivity to social relations,depression and anxiety in Tibetan nursing students of the 3rd grade were higher than those in the Han nursing students of the 3rd grade(P<0.05).Conclusion Tthe psychological status of Tibetan nursing students is outstanding in contrast to Han nursing studetns,and Tibetan nursing students were given directed intervention of mental health problem according to their risk factors.%目的了解藏汉两族护生心理健康状况。方法分别选取藏汉两族护生各120名，采用症状自评量表（self-reporting inventory，SCL-90）进行调查。结果藏汉族护生SCL-90总得分分别为（136.96±30.76）分和（129.78±28.99）分，两者比较，P＜0.001，差异具有统计学意义。1年级藏族护生躯体化、强迫症状、人际敏感和敌对方面得分高于汉族护生；2年级藏族护生强迫症状、抑郁、偏执和精神病性得分高于汉族护生；3年级藏族护生强迫症状、人际敏感和焦虑得分高于汉族护生，两者比较，差异具有统计学意义（均P＜0.05）。结论藏族护生心理状况较汉族护生差，学校和医院需加强对藏族护生心理健康的关注，针对不同年级的藏族护生采取针对性的干预措施，帮助她们解决生活、学习的困难，使她们尽快适应新的生活与学习环境，提高其心理健康水平。