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目的:探讨《弟子规》教育对精神科医务人员的职业倦怠的影响。方法:应用职业倦怠测试量表(MBIGS),随机招募60名精神科医务人员作为试验组,将与试验组性别、年龄匹配的机关、医技等非一线60名职工作为对照组。对试验组进行《弟子规》教育。应用汉密顿抑郁量表(HAMD)、汉密顿焦虑量表(HAMA)以及职业倦怠测试量表(MBI-GS)评价教育前后精神科医务人员以及职业倦怠状况的差异。结果:试验组教育前在焦虑及抑郁得分与对照组相比均有显著性差异(t=2.61,3.09;P<0.01)。试验组教育前MBI-GS评分的情绪衰竭维度与教育后及对照组比较有显著差异(t=9.172,8.36;P<0.01),在去人性化维度与教育后及对照组比较有显著差异(t=3.34,2.65;P<0.01),而在个人成就感维度差异不明显(t=0.94,1.98;P>0.05)。结论:《弟子规》教育能够改善精神科医务人员的职业倦怠状况。
Objective: To explore the influence of “disciple rules” education on job burnout of mental health staff. Methods: Sixty psychiatrist staffs were enrolled in the MBIGS randomly. Sixty non-first-line workers, including gender and age-matched institutions in the experimental group and 60 non-line workers were selected as the control group. On the experimental group “disciples rules” education. HAMD, HAMA and MBI-GS were used to evaluate the difference of mental health staff and occupational burnout before and after education. Results: The scores of anxiety and depression in the experimental group before education were significantly different from those in the control group (t = 2.61, 3.09, P <0.01). The emotional exhaustion dimension of pre-education MBI-GS score in experimental group was significantly different from that in post-education and control groups (t = 9.172, 8.36; P <0.01), and there was significant difference in de-humanized dimension and education group compared with control group t = 3.34,2.65; P <0.01), while there was no significant difference in the dimension of personal accomplishment (t = 0.94,1.98; P> 0.05). Conclusion: “Disciple rules” education can improve the occupational burnout of psychiatric staff.