河南省非订单定向住培学员心理健康素养现状及其影响因素

周统; 胡倩倩; 郑伟凯; 王留义; 王勇

doi:10.16766/j.cnki.issn.1674-4152.003035

河南省非订单定向住培学员心理健康素养现状及其影响因素

doi: 10.16766/j.cnki.issn.1674-4152.003035

河南大学人民医院全科医学科, 河南郑州 450003

基金项目:

河南省医学科技攻关计划软科学项目 RKX202101001

详细信息

通讯作者:
王勇，E-mail：13939047780@126.com

中图分类号: R192 R169.1
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出版历程
- 收稿日期: 2022-12-01
- 网络出版日期: 2023-08-26

Status and influencing factors of mental health literacy of non-targeted admission residential trainees in Henan Province

General Practice Department, Henan University People' s Hospital, Zhengzhou, Henan 450003, China

摘要

摘要: 目的了解正在接受河南省非订单定向规范化住院医师培训学员的心理健康素养(MHL)状况及影响因素，为完善住院学员规范化培训提供参考。方法采用整群抽样法，在河南省选取2020年9月—2022年9月入培的600名非订单定向住培学员作为研究对象并进行问卷调查，回收有效完整问卷579份，使用多元心理健康素养量表调查住培学员的心理健康素养情况，使用寻求心理帮助态度量表、社会支持量表、心理求助自我污名量表调查学员对待心理求助的态度、获得社会支持及寻求心理求助时自我污名水平。结果 579名住培学员中男性占比44.7%，心理健康素养平均得分为12.60±2.95，女性占比55.3%，平均得分为12.20±3.08。不同的专业、年级及情感状态的心理健康素养得分相比，差异有统计学意义(均P＜0.05)。Spearman相关性分析显示，寻求专业性心理帮助态度与心理健康素养呈正相关关系(r=0.337，P＜0.001)，心理健康素养与专业心理求助自我污名呈负相关关系(r=-0.349，P＜0.001)，双向社会支持与心理健康素养呈正相关关系(r=0.336，P＜0.001)。多元线性回归分析显示，年级、情感状态、寻求专业性心理帮助态度、专业心理求助自我污名及社会支持是影响住培学员心理健康素养水平的主要因素(均P < 0.05)，可解释总体变异的36.2%。结论河南省住培学员心理健康素养得分处于中等水平，医院应采取有效的干预措施提升住培学员的心理健康素养。
- 住培学员 /
- 心理健康素养 /
- 社会支持 /
- 寻求专业性心理帮助态度 /
- 心理求助自我污名
Abstract: Objective To understand the mental health literacy (MHL) status and influencing factors of the trainees who are receiving non-targeted admission trainees in Henan Province, and to provide reference for improving standardized resident training. Methods A total of 600 non-targeted admission residential trainees who entered Henan Province from September 2020 to September 2022 were selected as the research subject using cluster sampling methods, and a questionnaire survey was conducted, total 579 valid and complete questionnaires were collected. The mental health literacy of residential trainees was investigated using the multiple mental health literacy scale, and the attitudes towards seeking psychological help, social support scale and psychological help self-stigma scale were investigate using the attitude towards seeking psychological help scale, social support scale, and self stigmatization scale. Results Of 579 residential trainees 44.7% were males, and the average score of mental health literacy was 12.60±2.95, while 55.3% were females, with an average score of 12.20±3.08. The differences of MHL score were statistically significant in different majors, grades and emotional states (all P < 0.05). Spearman correlation analysis shows that the attitude of seeking professional psychological help was positively correlated with mental health literacy (r=0.337, P < 0.001), mental health literacy was negatively correlated with self-stigma of seeking professional psychological help (r=-0.349, P < 0.001), and two-way social support was positively correlated with mental health literacy (r=0.336, P < 0.001). Multiple linear regression analysis showed that grade, emotional state, attitude of seeking professional psychological help, self-stigma of seeking professional psychological help and social support were the main factors affecting the mental health literacy level of residential trainees (all P < 0.05), which could explain 36.2% of the total variation. Conclusion The scores of mental health literacy of residential trainees in Henan Province are in the middle level, and hospitals should take effective intervention measures to improve their mental health literacy.
- Residential trainees /
- Mental health literacy /
- Social support /
- Seek professional psychological help /
- Self-stigma of psychological help

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表 1 河南省非订单定向住培学员不同人口学特征的心理健康素养得分

Table 1. Mental health literacy scores of nonorder oriented residential training students with different demographic characteristics in Henan Province

项目	人数(%)	总分(x±s)	统计量	P值
性别			1.591^a	0.112
男	259(44.7)	12.60±2.95
女	320(55.3)	12.20±3.08
专业			3.531^b	0.030
内科	257(44.4)	12.11±2.99
外科	208(36.0)	12.36±2.88
全科	114(19.6)	13.01±3.29
年级			3.551^b	0.029
规培第1年	214(37.0)	12.13±2.76
规培第2年	181(31.3)	12.18±3.65
规培第3年	184(31.7)	12.86±2.57
民族			-0.154^a	0.878
汉族	524(90.5)	12.37±2.99
非汉族	55(9.5)	12.44±3.31
独生子女			-1.148^a	0.251
是	147(25.4)	12.13±3.44
否	432(74.6)	12.46±2.87
情感状态			-4.384^a	＜0.001
单身	287(49.6)	11.83±3.34
恋爱中或已婚	292(50.4)	12.91±2.57
户口所在地			0.135^a	0.893
农村	424(73.2)	12.39±2.88
城市	155(26.8)	12.35±3.39
运动			1.596^a	0.111
是	179(30.9)	12.68±2.55
否	400(69.1)	12.24±3.21
注：^a为t值，^b为F值。

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表 2 心理健康素养的Spearman相关性分析结果

Table 2. Spearman correlation analysis of mental health literacy

项目	总分	心理健康素养得分
项目	总分	r值	P值
寻求专业性心理帮助态度(x±s)	83.51±12.90	0.337^a	＜0.001
专业心理求助自我污名[M(P₂₅, P₇₅)]	37.00(34.00，39.00)	-0.349^b	＜0.001
双向社会支持形式	43.00(37.00，44.00)	0.336^b	＜0.001
注：^a为Pearson相关系数，^b为Spearman相关系数。

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表 3 变量赋值情况

Table 3. Variable assignment method

变量	赋值方法
专业	全科=(0, 0)；内科=(1, 0)；外科=(0, 1)
年级	规培第1年=0；规培第2年=1；规培第3年=3
情感状态	单身=0；恋爱中或已婚=1

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表 4 河南省非订单定向住培学员心理健康素养影响因素的多元线性回归分析(n=579)

Table 4. Multivariate linear regression analysis of influencing factors on mental health literacy of non-order oriented residential training students in Henan Province (n=579)

变量	B	SE	β	t值	P值
年级	1.049	0.169	0.286	6.194	＜0.001
情感状态	-1.416	0.274	-0.234	-5.165	＜0.001
专业心理求助自我污名	-0.254	0.030	-0.298	-8.510	＜0.001
寻求专业性心理帮助态度	0.063	0.008	0.267	7.804	＜0.001
双向社会支持	0.198	0.024	0.280	8.244	＜0.001
注：R²=0.368, 调整后R²=0.362，F=55.560，P < 0.01。

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