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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Developing self-aware mindfulness to manage countertransference in the nurse-client relationship: an evaluation and developmental study.
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Developing self-aware mindfulness to manage countertransference in the nurse-client relationship: an evaluation and developmental study.

机译：发展自我意识的正念，以管理护士与客户关系中的反移情：一项评估和发展研究。

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摘要

Nursing students, and even the nurses they become, bring not only caring to their wounded clients but also at times their own unresolved personal stress. Especially without mindful awareness, projection of the nurse's unacknowledged emotional encumbrances (countertransference) threatens the effectiveness of the nurse-client relationship. The purpose of this study was to evaluate whether Scheick's (2004) earlier instruction and use of a self-awareness development guide affected the self-control and sense of vibrant aliveness of students in a psychiatric nursing course, then use the information gained to develop a self-aware mindfulness template for managing countertransference in the nurse-client relationship. As gleaned from the literature, self-concept behaviors such as being fully vibrantly alive in the present moment, exercising self-control, and enacting self-awareness dovetail with qualities of mindfulness. Building on earlier findings pertinent to increasing self-awareness, this research used developmental mixed methodology to evaluate ex post facto data on the sense of vibrant full aliveness and self-control of 15 psychiatric nursing students who used a self-awareness development guide compared with seven final semester nursing students who lacked focused self-awareness instructional experiences. Both groups took Schutz's (1992) Element S: Self concept assessment. The quantitative research portion used inferential statistical analysis via the t test to evaluate student scores yielding information pertinent to the qualitative developmental part of the study. Formative and summative committees comprised of expert nursing and other psychologically oriented faculty then developed self-awareness and mindfully oriented teaching-learning tools that together formed a template highlighted by a mnemonic model termed STEDFAST. Although mitigated by the small sample and the use of intact groups, the experimental group, when exposed to self-awareness focused learning experiences, showed not only statistically significant changes in self-awareness, which had been determined in Scheick's (2004) earlier study, but also statistically significant changes in vibrant aliveness and self-control. The outcome that deliberate learning experiences using a self-awareness development model likely affected all three mindful behaviors prompted the expert formative and summative committees to specifically target self-awareness and mindfulness for the template. Students implementing the template anecdotally report increased self-aware mindfulness especially as they readily use the STEDFAST Self-Aware Mindfulness mnemonic portion in clinical encounters. The limitations of the study mandate that statistical assumptions be downplayed in favor of simply exploring data trends. Nevertheless, students using the template components describe growing in their ability to mindfully self-monitor toward better managing of not only countertransference in psychiatric nursing but also their own learning in other areas of nursing practice.
机译：护理学生，甚至他们成为的护士，不仅给受伤的客户带来关怀，而且有时带来他们自己无法解决的个人压力。尤其是在没有意识的情况下，对护士未承认的情感负担（逆转）的预测会威胁到护士与客户关系的有效性。这项研究的目的是评估Scheick（2004）的早期指导和自我意识发展指南的使用是否会影响精神病学护理课程中学生的自我控制和充满活力的生命力，然后使用获得的信息来发展精神病学护理课程。自我意识正念模板，用于管理护士与客户关系中的反向转移。从文献中可以看出，自我概念的行为，例如在当下充满活力的活着，行使自我控制力和实施自我意识，都与正念品质相吻合。基于与提高自我意识有关的早期发现，本研究使用发展性混合方法评估了15名使用自我意识发展指南的精神科护理学生事后充满活力和自我控制感的事后数据。缺乏集中的自我意识教学经验的期末护理学生。两组都采用了舒茨（1992）的要素S：自我概念评估。定量研究部分通过t检验使用推论统计分析来评估学生分数，从而得出与研究的定性发展部分有关的信息。由专家护理和其他以心理学为导向的教职员工组成的形成性和总结性委员会随后开发了自我意识和以思想为导向的教学方法，共同形成了以STEDFAST助记符模型突出显示的模板。尽管由于样本量少和使用完整组而减轻了压力，但实验组在接受以自我意识为重点的学习经历时，不仅表现出统计学上显着的自我意识变化，这在Scheick（2004）的早期研究中已经确定，而且在活力和自我控制方面也有统计学上的显着变化。使用自我意识发展模型刻意学习经历的结果可能会影响所有三种正念行为，促使专家形成和总结委员会专门针对模板的自我意识和正念。实施该模板的学生轶事地报告了增强的自我意识正念，特别是因为他们在临床遭遇中很容易使用STEDFAST自我意识正念助记符。该研究的局限性要求对统计假设进行轻描淡写，以利于简单地探索数据趋势。但是，使用模板组件的学生描述了他们不断提高自我监控能力，不仅可以更好地管理精神病学护理中的逆转，而且可以自己学习其他护理实践领域。

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