中华医学教育杂志

中华医学教育杂志 ›› 2024, Vol. 44 ›› Issue (10): 781-785.DOI: 10.3760/cma.j.cn115259-20230729-00052

• 研究生教育 • 上一篇    下一篇

情绪管理课程对医学研究生自我情绪管理能力的影响研究

刘海燕1, 陈宇琦2, 王慕瑶2, 刘文婷3, 王钰莹4, 黄凡艳4, 陈瑜5   

  1. 1南方医科大学2024级护理学专业博士研究生,广州 510515;
    2南方医科大学2022级护理学专业硕士研究生,广州 510515;
    3南方医科大学2022级护理学专业博士研究生,广州 510515;
    4南方医科大学2021级护理学专业硕士研究生,广州 510515;
    5南方医科大学人文与精神护理学系,广州 510515
  • 收稿日期:2023-07-29 出版日期:2024-10-01 发布日期:2024-09-29
  • 通讯作者: 陈瑜, Email: 958977423@qq.com
  • 基金资助:
    教育部产学合作协同育人项目(220605695305103);广东省学位与研究生教育改革研究项目(2021JGXM026);广东省本科高校教学质量工程建设项目(粤教高函〔2020〕19号);南方医科大学大学生创新创业训练计划基金资助项目(202112121284);广东省本科高校在线开放课程指导委员会2022年度研究课题(2022ZXKC085)

The effect of an emotion management course on medical graduate students′ self-management ability

Liu Haiyan1, Chen Yuqi2, Wang Muyao2, Liu Wenting3, Wang Yuying4, Huang Fanyan4, Chen Yu5   

  1. 1Doctoral Candidate, Nursing Major, Enrolled in 2024, Southern Medical University, Guangzhou 510515, China;
    2Master Candidate, Nursing Major, Enrolled in 2022, Southern Medical University, Guangzhou 510515, China;
    3Doctoral Candidate, Nursing Major, Enrolled in 2022, Southern Medical University, Guangzhou 510515, China;
    4Master Candidate, Nursing Major, Enrolled in 2021, Southern Medical University, Guangzhou 510515, China;
    5Department of Humanities and Mental Nursing, School of Nursing, Southern Medical University, Guangzhou 510515, China
  • Received:2023-07-29 Online:2024-10-01 Published:2024-09-29
  • Contact: Chen Yu, Email: 958977423@qq.com
  • Supported by:
    Industry-university Cooperative Education Project of Ministry of Education(220605695305103); Guangdong Academic Degree and Postgraduate Education Reform Research Project(2021JGXM026); Undergraduate Teaching Quality Engineering Construction Project of Guangdong Province (Guangdong Education High Letter〔2020〕19); Innovation and Entrepreneurship Training Program for University Students(202112121284); Guangdong Provincial Advisory Committee on Online Open Courses for Undergraduate Programs of Universities 2022 Annual Research Projects (2022ZXKC085)

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摘要： 目的 探讨情绪管理课程对医学研究生自我情绪管理能力的影响,为高校开展研究生情绪自我调整策略提供实践依据和重要参考。方法 2022年10至11月,采用混合研究方法,整群抽取某医科大学选修研究生情绪管理课程的医学研究生为研究对象,开展6次课程干预。干预前后采用自编教学调查表、情绪智力量表、伯克利情绪表达量表、自编情绪管理素养问卷等开展课程干预效果的量性评价,采用焦点小组访谈方式开展课程干预效果的质性评价。结果 全程参与课程干预的48名医学研究生干预前后,情绪管理素养问卷总分差异具有统计学意义[(72.94±18.69)分比(107.65±11.79)分,P＜0.001];情绪智力量表的识别他人情绪维度[(23.65±2.18)分比(24.44±1.83)分,P＜0.05]、情绪利用维度[(28.98±2.63)分比(29.92±3.26)分,P＜0.05]和伯克利情绪表达量表的消极情绪表达维度[(17.52±3.49)分比(18.46±3.31)分,P＜0.05]评分差异均具有统计学意义。焦点小组访谈结果,提炼出3个主题:①情绪感知变化;②情绪认知调适;③情绪自我疏导。结论 情绪管理课程对医学研究生自我情绪管理能力提升有正向促进作用,医学院校可以通过开设相关课程干预,进一步提高医学研究生情绪识别、利用和表达,最终促进其全面提升自我情绪管理能力。

关键词: 医学, 研究生, 情绪管理, 课程干预, 混合研究

Abstract: Objective To explore the effect of an emotion management course on self- management ability of medical graduate students, and to inform the further development of emotional self-adjustment strategies for graduate students in universities. Methods This is a mixed-methods research. From October to November 2022, a group of medical graduate students were enrolled in this study, who took the course of ″Emotion Management for Graduate students″, carried out in six 120-minute sessions. Before and after the intervention, the effects of curriculum intervention were quantitatively evaluated by self-designed teaching questionnaire, Emotional Intelligence Scale (EIS), Berkeley Emotional Expression Scale (BEQ) and self-designed emotional management literacy Scale, and qualitative evaluation was carried out by focus group interview. Results The total score of emotion management literacy scale of 48 medical graduate students who participated in the whole course intervention was significantly different before and after the intervention [(72.94±18.69) vs. (107.65±11.79), P<0.001]. The dimensions of the EIS scale in identifying other people′s emotions [(23.65±2.18) vs. (24.44±1.83), P<0.05], emotional utilization [(28.98±2.63) vs. (29.92±3.26), P<0.05] and the negative emotion expression dimension of BEQ scale [(17.52±3.49) vs. (18.46±3.31), P<0.05] were statistically significant. Three themes were identified from the focus group interviews: (1) Changes in emotional perception; (2) Emotional cognitive adjustment; (3) Emotional self-regulation. Conclusions The emotion management course has a positive effect on the improvement of self-emotion management ability of medical graduate students. Medical colleges can further improve the emotion recognition, utilization and expression of students by offering relevant courses, in order to promote their overall improvement of self-emotion management ability.

Key words: Medical science, Graduate students, Emotion management, Curriculum intervention, Mixed-methods research

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