- 期刊
藉投射技巧探討住院兒童的壓力
A Studying of the Hospitalied Children's Stress by a Projective Technique
摘要
本研究的目的在探討：為醫護人員提供兒童住院適應壓力的訊息，藉投射技巧發現兒童住院的感受。參加本研究的對象為南部某教學醫院4-12歲兒童100名，利用19張與住院有關的彩色卡片，以測量其對住院情境感受的壓力。 經內容分析發現住院兒童關注的焦點在於醫療措施、活動限制、清潔不便、不舒適和遊戲等。半數以上的兒童對「病房、母親、防子、學校、服藥、男孩、女孩、醫師、父親、食物」之刺激物，都曾感到壓力。使用典型相關分析結果發現「年齡」、「住院期間」、「性別」為決定住院兒童壓力的三個最重要變項。即住院五天以下而未手術之女學前兒童對「醫師、玩具、貓、聽診器」等刺激物較有壓力感，而手術住院五天以上的男學童對「手術衣、服藥」等刺激物較有壓力感。且兒童的住院壓力與其適應度及合作度有關。因此建議醫護人員必須(1)重視平時的形成性評價。(2)鼓勵兒童情感的表達。(3)提供兒童操作認知的活動。
關鍵字
無資料並列摘要
An investigation was conducted on the effects children coping with stress in the hospital setting of medical-nursing personnel care. The sample consisted of 100 children (4-12y) in a teaching-hospital. Nineteen colored cards reflecting the hospital situation were used to measure the perceptions of stress. The results of responses were as follows: Children were most concerned with medical intervention, active limitations, inconvenience to cleanliness, discomfort and ability to play in the hospital. The dependent variables were: ward, mother, house, school, medication, boy, girl, doctor, father and food. These were perceived as stressful in over half of the children. Data was also analyzed by canonical correlation analysis. The “Age”, “Duration of hospitalization” and “Sex” were the most important predictor variables of children’s stress in the hospital. The female preschool children hospitalized less than five days were more likely to perceive stimuli as stressful about the “Doctor”, “Toy”, “Cat”, and “Stethoscope”. The operated male school children hospitalized more than five days were more likely to perceive stimuli about “Hospital gown” and “Medication” as stressful. There was a relationship between the stimuli that children perceive as stressful in the hospital and their adaptation and partnership. According to the above findings, the author suggests: (1) putting more emphasis on formative evaluation. (2) providing more opportunities for children to express their feeling. (3) giving a chance to the children to operate their cognitive activity.