| Summary: | 碩士 === 中國醫藥大學 === 護理學系碩士班 === 102 === Medicine related students who were at high risk mental state is a big and important issue in recent years. The highly stressful medical training requirements made those students perceived stresses higher than ordinary students and the high pressure perception could make their symptoms of learning adaptation problems or symptoms of anxiety happen worse, resulting in their diminishing of stresses coping ability and learning ineffectiveness.
The purpose of this study aims to evaluate the effectiveness of perceived stress management intervention program to improve the mental risk, stress perception, anxiety levels, and stress coping strategies. The study design was single-blinded randomized control trial with pretest and posttest. This study subjects recruited 50 medicine related grade two undergraduate students in mid-Taiwan by convenient sampling. The study subjects were randomized assigned into experiment (n=26) and control groups (n=24). Both groups received the Perceived Stress management-related educational materials, but only the experimental group received "Perceived Stress management intervention program" as the intervention approach.
With Informed consent, 50 high-risk mental states students joined the study and completed pretest data collection and 49 subjects completed posttest. Five instruments were used for measure study variables in this study, including the demographic data, the Chinese version of Schizotypal Personality Questionnaire-Brief, the Chinese Version, Perceived Stress Scale, the Chinese mandarin of State-Trait Anxiety Inventory Y form, the Stress Coping Strategies Scale. The data were analyzed by chi-square test, independent and paired t test and Linear Mixed Model (LMM) to assess the effectiveness of intervention program.
The results showed no statistical significance at the overall scores between students in high mental risk group and the control group. However, comparing with the control group, the tendency to use coping strategies of emotional venting and problems solving increased significantly for students with personality trait of high-risk mental status. And the CSPQ-B total, interpersonal, disorganised and the state anxiety levels were also reduced for students with personality trait of high-risk mental status students with personality trait of high-risk mental status in experimental group. The scores of trait anxiety also reduced significantly in the high-risk mental status group with anxiety trait.
Although this study didn’t approve the intervention effectiveness of perceived stress management intervention program for the students with high mental risk, it did confirm that the intervention effectiveness of psycho-educational type group was better for the students with personality trait of high-risk mental status. Menawhile, the scores of study variables have decreased for students in experimental group. We recommended that the curriculum design of the short-term intervention program should be simplified for the future research. In addition, the cognitive proportion and the frequency of the group should be adjusted according to different characteristics and problems fordifferent types of mental high-risk students. Futhermore, keeping the follow-up of the management effect to evaluate long-term effects of mental health promotion is suggested for the high-risk mental state students in the future study.
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