目的:系统评价正念认知疗法对脑卒中患者干预效果的影响。方法:计算机检索Cochrane Library、Web of Science、PubMed、Embase、维普、万方、中国知网、中国生物医学文献数据库,收集建库至2024年4月14日发表的有关正念认知疗法对脑卒中...
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目的:系统评价正念认知疗法对脑卒中患者干预效果的影响。方法:计算机检索Cochrane Library、Web of Science、PubMed、Embase、维普、万方、中国知网、中国生物医学文献数据库,收集建库至2024年4月14日发表的有关正念认知疗法对脑卒中患者影响的随机对照试验。由2名研究者分别审阅摘要和全文并提取资料,使用Cochrane偏倚风险工具对纳入研究的潜在偏倚风险进行评估,统计分析使用RevMan 5.3软件进行。结果:共纳入14篇随机对照试验,共计1205例脑卒中患者。Meta分析结果显示,正念认知疗法可降低脑卒中患者的焦虑[SMD=-1.66,95%CI(-2.36,-0.97),P<0.001]和抑郁水平[SMD=-0.9,95%CI(-1.23,-0.57),P<0.001],提高患者的日常生活自理能力[MD=8.04,95%CI(5.32,10.75),P<0.001]、正念水平[SMD=0.8,95%CI(0.3,1.29),P=0.001]及睡眠质量[MD=-3.51,95%CI(-5.89,-1.14),P=0.004],但对患者生活质量的改善不明显[SMD=0.4,95%CI(-0.01,0.82),P=0.06]。结论:正念认知疗法对脑卒中患者具有显著的益处,具体表现为有效减轻了患者的焦虑与抑郁情绪,显著提升了患者的日常生活自理能力,并促进了正念水平的增强及睡眠质量的优化。然而,在改善患者整体生活质量方面,其效果尚不够显著,有待进一步研究与探讨。
目的:通过实证干预的方法,探索正念认知疗法对医学生焦虑情绪的干预效果;方法:通过SAS焦虑自评量表筛选出40名焦虑分值大于50的医学生,按照随机化原则分成两组,分为实验组和对照组,一组20人。对照组学生不进行任何处理,实验组学生由专业老师指导,进行为期8周的正念认知训练,一周练习1次,每次练习45分钟,有具体的主题和内容。8周练习结束后,再次通过SAS量表对两组被试的焦虑水平进行测量,检验正念认知疗法对医学生焦虑情绪的干预效果如何。结果:实验组学生在进行8周正念认知训练后,实验组的焦虑得分显著下降。结论:正念认知疗法对医学生焦虑情绪的干预效果显著。Purpose: To explore the effect of Mindfulness-Based Cognitive Therapy (MBCT) on the anxiety of medical students through empirical intervention methods. Method: Forty medical students with an anxiety score greater than 50, as measured by the Self-Rating Anxiety Scale (SAS), were randomly divided into two groups: an experimental group and a control group, with 20 students in each group. The control group did not receive any intervention, while the experimental group received an 8-week mindfulness-based cognitive training guided by a professional instructor, with one session per week, each lasting 45 minutes, and having specific themes and content. After the 8-week training, the anxiety levels of both groups were measured again using the SAS to test the effect of MBCT on the anxiety of medical students. Results: The anxiety scores of the experimental group significantly decreased after the 8-week MBCT training. Conclusion: Mindfulness-Based Cognitive Therapy has a significant intervention effect on the anxiety of medical students.
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