目的分析高职护理专业实习生的自尊水平及其相关因素,为开展实习心理指导提供依据。方法采用自尊量表,领悟社会支持量表和简易应对方式量表进行问卷调查和分析,选取131名高职护理专业实习生,并以185名在校生为对照组进行对照研究。结果 (1)高职护理专业实习生的自尊水平(t=2.985,P=0.003),积极应对方式(t=3.088,P=0.002)高于非实习生。(2)以自尊为预测变量,在自尊(t=-2.873,P=0.005)和领悟社会支持(t=-2.783,P=0.006)方面,独生学生的分数都低于非独生学生;在领悟社会支持方面,城镇学生高于乡村学生,(t=2.590,P=0.011);(3)自尊与领悟社会支持(r=0.497)和积极应对(r=0.341)呈正相关,与消极应对(r=-0.236)呈负相关;领悟社会支持与积极应对(r=0.395)呈正相关。(4)回归分析得到标准化回归方程:自尊=0.348(领悟社会支持)+0.293(积极应对)-0.287(消极应对),总解释率为32.5%。结论经过实习锻炼,学生的自尊水平有所提高,能够更多地采用积极应对方式来面对困难和挫折。建议学校和实习医院的相关人员能够加强对实习生心理状况的关注,并积极引导学生领悟各方面的社会支持,利用积极应对方式来面对应激事件和挫折,保持良好的心理健康状态。 Objective To analyze the self-esteem level of nursing interns in higher vocational schools and its related factors, and provide the basis for psychological guidance in internship. Methods A self-esteem scale, a perceived social support scale and a simple coping style questionnaire were used to conduct questionnaire survey and analysis. 131 nursing intern trainees were selected and 185 control students were used as the control group. Results (1) The level of self-esteem in vocational nursing students (t = 2.985, P = 0.003) and positive coping styles (t = 3.088, P = 0.002) were higher than those in non-trainees. (2) Using self-esteem as the predictor, the number of singleton students was lower than that of non-singleton students in terms of self-esteem (t = -2.873, P = 0.005) and perceived social support (t = -2.783, P = 0.006) (3) Self-esteem was positively correlated with perceived social support (r = 0.497) and positive coping (r = 0.341), and negative coping with social responsiveness (t = 2.590, r = -0.236). There was a positive correlation between perceived social support and positive coping (r = 0.395). (4) Regression analysis obtained standardized regression equation: self-esteem = 0.348 (perceived social support) +0.293 (positive response) -0.287 (negative response), the total interpretation rate was 32.5%. Conclusions After practice, students’ self-esteem level has been improved, and more active coping strategies can be adopted to deal with the difficulties and setbacks. It is suggested that relevant personnel in schools and internships should pay more attention to the psychological status of trainees and actively guide students to comprehend social support in all aspects and use positive coping strategies to face stressful incidents and setbacks and maintain a good mental health status.