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Objective:To systematically evaluate the effect of programming-based neuroverbal psychological intervention on the mental health and coping mode of caregivers.Methods:Chinese and English databases such as PubMed, Embase, Cochrane Library, Web of Science, CNKI, WanFang, VIP and literature on the impact of neuro-linguistic programming on nursing mental health and response methods were collected. The retrieval time limit was from self-built library to January 2022.Quality evaluation and data collation of the included literature were conducted. All data were analyzed by Meta-analysis using RevMan5.4, Stata15.0 software.Results:7 literature articles were included, a total of 1 293 nursing staff, the results of Meta-analysis showed that the psychological intervention experimental group applying neuro-linguistic programming was in somatization ( MD = -0.31, 95% CI -0.34 - -0.28, P<0.001), interpersonal relationship sensitive ( MD = -0.36, 95% CI -0.53 - -0.19, P<0.001), depression ( MD = -0.98, 95% CI -1.54 - -0.42, P = 0.006), anxiety ( MD = -0.97, 95% CI -1.43 - -0.51, P<0.001), adversary ( MD = -0.29, 95% CI -0.52 - -0.06, P = 0.010), remorse ( MD = 0.25, 95% CI 0.16 - 0.34, P<0.001), help ( MD = -0.42, 95% CI -0.58 - -0.27, P<0.001), fantasy ( MD = 0.25, 95% CI 0.22 - 0.29, P<0.001), retreat ( MD = 1.06, 95% CI 0.37 - 1.76, P = 0.003) was statistically different when compared to the control groups. Conclusion:Psychological intervention based on neurolinguistic programming has a significant positive effect on mental health and coping style of nursing staff, which can reduce psychological emotions and improve coping ability.
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RESUMEN Introduction Hay diferentes estilos de aprendizaje según vía de ingreso de información, los cuales pueden evaluarse con el modelo de programación neurolingüística o VAK (visual, auditivo o kinestésico). En programas académicos altamente competitivos un estilo específico podría jugar un rol en rendimiento académico, originado desde el docente, pudiendo favorecer estudiantes con un estilo mediante su enseñanza. Objetivo Analizar relación entre estilo de aprendizaje según via de ingreso de información de estudiantes de postítulo en otorrinolaringología y rendimiento académico basado en modelo VAK Material y método Estudio corte transversal en residentes de postítulo en otorrinolaringología de universidades chilenas, cuestionario de estilos de aprendizaje para definir estilo preferente, correlación con calificaciones. Estadística no paramétrica con mediana y RIC, análisis con Mann-Whitney, Kruskall-Wallis y Kendall-Tau. Resultados Participaron 45/50 residentes, 31% mujeres, 69% hombres; 29,4 años edad promedio; 4,3 años promedio desde pregrado. 46,6% predominio estilo de aprendizaje visual, 35,5% kinestésico, 8,8% auditivo; género femenino predominio kinestésico, masculino predominio visual (p <0,05). Sin diferencia significativa entre mediana de calificaciones hombres y mujeres, tampoco calificaciones entre años de egreso. Correlación edad y calificaciones no relevante. Sin diferencia en calificaciones entre estilos de aprendizaje, correlación entre estilos y calificación no relevante. Conclusión Se puede interpretar que el curso evaluado es homogéneo, ya que no favorece un estilo de aprendizaje por sobre otro. Conocer el estilo de aprendizaje es beneficioso tanto para estudiantes como para docentes, pero también para ser un buen tratante.
ABSTRACT Introduction There are different learning styles according to the information entry channel, which can be evaluated with neurolinguistic programming or VAK (visual, auditory or kinesthetic) model. In highly competitive academic programs, a specific style may play a role in academic performance, originated from the teacher, being able to favor students with a style through their teaching. Aim Analyze the relationship between learning styles according to the information entry channel of otolaryngology post-graduate students and their academic performance based on the VAK model. Material and method: Cross section study on Chilean universities otolaryngology post-graduate residents, learning styles questionnaire to define preferred style, correlation with academic grades. Non-parametric statistics with median and interquartile range, analysis with Mann-Whitney Kruskall-Wallis and Kendall-Tau tests. Results: 45/50 residents participation, 31% women, 69% men; 29.4 average years old; 4.3 average years from undergraduate studies. 46.6% visual learning style preferred, 35.5% kinesthetic, 8.8% auditory; kinesthetic style preferred in female genre, visual in male genre (p<0.05). No significant difference between men and women median grades, neither among years from undergraduate studies. Not relevant correlation between age and grades. No difference in grades among learning styles, and not relevant correlation between styles and grades. Conclusion: It can be interpreted as that the evaluated course is homogeneous, because it doesn't favor learning style over another. Knowing the learning style is beneficial for the student and the teacher, but also to be a good physician.
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Humans , Male , Female , Education, Medical, Graduate/methods , Learning , Otolaryngology/education , Teaching , Chile , Cross-Sectional Studies , Surveys and Questionnaires , Academic PerformanceABSTRACT
PURPOSE: The aim of this study was to develop and evaluate the effectiveness of a group counseling program using neurolinguistic programming (NLP) for individuals abusing alcohol. METHODS: In a quasi-experimental study, 48 participants were recruited from five alcohol medical centers. The NLP group counseling program was provided to the experimental group for 90 minute sessions twice a week for 5 weeks. Pre-post data were collected from November, 2014 to April, 2015. Data were analyzed using descriptive statistics, chi-squared tests, and independent t-tests. RESULTS: Compared with the control group, participants in the experimental group showed significantly decreasing scores for depression (t=−2.19, p=.033) and alcohol craving (t=−3.59, p=.001). Participants in the experimental group also showed improved self-efficacy related to drinking refusal (t=3.05, p=.004). CONCLUSION: Study findings support using the NLP group counseling program with patients abusing alcohol as it is effective in improving depression, drinking refusal self-efficacy, and craving. Therefore, the NLP group counseling program is a useful nursing intervention to prevent relapse in alcoholics.
Subject(s)
Humans , Alcoholics , Alcoholism , Counseling , Craving , Depression , Drinking , Neurolinguistic Programming , Non-Randomized Controlled Trials as Topic , Nursing , Recurrence , Self EfficacyABSTRACT
OBJETIVO: O objetivo deste estudo foi determinar o(s) estilo(s) de aprendizagem dos estudantes do quinto ano do curso de medicina que frequentaram a disciplina de Oftalmologia e o nível de relação com o seu rendimento acadêmico. MÉTODOS: Foram aplicados questionários de estilos de aprendizagem de Kolb e Programação Neurolinguística (PNL) para determinar o estilo de aprendizagem dos estudantes e estes foram relacionados com as avaliações finais obtidas. As variáveis foram analisadas através do teste r de Pearson. RESULTADOS: Foi observado que existe relação entre as variáveis estilos de aprendizagem e rendimento acadêmico (p < 0,05). Segundo o modelo de Kolb os estudantes com estilo reflexivo obtiveram melhor rendimento e de acordo com o modelo PNL, foram os estudantes com estilo visual. CONCLUSÃO: As variáveis estilos de aprendizagem a partir dos modelos de PNL e Kolb atuam independentemente do rendimento acadêmico dos estudantes do curso de medicina, indicando predomínio dos estilos visual e reflexivo...
OBJECTIVE: The aim of this study was to determine the learning styles of fifth-year medical students who attended the ophthalmology course and to also determine the correlation with their academic performance. METHODS: Kolb'slearning style and neurolinguistic programming (NLP) questionnaires were applied and related tothe final grades obtained. The variables were analyzed using Pearson's r test. RESULTS: I trevealed a relation between the variables of learning styles and academic performance (p < 0.05).According to Kolb's model, students with better performance were reflective style and according to the NLP model, students with visual style. CONCLUSION: learning styles variables from the NLP mode land Kolb, actingin dependently of the academic performance of students ina medical career, marking the highest preference forthe visual style andreflective questionnaires applied based on both models.this study is consistent with other research in this field conducted with students of the samerace...
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Humans , Male , Female , Education, Medical, Undergraduate , Learning , Neurolinguistic Programming , Ophthalmology , Students, Medical , Cross-Sectional Studies , Epidemiology, Descriptive , Surveys and QuestionnairesABSTRACT
Introducción: En la relación médico-paciente, la comunicación es un elemento esencial, y una herramienta útil para ello es aplicar la programación neurolingüística. El terapeuta logra igualar la forma en que un paciente piensa, habla y actúa, por lo que la comunicación se vuelve más clara, con menos riesgo de confusión. Método: Se realizó una revisión narrativa, mediante una búsqueda sistemática en las principales bases de datos médicas y de psicología, utilizando los términos MEsH y operadores lógicos Physician-Patient Relations [MeSH] and Neurolinguistic Programming [Mesh], y términos DeCS programación neurolingüística and comunicación. También se buscó manualmente la literatura en libros publicados relacionados con el tema. Conclusiones: Todas las personas tienen diferentes formas de representar el mundo. Esto se hace mediante diferentes canales de comunicación, auditivo, cinestésico y visual. Para cada una de estas representaciones existen unos predicados específicos, y la confianza se genera cuando el terapeuta acompaña a su paciente en su sistema representacional y cambia sus redicados para igualarlos con los de él. Esto es, en esencia, hablar en el lenguaje del paciente, que permite modelar cualquier comportamiento humano y establecer una alianza terapéutica.
Introduction: Communication is a vital element in the physician-patient relations, and a useful tool is the application of neurolinguistic programming. The therapist manages to emulate the way a patient thinks, talks and acts so communication becomes clearer, with lesser risk of confusion. Method: A narrative review was conducted by means of a systematic search, in the main medical and psychological data bases, using the terms mesh and logical operators Physician-Patient Relations [MeSH] and Neurolinguistic Programming [MeSH] and DeCS terms Neurolinguistic Programming and communication. Also, a manual search in books related to the topic was conducted. Conclusions: We all have different ways of representing the world; this is done through different communication channels: auditive, kinesthetic, and visual. There are specific predicates for each of these representations; trust is generated when the therapist accompanies his/her patient in his/her representational system and changes the predicates to make them the same as his/hers; this is, essentially, speaking in the patient´s language; this allows for the modelling of any human behavior and establishing a therapeutic alliance.