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Objective:To explore the effect of Williams life skills training on posttraumatic growth and care ability for parents of children with leukemia.Methods:A total of 86 parents of children with leukemia were assigned to Children′s Hospital Affiliated to Nanjing Medical University from January to December 2019 who were devided into experimental group and control group according to the enrolled time, there were 43 cases in each group. The parents in the control group recieved routine nursing, the experimental group carried out 4-week Williams life skills training. The effect was assessed by Posttraumatic Growth Inventory (PTGI) and Family Caregiver Task Inventory (FCTI), respectively.Results:Finally, 41 cases were included in the experimental group and 40 cases in the control group. After intervention, the personal strength, relating to others, spiritual change scores and total scores in PTGI were (21.10 ± 4.47), (19.95 ± 6.18), (5.12 ± 0.95), (73.41 ± 8.37) points in the experimental group, significantly higher than (18.38 ± 4.50), (17.60 ± 3.30), (4.65 ± 1.05), (66.13 ± 6.31) points in the control group, the differences were statistically significant ( t values were 2.117-4.420, P<0.05 or 0.01). The disease cognitive ability, basic care skills, emotional management ability, ability to seek support scores and total scores in FCTI were (5.41 ± 1.76), (4.10 ± 1.09), (6.71 ± 1.12), (5.56 ± 1.16), (38.00 ± 3.92) points in the experimental group, significantly lower than (6.60 ± 1.58), (4.63 ± 1.10), (7.58 ± 1.74), (6.33 ± 1.53), (41.18 ± 4.72) points in the control group, the differences were statistically significant ( t values were 2.164-3.286, P<0.05 or 0.01). Conclusions:Williams life skills training can effectively promote posttraumatic growth and care ability in parents of children with leukemia.
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ObjectiveTo discuss the efficacy of Williams Life Skills Training （WLST） in depressive adolescents with non-suicidal self-injury （NSSI）. MethodsA total of 88 depressive adolescents with NSSI hospitalized in Suzhou Guangji Hospital from January to June 2019 were selected and grouped according to admission order. The corresponding random number was even in intervention group （n=44） and odd as control group （n=44）. Both groups received a 4-week routine depression care， based on this， intervention group received WLST. All selected individuals were assessed using Hamilton Depression Scale-17 item （HAMD-17）， General Self-Efficacy Scale （GSES） and adolescent student life satisfaction scale at the baseline and end of treatment. Then the incidence of NSSI behavior during hospitalization and the reduction rate of HAMD-17 score at discharge were compared between the two groups. ResultsThe incidence rate of NSSI behavior during hospitalization showed significant difference between groups （χ2=11.702， P=0.001）. HAMD-17， GSES and satisfaction scores at discharge were significantly different from those at admission （tcontrol group=-5.256， 10.690， -21.220； tintervention group=-12.540， 11.300， -32.840， P<0.01）. HAMD-17， GSES， satisfaction scores and the reduction rate of HAMD-17 score also showed significant differences between groups （t=0.851， -12.809， -4.883， χ2=75.990， P<0.05 or 0.01）. ConclusionApplication of WLST in depressive adolescents with NSSI may reduce the incidence rate of NSSI behavior， alleviate the degree of depression， enhance the sense of self-efficacy， and improve life satisfaction.
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Objective To investigate the effect of Williams life skills training (WLST) on self-efficacy. Methods Sixty-eight newly contracted nurses during March to May 2014 in our hospital were assigned in the control group , and another sixty-eight newly-contracted nurses during March to May 2015 in our hospital in the intervention group. After the implementation of Williams life skills training, the two groups were compared in terms of transition impact and self-efficacy using the transition impact scale and general self-efficacy scale (GSES). Result After the intervention, the scores on transition impact as well as its dimensions in the intervention group were significantly lower than those of the control group (P<0.05) and the scores on self-efficacy as well as its dimensions in the intervention group were significantly higher than those of the control group (P<0.05). Conclusion WLST can be effective in the intervention on the newly-graduated nurses and it can effectively improve the extent of transition impact as well as their self-efficacy levels.