พฤติกรรมทำร้ายตนเองแบบไม่เจตนาให้เสียชีวิตและปัจจัยเสี่ยงในนักศึกษาพยาบาล

Chompoonoot  Kabkumba; Netchanok kaewjanta; Somporn  Rungreangkulkij

Authors

Chompoonoot Kabkumba Faculty of Nursing, Khon Kaen University
Netchanok kaewjanta Faculty of Nursing, Khon Kaen University
Somporn Rungreangkulkij Faculty of Nursing, Khon Kaen University

Keywords:

non-suicidal self-harm behaviour, risk factors, nursing students

Abstract

Objective: To study the percentage and risk factors of non-suicidal self-harm behaviour amongst undergraduate nursing students in the school year 2020, during the two-week period leading to the time of the research
Design: Cross-sectional descriptive study
Methodology: A total of 133 undergraduate nursing students were included in this study using convenience sampling. Research instruments consisted of 1) Patient Health Questionnaire-9 (Thai version); 2) Self-Harm inventory (Thai-version); and 3) Stressful Life Event questionnaire. The data were analysed using descriptive statistics and multiple regression analysis with the Enter Method.
Results: During the two-week period leading to the time of the research, non-suicidal self-harm behaviour was found in 36.1% of the subjects. The most frequent type of non-suicidal self-harm behaviour was the act of intentionally putting oneself in a rejected relationship. The factors found to be in a statistically signifcant relationship with non-suicidal self-harm behaviour amongst the subjects were: 1) a history of alcohol consumption; 2) rebukes or insults by parents; 3) anxiety about the practicum; 4) loss of beloved persons, pets, or objects; and 5) a state of depressive disorder. Of these, a state of depressive disorder was the major risk factor accounting for the non-suicidal self-harm behaviour amongst the subjects during the two weeks up to the time of the research (OR = 2.57, 95% CI = 1.05-6.29).
Recommendations: Monitoring and screening for non-suicidal self-harm behaviour are highly necessary, especially amongst students with symptoms of depressive disorder. Also important are the building of an awareness of such behaviour and the screening of other factors that could affect students who have sexual-partner-changing behaviour or a tendency for intentionally making themselves rejected by their partners.

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