Estados afectivos emocionales (depresión, ansiedad y estrés) en personal de enfermería del sector salud pública de México

Abstract

ResumenEste trabajo es una investigación de tipo descriptivo-correlacional, transversal con diseño no experimental sobre el estado afectivo emocional de los trabajadores de la Salud. Su objetivo es identificar la existencia de diferencias significativas entre el género y estados afectivos emocionales (depresión, ansiedad y estrés) de los trabajadores de una institución del sector salud pública ubicada en la ciudad de Ensenada perteneciente al estado de Baja California situado al noroeste de México. Se trabajó con una muestra por conveniencia la cual integra a 130 empleados; en la recolección de los datos se utilizó la escala DASS-21. Los resultados identificaron los estados afectivos emocionales dentro de un rango normal y que no existen diferencias estadísticamente significativas en cuanto al género; además, se encontraron correlaciones fuertes, positivas y significativas entre las subescalas del DASS-21.Palabras clave: depresión, ansiedad, estrés, enfermeras. AbstractThis study is a descriptive correlational cross-sectional approach with a non-experimental design about emotional affective states related dissorders in Mexican public health workers. It´s goal was to identify the existence of significant differences between gender and emotional affective state (depression, anxiety and stress) for workers in a hospital located in Ensenada, Baja California in north-western Mexico. The work covers a sample of 130 employees. To collection of data used a DASS-21 scale. The results identified an emotional affective state within a normal range. No statistically differences in gender were identified. Positive and significant correlations between subscales of the DASS-21 were found.

Psychological Effects and Associated Factors of COVID-19 in a Mexican Sample

“…The responses are rated on a 5-point scale ranging from 0 ("not at all") to 4 ("completely agree"). The total IES-R score was used to perform the inferential statistics, whereas for descriptive statistics, the total IES-R score was divided into normal (0-23), mild (24)(25)(26)(27)(28)(29)(30)(31)(32), moderate (33)(34)(35)(36), and severe psychological distress (>37). 22 The mental health status was assessed by the Depression, Anxiety, and Stress Scale (DASS-21).…”

“…In addition, DASS-21 scale is considered as a reliable and valid measure in assessing mental health in the Mexican population. 25 This 21-item questionnaire aims to measure depression, anxiety, and stress subscales. Response options are on a 4-point scale (0 = did not apply to me at all and 3 = applied to me most of the time).…”

“…Questions 1,6,8,11,12,14, and 18 formed the stress subscale. The total stress subscale score was divided into normal (0-10), mild stress (11)(12)(13)(14)(15)(16)(17)(18), moderate stress (19)(20)(21)(22)(23)(24)(25)(26), severe stress (27-34), and extremely severe stress (35)(36)(37)(38)(39)(40)(41)(42). 20…”

Anxiety, depression, and stress in response to the coronavirus disease-19 pandemic

“…Psychometry is a field of psychology that allows us to explore and analyze the behavior of a person or a group of people, using psychometric tools such as tests 14 . The Depression Anxiety Stress Scale (DASS-21) is a 21-item questionnaire that has been validated for the Hispanic population (Cronbach's alpha = 0.96) 15 and has been applied in diverse groups such as health care workers and university students 16,17 . Furthermore, the State-Trait Anxiety Inventory (STAI), consists of two selfassessment scales that are used to measure two different dimensions of anxiety (anxiety as a trait and anxiety as a state) 18 , also validated for the Mexican population (Cronbach's alpha = 0.87) 19 .…”

Estrés docente y factores psicosociales en docentes de Latinoamérica, Norteamérica y Europa

“…141 -178 http://dx.doi.org/10.20511/pyr2019.v7n3.393 ansiedad y depresión, lo cual deriva en estrés en el docente, (Parihuaman-Aniceto, 2017;Castillo, Fernández y López, 2014). El estrés es una da las causas a nivel mundial que deriva en absentismo, falta de compromiso con la institución, insatisfacción en el centro de trabajo y genera en el que la padece depresión y ansiedad (García-Rivera, Maldonado-Radillo y Ramírez, 2014;Reyes & Aguilar, 2015). Según Zuñiga-Jara y Pizarro-León, (2018); González, (2018) ;Castro, (2008), refieren que el docente al tener que lidiar con un excesivo número de estudiantes en sus aulas, indisciplina, falta de interés por aprender, bajo apoyo de padres, el abuso de poder de sus directores o jefe inmediato, presentación de informes y otros tipos de documentos, conlleva a generarles estrés, el cual puede incidir negativamente en su desempeño docente.…”