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Pereira TLB, Ang E, Aayisha, Naidu KNC, Chan YH, Shorey S. Ontological coaching among nursing undergraduates: a pilot randomized controlled (OCEAN) trial. MEDICAL EDUCATION ONLINE 2024; 29:2379109. [PMID: 39033532 PMCID: PMC11262227 DOI: 10.1080/10872981.2024.2379109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Accepted: 07/08/2024] [Indexed: 07/23/2024]
Abstract
To develop and assess the preliminary effectiveness of Ontological Coaching Intervention for nursing undergraduates. Design: A pilot randomized controlled trial with a two-group pre-test and post-test followed by process-evaluation qualitative interviews. An Ontological Coaching Intervention was developed through an integration of prior literature and the collective the research team's experience, consisting of 4-6 sessions over 6-months, each lasting 30-60 minutes. Sessions encompassed exploring ontological coaching concepts, empowering nursing undergraduates to choose topics, and tailoring sessions to individual needs. Sixty undergraduates were recruited; ten were excluded for not completing the baseline questionnaires. Twenty-one nursing undergraduates were randomly assigned to the intervention group and twenty-nine undergraduates to the control group (standard academic support only). Primary (psychological well-being) and secondary (social support quantity and satisfaction, goal-setting, resilience) outcomes were measured at baseline, 3-months, and 6-months. Semi-structured interviews captured post-intervention experiences. Between-group analyses revealed a significant difference in goal-setting scores at 3-months (U = 325.5, p = 0.013), favoring the intervention group (median = 70.50, IQR = 64.25, 76.75). At 6-months, a significant difference in social support satisfaction scores (U = 114.5, p = 0.028) was found between the intervention (median = 33.00, IQR = 29.50, 35.25) and control (median = 30.00, IQR = 30.00, 35.00) groups. However, no significant between-group differences were noted in other outcome measures. Significant within-group differences were found in goal-setting scores at 3- and 6-months in the intervention group and social support quantity scores at 3- and 6-months in the control group. However, no significant within-group differences were noted in other outcome measures. Three themes were identified: Enhanced Holistic Development, Keys to Successful Coaching, and Future Directions for Successful Coaching. There is urgent need to advance research on Ontological Coaching Intervention, particularly, enhancing study rigor, broadening examinations to diverse healthcare student populations and cultural contexts, and addressing identified limitations.
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Affiliation(s)
- Travis Lanz-Brian Pereira
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Aayisha
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Kuhanesan N. C. Naidu
- Department of Psychological Medicine, National University Health System, Singapore, Singapore
| | - Yiong Huak Chan
- Biostatistics Unit, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Ang WHD, Choi KC, Lau Y, Shah L, Koh JJN, Toh ZA, Siah CJR, Liaw SY, Lau ST. Evaluation of a psychological readiness program and final clinical practicum among final year nursing students: A mixed methods study. NURSE EDUCATION TODAY 2024; 141:106317. [PMID: 39067230 DOI: 10.1016/j.nedt.2024.106317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 06/20/2024] [Accepted: 07/15/2024] [Indexed: 07/30/2024]
Abstract
BACKGROUND Final year nursing students may experience higher levels of stress owing to the increasing complexity and expectations from their clinical practicums. Enhancing psychological readiness may be a potential strategy to enhance nursing students' transition to the clinical area. OBJECTIVE To evaluate the effects of a psychological readiness enhancement for transition to professional practice program and a 10-week clinical practicum on students' psychological wellbeing, resilience, practice readiness and confidence. DESIGN A sequential mixed-methods approach comprising of a single-group evaluation and descriptive qualitative study. SETTING Final year nursing students enrolled in an undergraduate nursing program from one autonomous university in Singapore was recruited. PARTICIPANTS 148 final year nursing students participated in the single-group evaluation study. A total of 24 participants who completed the psychological readiness program were recruited in the qualitative study. METHODS This study included two phases. Phase I comprised of an evaluation of a blended psychological readiness program and clinical practicum. Data was collected across three waves to assess nursing students' psychological wellbeing, resilience, practice readiness and confidence. In Phase II, a qualitative study using individual semi-structured online interviews was conducted to examine students' experiences of the psychological readiness program and clinical practicum. RESULTS The psychological readiness program led to significant changes in students' anxiety and patient centeredness scores. The accumulated effects of the psychological readiness and clinical practicum showed significant improvements in students' practice readiness and confidence. Although there were no significant improvements in depression, stress and resilience scores, there were improvements in the trend across three waves. Students attributed these improvements to the psychological readiness program and sharing by the alumni. CONCLUSIONS The findings of this study laid the foundation for the development of psychological readiness programs. However, larger scale studies using randomized controlled trial designs should be used to confirm the effects of these interventions.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Kai Chow Choi
- The Nethersole School of Nursing, Faculty of Medicine, Chinese University of Hong Kong, Hong Kong.
| | - Ying Lau
- The Nethersole School of Nursing, Faculty of Medicine, Chinese University of Hong Kong, Hong Kong.
| | - Lubna Shah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Jun Jie Nicholas Koh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Zheng An Toh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Department of Nursing, National University Hospital, National University Health System, Singapore.
| | - Chiew Jiat Rosalind Siah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Siew Tiang Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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McKinnon K, Hubley A. Fostering Improved Mental and Spiritual Health of Nursing Students During COVID and Beyond. J Christ Nurs 2024; 41:252-257. [PMID: 37199755 DOI: 10.1097/cnj.0000000000001090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/19/2023] Open
Abstract
ABSTRACT Nursing school is a highly stressful experience for most nursing students. The COVID-19 pandemic intensified stress levels for undergraduate students with serious impacts on mental health. Faculty acted to provide solutions such as debriefings and fostering safe places inside and outside of class where students could release negative emotions and develop positive coping skills. The integration of faith and the caring outreach by the faculty also strengthened students' emotional, mental, and spiritual health.
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Hughes C, O'Neill D, Mitchell G, Close C, Stark P, Mallon A, Wilson CB. The wellbeing shelf: A mixed methods study exploring the impact of a resilience web resource for first year nursing and midwifery students. NURSE EDUCATION TODAY 2024; 140:106265. [PMID: 38917744 DOI: 10.1016/j.nedt.2024.106265] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Revised: 04/18/2024] [Accepted: 05/27/2024] [Indexed: 06/27/2024]
Abstract
BACKGROUND Nurturing a resilient nursing and midwifery workforce is vital for the National Health Service's sustainability. Higher Education Institutions (HEIs) must support students, given the challenges and attrition rates. Nursing and midwifery education uniquely balances tuition and placements, posing challenges, especially for first-year students, who face stressors including lack of familiarity, knowledge gaps, and emotional exposure. OBJECTIVES This study aimed to introduce and evaluate a co-designed web-based intervention called 'The Wellbeing Shelf' to enhance resilience among first-year nursing and midwifery students. DESIGN An exploratory mixed methods approach was employed, combining quantitative pre- and post-intervention questionnaires and qualitative focus groups. SETTINGS AND PARTICIPANTS The study involved 353 first-year nursing and midwifery students at Queen's University Belfast. METHODS 'The Wellbeing Shelf' was developed through co-design workshops. Quantitative measures included the Connor Davidson Resilience Scale (CD-RISC) and the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). Qualitative data were collected through focus group interviews. RESULTS Quantitative data showed a decrease in both resilience and wellbeing scores over time. The CD-RISC scores decreased significantly from Time 1 to Time 3. Qualitative findings revealed three themes: "Acquiring" knowledge about wellbeing, "Actioning" self-care strategies, and "Advocating" for self-care among peers and family. CONCLUSIONS The study introduced 'The Wellbeing Shelf' as a resource to enhance resilience among nursing and midwifery students. Whilst the resource offered a variety of activities and fostered a sense of belonging, challenges in resource accessibility and student confidence were identified. The study also highlighted the importance of students advocating for self-care practices. Despite the resource's introduction, resilience and wellbeing scores decreased over time, suggesting a need for further research and potentially a control group. Understanding the initial lower resilience of nursing and midwifery students is crucial for future interventions in this high-demand program.
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Affiliation(s)
- Clare Hughes
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, United Kingdom of Great Britain and Northern Ireland.
| | - Deirdre O'Neill
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, United Kingdom of Great Britain and Northern Ireland
| | - Gary Mitchell
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, United Kingdom of Great Britain and Northern Ireland
| | - Ciara Close
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, United Kingdom of Great Britain and Northern Ireland
| | - Patrick Stark
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, United Kingdom of Great Britain and Northern Ireland
| | - Anita Mallon
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, United Kingdom of Great Britain and Northern Ireland
| | - Christine Brown Wilson
- School of Nursing and Midwifery, Queen's University Belfast, 97 Lisburn Road, Belfast BT9 7BL, United Kingdom of Great Britain and Northern Ireland
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Ji Q, Zhang L, Xu J, Ji P, Song M, Chen Y, Guo L. Associations of mental well-being with higher education-related stress and orientation of the academic goals among nursing students: A cross-sectional study. Int J Ment Health Nurs 2024; 33:1062-1072. [PMID: 38414160 DOI: 10.1111/inm.13313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 01/31/2024] [Accepted: 02/16/2024] [Indexed: 02/29/2024]
Abstract
To investigate the association between the mental health of nursing students, the stress of higher education, and academic goal orientation. At a medical college, 1170 nursing students volunteered for this cross-sectional survey. The Warwick-Edinburgh Well-being Scale, the Higher Education Stress Scale, and the Academic Goal Orientation Questionnaire were utilised to collect data. Descriptive statistics, ANOVA, and Pearson correlation analysis were all performed to evaluate the data. The significance level for all statistical tests was p < 0.05. A total of 1126 valid samples, with a 96.23% effective recovery rate. The Higher Education Stress Scale score for nursing students was (38.31 ± 8.29), the Academic Goal Orientation Questionnaire result was (49.32 ± 9.62), and the Mental Health Scale value was (31.24 ± 14.00). Overall, there was a strong relationship between the stress associated with higher education, academic goal orientation, and the mental health of nursing students. Therefore, in future interventions, the Chinese government and its relevant educational authorities can enhance nursing students' ability to reasonably regulate stress related to higher education and set clear academic goals by adjusting the strategies for regulating nursing students' academic stress and increasing the number of academic goal-oriented courses to improve their mental health.
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Affiliation(s)
- Qiqi Ji
- School of Nursing, Jinzhou Medical University, Jinzhou City, China
| | - Lin Zhang
- Department of Internal Medicine Nursing, School of Nursing, Wannan Medical College, Wuhu City, China
| | - Jiashuang Xu
- School of Nursing, Jinzhou Medical University, Jinzhou City, China
| | - Pengjuan Ji
- School of Nursing, Jinzhou Medical University, Jinzhou City, China
| | - Miaojing Song
- School of Nursing, Jinzhou Medical University, Jinzhou City, China
| | - Yian Chen
- School of Nursing, Jinzhou Medical University, Jinzhou City, China
| | - Leilei Guo
- School of Nursing, Jinzhou Medical University, Jinzhou City, China
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Visier-Alfonso ME, Sarabia-Cobo C, Cobo-Cuenca AI, Nieto-López M, López-Honrubia R, Bartolomé-Gutiérrez R, Alconero-Camarero AR, González-López JR. Stress, mental health, and protective factors in nursing students: An observational study. NURSE EDUCATION TODAY 2024; 139:106258. [PMID: 38781822 DOI: 10.1016/j.nedt.2024.106258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Revised: 05/03/2024] [Accepted: 05/19/2024] [Indexed: 05/25/2024]
Abstract
BACKGROUND Nursing students suffer high levels of stress, especially in the first year. OBJECTIVES to compare academic stress at the beginning and end of nursing studies; to analyse the relationships between academic stress, mental health, and protective factors; and to examine whether resilience mitigates the effect of academic stress on psychological well-being. DESIGN A cross-sectional study. SETTING AND PARTICIPANTS Sample was 370 first- and fourth-year nursing students from Spain (University of Castilla-La Mancha, University of Cantabria, and University of Sevilla). VARIABLES AND DATA COLLECTION We assessed academic and clinical stress, coping skills, anxiety, depression, psychological well-being, and resilience were measured. DATA ANALYSIS We performed a descriptive analysis of the study sample, as well as correlation and hierarchical regression models. Additionally, mediation models were estimated. RESULTS First-year students presented higher academic stress than fourth-year students. Clinical stress, anxiety, depression, and emotional coping predicted academic stress, while academic stress, depression, and coping skills predicted psychological well-being. Mediation models showed a significant path between academic stress, resilience, depression, and psychological well-being. CONCLUSION Academic stress has a detrimental effect on the mental health. Coping strategies and resilience may be protective factors that should be encouraged in interventions designed to improve psychological well-being.
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Affiliation(s)
- Ma Eugenia Visier-Alfonso
- Grupo Health, and Social Research Center CESS. Facultad de Enfermería de Cuenca, Departamento de Psicología de Universidad de Castilla-La Mancha, Spain
| | - Carmen Sarabia-Cobo
- IDIVAL Nursing Research Group, Faculty of Nursing, Universidad de Cantabria, Spain
| | - Ana Isabel Cobo-Cuenca
- Grupo IMCU, Facultad de Fisioterapia y Enfermería de Toledo, Departamento de Enfermería, Fisioterapia y Terapia Ocupacional de Universidad de Castilla-La Mancha, Spain
| | - Marta Nieto-López
- Grupo Applied Cognitive Psychology Unit, Facultad de Medicina, Departamento de Psicología de Universidad de Castilla-La Mancha, Spain.
| | - Rigoberto López-Honrubia
- Facultad de Enfermería de Albacete, Departamento de Psicología de Universidad de Castilla-La Mancha, Spain
| | - Raquel Bartolomé-Gutiérrez
- Facultad de Enfermería de Albacete, Departamento de Psicología de Universidad de Castilla-La Mancha, Spain
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Tunç E, Orak OS. The impact of a "clinical adaptation psychoeducation program" grounded in the psychological flexibility model on perceived stress and coping behaviors among nursing students: A randomized controlled experimental study. NURSE EDUCATION TODAY 2024; 139:106230. [PMID: 38703533 DOI: 10.1016/j.nedt.2024.106230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 04/16/2024] [Accepted: 04/28/2024] [Indexed: 05/06/2024]
Abstract
BACKGROUND The clinical adaptation psychoeducation program grounded psychological flexibility model (PFMCAP) is consisting of six areas, fills a large gap in the literature regarding the effect of nursing students on perceived stress and coping behaviors in the clinical process. OBJECTIVES To determine the effect of PFMCAP on perceived stress and coping behaviors of nursing students. DESIGN This was a simple randomized controlled experimental pre-posttest design. SETTING This study was conducted with 66 first-year students studying in the nursing department of a university in Türkiye. METHODS A simple randomization method (computer-generated random number table) was used. Data were collected with "Sociodemographic Data Form", "Perceived Stress Scale for Nursing Students (PSSNS)" and "Stress-Coping Behaviors Scale for Nursing Students (SCBNS)". PFMCAP was conducted online with first-year nursing students, consisting of a total of six sessions, each lasting 90 min. Data were analyzed using percentiles and frequency distributions, and two-way mixed ANOVA one week after the completion of the PFMCAP. RESULTS There was no significant difference between the groups of descriptive characteristics (p > 0.05). Post-test measurements of students in the experimental group's PSSNS total and sub-dimension scores had a significant decrease compared to the control group (p < 0.001). There was no significant difference between the groups in the post-test SCBNS total scores of the students (p > 0.05). However, there was a significant increase in the post-test SCBNS-Staying Optimistic sub-dimension scores in the experimental group (p < 0.001). CONCLUSION The impact of PFMCAP on nursing students' perceived stress levels was not limited to only reducing stress levels; it also contributed to an increase in the students' levels of optimism. These findings demonstrate the potential of PFMCAP in supporting nursing students during the clinical adaptation process. It is observed that the integration of PFMCAP into nursing education could assist nursing students in better adapting to clinical practices and effectively managing stress.
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Affiliation(s)
- Ercan Tunç
- Ondokuz Mayıs University, Faculty of Health Sciences, Department of Nursing/Psychiatric Nursing, Turkey.
| | - Oya Sevcan Orak
- Ondokuz Mayıs University, Faculty of Health Sciences, Department of Nursing/Psychiatric Nursing, Turkey
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Özer D, Şahin Altun Ö. Nursing students' mental health literacy and resilience levels: A cross-sectional study. Arch Psychiatr Nurs 2024; 51:222-227. [PMID: 39034081 DOI: 10.1016/j.apnu.2024.06.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Revised: 08/12/2023] [Accepted: 06/30/2024] [Indexed: 07/23/2024]
Abstract
This study aimed to evaluate the relationship between nursing students' mental health literacy and resilience levels. This cross-sectional study included 676 nursing students who completed the Information Form, Mental Health Literacy Scale (MHLS), and Brief Resilience Scale (BRS). The total mean scores of the students' MHLS and BRS were 102.53 ± 11.49 and 18.19 ± 4.02 respectively. Correlation analysis revealed a very weak positive correlation between MHLS and BRS total scores. The nursing students' mental health literacy and resilience levels were moderate. Of them, those with high mental health literacy levels also had higher levels of resilience. This study may provide evidence that increasing societies' mental health literacy levels can also improve resilience levels.
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Affiliation(s)
- Duygu Özer
- Bartın University, Faculty of Health Sciences, Department of Nursing, Bartın, Turkey.
| | - Özlem Şahin Altun
- Ataturk University, Faculty of Nursing, Department of Psychiatric Nursing, Erzurum, Turkey
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Agyapong B, Dias RDL, Wei Y, Agyapong VIO. Prevalence and Correlates of High Stress and Low Resilience among Teachers in Three Canadian Provinces. J Clin Med 2024; 13:4339. [PMID: 39124603 PMCID: PMC11313592 DOI: 10.3390/jcm13154339] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2024] [Revised: 07/07/2024] [Accepted: 07/24/2024] [Indexed: 08/12/2024] Open
Abstract
Objective: High stress levels can be problematic for teachers and indirectly affect students. Resilience may be a protective factor for overcoming stress. Knowledge about the prevalence and correlates of high stress and low resilience will provide information about the extent of the problem among teachers in Canada. Methods: This is a cross-sectional study among teachers in Alberta, Nova Scotia, and Newfoundland and Labrador in Canada. Participants self-subscribed to the Wellness4Teachers supportive text messaging program and completed the online survey on enrollment. Baseline data collection occurred from 1 September 2022 to 30 August 2023. Resilience and stress were, respectively, assessed using the Brief Resilience Scale (BRS) and the Perceived Stress Scale (PSS-10). The data were analyzed with SPSS version 28 using chi-squared tests and binary logistic regression analysis. Results: A total of 1912 teachers subscribed to the Wellness4Teachers program, and 810 completed the baseline survey, yielding a response rate of 42.40%. Most of the participants, 87.8%, were female, and 12.2% were aged 18 to 61 and above. The prevalence of low resilience was 40.1%, and high stress had a prevalence of 26.3%. After controlling for all the other variables in the logistic regression model, participants with low resilience were 3.10 times more likely to experience high-stress symptoms than those with normal to high resilience (OR = 3.10; 95% CI: 2.18-4.41). Conversely, participants who reported high stress were 3.13 times more likely to have low resilience than those with low to moderate stress (OR = 3.13; 95% CI: 2.20-4.44). Additionally, junior and senior high school teachers were, respectively, 2.30 times (OR = 2.30; 95% CI: 1.25-4.23) and 2.12 times (OR = 2,12; 95% CI: 1.08-4.18) more likely to have low resilience compared to elementary school teachers. Conclusions: Our study findings suggest a high prevalence of stress and low resilience among teachers in the three Canadian provinces. Administrators, policymakers in the educational field, school boards, and governments should integrate stress management and resilience-building strategies into teachers' training and continuing professional development programs.
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Affiliation(s)
- Belinda Agyapong
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB T6G 2H5, Canada
| | - Raquel da Luz Dias
- Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS B3H 2E2, Canada
| | - Yifeng Wei
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB T6G 2H5, Canada
| | - Vincent Israel Opoku Agyapong
- Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB T6G 2H5, Canada
- Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS B3H 2E2, Canada
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Güneş D, Günaydin N, Amarat M. The mediating role of psychological well-being on the effect of fear of future violent events at work on nurses' intention to migration. Int Nurs Rev 2024. [PMID: 38995020 DOI: 10.1111/inr.13001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 06/05/2024] [Indexed: 07/13/2024]
Abstract
AIM To evaluate the effect of the fear of violence of nurses working in Turkey on their intention to migrate and to examine the mediating role of psychological well-being on this effect. BACKGROUND Many countries are concerned about nurses' fear of violence and their intention to migrate. The fear of violence at work may influence nurses' intention to migrate. Additionally, psychological well-being may impact this process. However, the impact of the fear of violence at work on the intention to migrate, as well as the moderating effect of psychological well-being in a nursing context, is not well understood. METHODS We conducted this cross-sectional study on a sample of 221 nurses from two public hospitals. We collected survey data between November 2022 and January 2023 using three scales. We analyzed the data using SPSS, AMOS, and HAYES. We followed the STROBE statement guidelines for cross-sectional studies. RESULTS Nurses reported a moderate intention to migrate and a moderate to high level of fear of violence and psychological well-being. Fear of violence is positively associated with the intention to migrate. Mediation analyses indicated that the association between fear of violence and intention to migration was mediated by psychological well-being. DISCUSSION AND CONCLUSION The fear among nurses of being exposed to violence increases their intention to migrate. However, high psychological well-being can reduce this intention. IMPLICATIONS FOR NURSING AND HEALTH POLICY Nursing managers, policymakers, and decision-makers need to take serious precautions against the fear of violence in the future and make necessary improvements for nurses who witness violence. To achieve this, it can begin by paying attention to the high psychological well-being of each nurse.
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Affiliation(s)
- Deniz Güneş
- Department of Healthcare Management, Faculty of Health Sciences, Ordu University, Ordu, Turkey
| | - Nevin Günaydin
- Department of Nursing, Faculty of Health Sciences, Ordu University, Ordu, Turkey
| | - Mustafa Amarat
- Department of Healthcare Management, Faculty of Health Sciences, Ordu University, Ordu, Turkey
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Shen Y, Feng H, Li X. Academic resilience in nusing students: a concept analysis. BMC Nurs 2024; 23:466. [PMID: 38982439 PMCID: PMC11232226 DOI: 10.1186/s12912-024-02133-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 06/28/2024] [Indexed: 07/11/2024] Open
Abstract
BACKGROUND Academic resilience is a crucial concept for nursing students to cope with academic challenges. Currently, there is significant variation in the description of the concept attributes of academic resilience among nursing students, which impedes the advancement of academic research. Therefore, it is essential to establish a clear definition of the concept of academic resilience for nursing students. PURPOSE The purpose of this paper is to report the results of concept analysis of academic resilience of nursing students. METHODS The Rodgers evolutionary concept analysis was employed to test the attributes, antecedents, consequences and related concepts of academic resilience of nursing students. Walker and Avant's method was utilized to construct a model case and provide empirical referents. RESULTS The findings indicate that the attributes of nursing students' academic resilience include self-efficacy, self-regulation and recovery, and the antecedents include internal factors and external environmental factors. The consequences include adaptability, career maturity, adversity quotient level, probability of academic success, a sense of belonging to school and low levels of psychological distress. CONCLUSION The systematic understanding of academic resilience among nursing students provides a pathway for nursing educators and students to enhance academic resilience, promote academic success, and establish a foundation for the training of more qualified nurses.
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Affiliation(s)
- Yang Shen
- School of Nursing, China Medical University, 77 Puhe Road, Shenbei New District, Shenyang, China
| | - Hanbo Feng
- School of Nursing, China Medical University, 77 Puhe Road, Shenbei New District, Shenyang, China
| | - Xiaohan Li
- School of Nursing, China Medical University, 77 Puhe Road, Shenbei New District, Shenyang, China.
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Aryuwat P, Holmgren J, Asp M, Radabutr M, Lövenmark A. Experiences of Nursing Students Regarding Challenges and Support for Resilience during Clinical Education: A Qualitative Study. NURSING REPORTS 2024; 14:1604-1620. [PMID: 39051356 PMCID: PMC11270303 DOI: 10.3390/nursrep14030120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Revised: 06/16/2024] [Accepted: 06/26/2024] [Indexed: 07/27/2024] Open
Abstract
Nursing students require resilience to navigate the complexities of clinical practice. This characteristic is essential for managing demanding workloads, unpredictable patient situations, and emotional stressors while maintaining performance and well-being. Fostering resilience helps students develop the capacity to adapt to adversity, overcome setbacks, and remain committed to providing high-quality patient care. This qualitative study explores the challenges and supports influencing nursing students' resilience during clinical education. Interviews with 28 Thai nursing students revealed two key themes: the "experience of vulnerability" and the "experience of meaningfulness". The sub-themes of vulnerability included "navigating uncertainty", "transcending professional struggles", and "being exposed to diverse encounters". The sub-themes of meaningfulness focused on restoring strength through social interactions and engaging in positive transformation. This study highlights the need for comprehensive support systems that address personal and professional vulnerabilities. Integrating caring theory principles could further enhance resilience by emphasizing compassionate care and fostering student empathy. This suggests that instructors and stakeholders can significantly impact student well-being by creating supportive environments built on collaboration, empathy, and mentorship, all of which are aligned with caring theory.
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Affiliation(s)
- Pimwalunn Aryuwat
- School of Health, Care and Social Welfare, Mälardalen University, 721 23 Vasteras, Sweden; (J.H.); (M.A.); (A.L.)
| | - Jessica Holmgren
- School of Health, Care and Social Welfare, Mälardalen University, 721 23 Vasteras, Sweden; (J.H.); (M.A.); (A.L.)
| | - Margareta Asp
- School of Health, Care and Social Welfare, Mälardalen University, 721 23 Vasteras, Sweden; (J.H.); (M.A.); (A.L.)
| | - Matanee Radabutr
- Boromarajonani College of Nursing, Changwat Nonthaburi, Faculty of Nursing, Praboromarajchanok Institute, Nonthaburi 11000, Thailand;
| | - Annica Lövenmark
- School of Health, Care and Social Welfare, Mälardalen University, 721 23 Vasteras, Sweden; (J.H.); (M.A.); (A.L.)
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Andargeery SY, Taani MH, Alhalwani RA, El-Gazar HE. Psychological Distress, Academic Stress, and Burnout among Saudi Undergraduate Nursing Students. J Clin Med 2024; 13:3357. [PMID: 38929886 PMCID: PMC11203745 DOI: 10.3390/jcm13123357] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2024] [Revised: 05/31/2024] [Accepted: 06/04/2024] [Indexed: 06/28/2024] Open
Abstract
Background: There is limited evidence on the association between psychological distress, academic stress, and burnout among Saudi nursing students. Clarifying such an association is crucial to understanding the factors associated with psychological distress and developing interventions to prevent it. Aim: To explore the prevalence and association of psychological distress with academic stress and burnout among Saudi nursing students. Methods: A cross-sectional design was used, and 237 students participated from a nursing college in Riyadh, Saudi Arabia. Students' demographics; the Depression, Anxiety, and Stress Scale; the Academic Stress Inventory; and the Maslach Burnout Inventory were used for data collection. Results: Most of the participants reported no-to-mild depression, anxiety, and stress. Stress related to studying in groups, time management, emotional exhaustion, depersonalization, and personal accomplishment were the significant predictors of psychological distress, explaining 52.1% of the variance. Conclusions: This study suggest implementing tailored mental health screenings and support services for nursing students, embedding mental health professionals in the program, and using telehealth or mobile apps for remote monitoring to ensure comprehensive care for nursing students. Future research should consider these predictors while designing strategies to decrease psychological distress among students.
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Affiliation(s)
- Shaherah Yousef Andargeery
- Nursing Management and Education Department, College of Nursing, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia;
| | - Murad H. Taani
- School of Nursing, University of Wisconsin, Milwaukee 1921 East Hartford Avenue, Milwaukee, WI 53211, USA;
| | - Rania Ali Alhalwani
- Nursing Management and Education Department, College of Nursing, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia;
| | - Heba E. El-Gazar
- Nursing Administration Department, Faculty of Nursing Port Said University, Port Fouad City 42512, Port Said Governorate, Egypt;
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Mao Y, Luo X, Wang S, Mao Z, Xie M, Bonaiuto M. Flow experience fosters university students' well-being through psychological resilience: A longitudinal design with cross-lagged analysis. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:518-538. [PMID: 38238106 DOI: 10.1111/bjep.12661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 12/20/2023] [Accepted: 01/03/2024] [Indexed: 04/24/2024]
Abstract
BACKGROUND Existing research has linked individuals' flow experience - a positive affective and cognitive state of deep immersion and engagement in daily activities - and their well-being, particularly among university students. A growing number of longitudinal studies have further contributed to this understanding. However, limited attention has been given to exploring the dynamic interplay between these two variables and their underlying mechanisms (i.e., the mediator) of psychological resilience, specifically among university students in the context of the COVID-19 pandemic. AIMS To address this research gap, the present study draws on self-determination, flow and broaden-and-build theories. It examines the temporal dynamics and relationships between flow experience and well-being, and the mediating role of psychological resilience among Chinese university students. SAMPLE The study adopts a three-wave longitudinal design with a sample of 474 university students in Southwest China. METHODS Participants' flow experience, well-being and psychological resilience were measured across three time waves. RESULTS The findings of this study reveal that flow experience predicts well-being across the three waves and that psychological resilience mediates this prediction. This empirical evidence emphasizes the significance of both flow experience and psychological resilience in contributing to the well-being of university students over time amid COVID-19. CONCLUSIONS These findings enrich our understanding of the factors contributing to well-being in educational settings and provide highly relevant and timely insights for developing strategies to foster well-being among university students, especially in the transition into the post-pandemic era; findings also offer valuable insights not only for researchers but also for educators and policymakers.
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Affiliation(s)
- Yanhui Mao
- Institute of Applied Psychology, Psychological Research and Counseling Center, Southwest Jiaotong University, Chengdu, China
| | - Xinyi Luo
- Institute of Applied Psychology, Psychological Research and Counseling Center, Southwest Jiaotong University, Chengdu, China
| | - Shujun Wang
- Institute of Applied Psychology, Psychological Research and Counseling Center, Southwest Jiaotong University, Chengdu, China
| | - Zhuozhu Mao
- Institute of Education, University College London, London, UK
| | - Mei Xie
- Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, Italy
| | - Marino Bonaiuto
- Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, Italy
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15
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Wang Y, He X, Zhang F, Zhang X, Hu X, Xie X. The influence of progeny-Parents family travel on the well-being of the elderly in filial piety culture. PLoS One 2024; 19:e0299565. [PMID: 38722872 PMCID: PMC11081327 DOI: 10.1371/journal.pone.0299565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 02/13/2024] [Indexed: 05/13/2024] Open
Abstract
Grounded in the cultural context of Chinese filial piety, this study employs structural equation model to analyze survey data from elderly participants. It explores the effect and path of progeny-parents family travel on the elderly's sense of well-being and examines the mediating roles of generational interaction, optimistic emotion, and psychological resilience. The findings indicate that progeny-parents family travel positively influences the well-being of the elderly, with generational interaction, optimistic emotion, and psychological resilience serving as intermediary roles. Theoretically, this study enriches the localized perspective of family travel's psychological and behavioral impact on the elderly. It elucidates the spillover effects of family travel within the framework of filial piety culture, delineates the mechanisms by which family travel enhances elderly well-being, and offers theoretical insights for businesses to develop customized family travel products and services.
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Affiliation(s)
- Yujia Wang
- West China Hospital, Innovation Center of Nursing Research, and Nursing Key Laboratory of Sichuan Province, West China School of Nursing, Sichuan University, Chengdu, 610041, Sichuan Province, China
| | - Xiong He
- Marxism College (Basic Department), Sichuan Water Conservancy Vocational College, Chengdu, 611830, Sichuan Province, China
| | - Fengying Zhang
- West China Hospital, Innovation Center of Nursing Research, and Nursing Key Laboratory of Sichuan Province, West China School of Nursing, Sichuan University, Chengdu, 610041, Sichuan Province, China
| | - Xiaoxia Zhang
- Department of General Surgery, Division of Breast Surgery, West China Hospital, Sichuan University; Breast Center, West China Hospital, Sichuan University, Chengdu, 610041, Sichuan Province, China
- Nursing Key Laboratory of Sichuan Province, Innovation Center of Nursing Research, Chengdu, 610041, Sichuan Province, China
| | - Xiuying Hu
- West China Hospital, Innovation Center of Nursing Research, and Nursing Key Laboratory of Sichuan Province, West China School of Nursing, Sichuan University, Chengdu, 610041, Sichuan Province, China
| | - Xiaofeng Xie
- West China Hospital, Innovation Center of Nursing Research, and Nursing Key Laboratory of Sichuan Province, West China School of Nursing, Sichuan University, Chengdu, 610041, Sichuan Province, China
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16
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Lee M, Park H. Socio-cognitive mindfulness in nursing: A scoping review. PLoS One 2024; 19:e0300459. [PMID: 38683805 PMCID: PMC11057744 DOI: 10.1371/journal.pone.0300459] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Accepted: 02/27/2024] [Indexed: 05/02/2024] Open
Abstract
BACKGROUND While research on meditative mindfulness in nursing is abundant, research on socio-cognitive mindfulness is in its early stages despite its potential advantages to nursing practice and nursing education. This study introduces the under-examined concept of socio-cognitive mindfulness to the nursing field. OBJECTIVE To identify what is known in the research field of socio-cognitive mindfulness in nursing. Specific aims were to identify the effects of socio-cognitive mindfulness on nurses and nursing students, and the application of socio-cognitive mindfulness interventions and their effectiveness in nursing. DESIGN A scoping review following the Arksey and O'Malley framework. METHODS An electronic search of PubMed, EMBASE, Cochrane Library, CINAHL, Web of Science, ERIC, and ProQuest databases was conducted. The search included full-text papers published in peer-reviewed journals in English. The included studies were independently examined by the two authors to ensure the thorough inclusion of relevant research by screening of titles and abstracts and screening of full-texts. The selected papers were categorized based on the specific objectives of the review. RESULTS Out of 5,798 papers, six quantitative studies and one mixed method study were included in the review. Among the seven studies, two studies investigated the effects of socio-cognitive mindfulness on nurses, four examined the effects of socio-cognitive mindfulness on nursing students, and one conducted an intervention study applying socio-cognitive mindfulness and identified its effects on nurses. The findings revealed several benefits of applying socio-cognitive mindfulness to nursing practice and nursing education. Specifically, socio-cognitive mindfulness enhanced nurses' and nursing students' positive emotions and effective emotion regulation, which would positively influence nurses' nursing performance as well as students' academic outcomes and quality of college life. CONCLUSIONS This study raises researchers' awareness of the significance of socio-cognitive mindfulness in nursing, and strongly recommends applying socio-cognitive mindfulness to nursing practice and nursing education and evaluating its effects.
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Affiliation(s)
- Mikyoung Lee
- Department of Nursing, Dongshin University, Naju-si, Jeollanamdo, South Korea
| | - Hyunyoung Park
- College of Nursing, Chonnam National University, Gwangju, South Korea
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17
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Rometsch C, Mansueto G, Ceccatelli S, Cosci F. The moderating role of stigma in the relationship between depression and resilience: results of a cross-sectional study in university students. Front Psychol 2024; 15:1392381. [PMID: 38686087 PMCID: PMC11056522 DOI: 10.3389/fpsyg.2024.1392381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2024] [Accepted: 04/04/2024] [Indexed: 05/02/2024] Open
Abstract
Background/objective Depression is a growing concern in university students and resilience has shown to play a protective role. The impact of stigma is still under-explored, with reference to its moderating role between depression and resilience. The present study investigate such a relationship among Italian university students. Methods A cross-sectional design was applied in a simple of 1,912 students to examine the interrelationships between depression (Patient Health Questionnaire-9), resilience (Nicholson McBride Resilience questionnaire), and stigma (Stigma-9). Correlation, predictor, and moderation analyses were applied in RStudio. Results A negative correlation was found between depressive symptoms and resilience (r = -0.455, p < 0.001). A positive correlation was found between depressive symptoms and stigma (r = 0.207, p < 0.001). Lower levels of resilience and higher levels of stigma were significant predictors of depressive symptoms [F(df, n) = 190.8(3, 1884), p < 0.001, R2 = 0.236]. The moderation analysis showed a weakening of resilience protective effect against depression as stigma levels increase [F(df,n) = 186.7(3,1908), p < 0.001, R2 = 0.226]. Conclusion Stigma influences the relationship between depression and resilience. Anti-stigma interventions and programs empowering resilience, should be implemented in university settings to protect students from depression.
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Affiliation(s)
- Caroline Rometsch
- Department of Experimental and Clinical Medicine, University of Florence, Florence, Italy
| | - Giovanni Mansueto
- Department of Health Sciences, University of Florence, Florence, Italy
- School of Applied Sciences, London South Bank University, London, United Kingdom
| | - Sara Ceccatelli
- Department of Experimental and Clinical Medicine, University of Florence, Florence, Italy
| | - Fiammetta Cosci
- Department of Health Sciences, University of Florence, Florence, Italy
- Department of Psychiatry and Neuropsychology, Maastricht University, Maastricht, Netherlands
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Mayor-Silva LI, Meneses-Monroy A, Rodriguez-Leal L, Moreno G. An Exploration of Resilience and Positive Affect among Undergraduate Nursing Students: A Longitudinal Observational Study. NURSING REPORTS 2024; 14:871-882. [PMID: 38651479 PMCID: PMC11036258 DOI: 10.3390/nursrep14020067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2024] [Revised: 03/28/2024] [Accepted: 03/30/2024] [Indexed: 04/25/2024] Open
Abstract
BACKGROUND The purpose of this study is to analyze the variation in resilience and emotional state scores in nursing students throughout the four years of training for the nursing degree. METHODS This is a longitudinal observational study of a paired and prospective cohort of 176 nursing students who enrolled in the first year of a bachelor's degree in 2019. The study followed up with the students in 2022 and examined several sociodemographic factors, including sex, marital status, date of birth, living arrangements and occupation. Additionally, the study investigated changes in negative affect, positive affect, and resilience. RESULTS A total of 176 students participated in the study. The study found that resilience increased from 68.24 ± 10.59 to 70.87 ± 9.06 (p < 0.001), positive affect increased from 28.16 ± 4.59 to 33.08 ± 8.00 (p < 0.001), and the negative affect score decreased from 25.27 ± 5.12 to 21.81 ± 7.85 (p < 0.001). The study also found that married individuals experienced an increase in negative affect (p = 0.03) compared to singles or those in open relationships. Furthermore, the change in resilience was greater in men than in women (p = 0.01). CONCLUSIONS Throughout their four-year training, nursing students experience an increase in resilience and positive affect, as well as a decrease in negative affect.
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Affiliation(s)
- L. Iván Mayor-Silva
- Departamento de Enfermería, Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, 28040 Madrid, Spain; (L.I.M.-S.); (A.M.-M.)
| | - Alfonso Meneses-Monroy
- Departamento de Enfermería, Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, 28040 Madrid, Spain; (L.I.M.-S.); (A.M.-M.)
| | - Leyre Rodriguez-Leal
- Red Cross Nursing University College, Autonomous University of Madrid, 28003 Madrid, Spain
| | - Guillermo Moreno
- Departamento de Enfermería, Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, 28040 Madrid, Spain; (L.I.M.-S.); (A.M.-M.)
- Grupo de Investigación Cardiovascular Multidisciplinar Traslacional (GICMT), Área de Investigación Cardiovascular, Instituto de Investigación Hospital 12 de Octubre (imas12), 28041 Madrid, Spain
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19
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Entrata P, Nicomedes CJ. Emotional intelligence and perceived social support as predictors of psychological well-being among nurses in hospitals in metro manila: Basis for psychological wellness program. Arch Psychiatr Nurs 2024; 49:140-148. [PMID: 38734450 DOI: 10.1016/j.apnu.2024.02.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Revised: 01/28/2024] [Accepted: 02/22/2024] [Indexed: 05/13/2024]
Abstract
An important factor related to psychological well-being is emotional intelligence and perceived social support. Nurses are exposed to different stressors that are triggered by failing to meet personal needs, taking care of patients, heavy workloads, being exposed to dying patients, fear of committing errors in practice, and experiences of discrimination. Literature suggests that emotional intelligence and perceived social support are associated with psychological well-being. This study aimed to test whether emotional intelligence and perceived social support significantly predict psychological well-being among nurses working in hospitals in Metro Manila through multiple regression analysis. The result shows a high level of emotional intelligence and perceived social support among the respondents. Furthermore, it was also found that nurses have an average level of psychological well-being. There is also a positive relationship between the domains of emotional intelligence, perceived social support, and psychological well-being. Lastly, the results show that the domains of emotional intelligence and perceived social support significantly predict psychological well-being among nurses.
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20
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Bai C, Bai B, Zhang H, Kong F, Wang S. How does gratitude relate to nurses' job satisfaction? The mediating role of resilience and stress. Worldviews Evid Based Nurs 2024; 21:120-127. [PMID: 38374516 DOI: 10.1111/wvn.12710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Revised: 11/08/2023] [Accepted: 12/27/2023] [Indexed: 02/21/2024]
Abstract
BACKGROUND Nurse job satisfaction is a critical area of study with far-reaching implications for healthcare organizations, patient care, and the retention of nursing staff. AIMS This study aimed to investigate the association of gratitude with job satisfaction among Chinese nurses and examine the potential mediating roles of resilience and stress in this relationship. METHODS Two separate studies were conducted to examine our research hypotheses. In Study 1, a total of 460 nurses completed the questionnaire related to gratitude, resilience, stress, and job satisfaction. A validation study was conducted in Study 2, which consisted of 709 nurses who also completed the same measures of gratitude, resilience, and stress to ensure the repeatability of the Study 1 results. Furthermore, a different scale was used to measure nurses' job satisfaction. RESULTS The two studies consistently found that both resilience and stress mediated gratitude-job satisfaction independently among Chinese nurses. Furthermore, resilience was found to be a significantly stronger mediator than stress in the association of gratitude with job satisfaction. Finally, we found that gratitude predicted nurses' job satisfaction via the serial mediating effects of resilience and stress. CONCLUSION These findings highlight the complex interplay between gratitude, resilience, stress, and job satisfaction by demonstrating that resilience and stress act as parallel and sequential mediators between nurses' gratitude and job satisfaction. The healthcare sector can improve nurses' job satisfaction by increasing gratitude, building resilience, and reducing feelings of stress. LINKING EVIDENCE TO ACTION Nurse managers have the potential to enhance job satisfaction among nurses by implementing measures that increase gratitude, build resilience, and reduce stress levels.
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Affiliation(s)
- Chengzhi Bai
- Department of Radiology and Huaxi MR Research Center (HMRRC), Functional and Molecular Imaging Key Laboratory of Sichuan Province, West China Hospital, Sichuan University, Chengdu, China
- Department of Psychology, School of Philosophy, Wuhan University, Wuhan, China
| | - Baoyu Bai
- Department of Psychology, School of Philosophy, Wuhan University, Wuhan, China
| | - Hongxia Zhang
- Outpatient Operating Room, Xiantao First People's Hospital, Xiantao, China
| | - Feng Kong
- School of Psychology, Shanxi Normal University, Xi'an, China
| | - Song Wang
- Department of Radiology and Huaxi MR Research Center (HMRRC), Functional and Molecular Imaging Key Laboratory of Sichuan Province, West China Hospital, Sichuan University, Chengdu, China
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21
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Song M, Zhang L, Ji Q, Ji P, Xu J, Chen Y, Guo L. Nursing students' emotions, educational concerns, and the impact of study careers and professional futures during the COVID-19 pandemic: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:278. [PMID: 38481261 PMCID: PMC10938772 DOI: 10.1186/s12909-024-05231-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Accepted: 02/27/2024] [Indexed: 03/17/2024]
Abstract
BACKGROUND COVID-19 is a challenge to education systems worldwide. The aim of the study was to explore the impact of COVID-19-pandemic-related emotions and COVID-19-related concern for education on the study careers and professional futures of nursing students. METHODS The study was completed between March and June 2023 using a multi-stage sampling design. A total of 1126 nursing students were recruited to complete the questionnaire. The self-administered questionnaire consisted of basic characteristics of the subjects, the COVID-19-pandemic-related emotions scale, the COVID-19-related concern for education scale, and the impact of the COVID-19 on study careers and professional futures scale (SCPFI-19 S). One-way ANOVA/t-test, correlation coefficient analysis, and hierarchical linear regression analysis were used to explore factors influencing changes in study careers and professional futures, and the relationship between COVID-19-pandemic-related emotions and COVID-19-related concern for education. RESULTS Univariate analysis of variance indicated that residence, willingness, and whether to engage in nursing after graduation were related to SCPFI-19 S (P < 0.05). COVID-19-pandemic-related emotions and COVID-19-related concern for education were significantly and positively associated with SCPFI-19 S (r = 0.566, P < 0.01; r = 0.199, P < 0.01). Stratified multiple regression analysis showed that COVID-19-pandemic-related emotions and COVID-19-related concern for education of nursing students were significant predictors of SCPFI-19 S. CONCLUSION Overall, both COVID-19-pandemic-related emotions and COVID-19-related concern for education were significantly correlated with SCPFI-19 S. In future interventions, schools should consider structures and strategies to support students' mental health and educational trajectories during current and future epidemics or similar crises.
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Affiliation(s)
- Miaojing Song
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Lin Zhang
- Department of Internal Medicine Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, PR China
| | - Qiqi Ji
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Pengjuan Ji
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Jiashuang Xu
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Yian Chen
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Leilei Guo
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China.
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22
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Sun F, Wang F, Hu X, Xue J, Zheng S, Su J, Lu Q. Alexithymia and negative emotions among nursing students: a moderated mediation model. BMC Nurs 2024; 23:167. [PMID: 38459516 PMCID: PMC10921665 DOI: 10.1186/s12912-024-01832-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Accepted: 03/01/2024] [Indexed: 03/10/2024] Open
Abstract
Nursing students, who comprise a high percentage of China's college students, experience many psychological problems; however, few studies explored the mechanisms underlying these problems. This cross-sectional study explored the relationships and mechanisms of depression, anxiety, stress, and narrative disorders in senior nursing students. Questionnaires were administered to 380 senior nursing students in Hubei Province using the Sociodemographic Questionnaire, Toronto Alexithymia-20 Scale, Perceived Social Support Scale, 10-Item Connor-Davidson Resilience Scale, and Depression-Anxiety-Stress Scale. After controlling for sociodemographic variables, Hayes' PROCESS macros were used to test how psychological resilience moderates the relationships among narrative disorders, negative affect, and perceived social support. Bootstrap confidence intervals tested for indirect effects. Correlation analyses revealed that alexithymia was correlated significantly positively with depression-anxiety-stress (r = 0.57, 0.56, and 0.58, resp.) and significantly negatively with perceived social support (r = 0-0.46). Psychological resilience was correlated significantly negatively with alexithymia (r=-0.39) and depression-anxiety-stress (r=-0.31, -0.30, and-0.32, resp.) but significantly positively with perceived social support(r = 0.50). Perceived social support was correlated significantly negatively with depression-anxiety-stress (r=-0.33, -0.34, and - 0.42 resp.). Stress was correlated significantly positively with anxiety and depression (r = 0.81 and 0.77, resp.). Psychological resilience was a partial mediator between depression and dysphoria (β=-0.08, p < 0.05). Dysphoria directly predicted anxiety (β = 0.31) and stress (β = 0.37); moreover,alexithymia predicted depression not only directly but also through the mediating effect of psychological resilience. Therefore, educators and clinical administrators must promote and recognise negative emotions among nursing students to help ensure the nursing workforce's stability.
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Affiliation(s)
- Feifei Sun
- Department of Nursing, Shandong Mental Health Center, Shandong University, 49 Wenhua East Road, 250014, Jinan, Shandong, China
| | - Fang Wang
- Xianning Vocational Technical College, 437100, Xianning, Hubei, China
| | - Xiaojing Hu
- Department of Nursing, Shandong Mental Health Center, Shandong University, 49 Wenhua East Road, 250014, Jinan, Shandong, China
| | - Jiaomei Xue
- Society and Law School, Shandong Women's University, Changqing University Science and Technology Park, No. 2399, University Road, 25030, Jinan, Shandong, China
| | - Shangkun Zheng
- Human Resources Department, Shandong Mental Health Center, Shandong University, 49 Wenhua East Road, 250014, Jinan, Shandong, China
| | - Jing Su
- Editorial Board, Journal of Shandong First Medical University, No. 6699 Qingdao Road, Huaiyin District, 250000, Jinan, China
| | - Qinghua Lu
- Department of Infection Management, Shandong Mental Health Center, Shandong University, 49 Wenhua East Road, 250014, Jinan, Shandong, China.
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23
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Öztekin GG. Associations between internet addiction and school engagement among Turkish college students: mediating role of psychological distress. Front Psychol 2024; 15:1367462. [PMID: 38487659 PMCID: PMC10937731 DOI: 10.3389/fpsyg.2024.1367462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2024] [Accepted: 02/20/2024] [Indexed: 03/17/2024] Open
Abstract
Introduction Internet addiction has become a subject of growing concern with adverse consequences. This study aimed to investigate the mediating effect of psychological distress in the relationship between internet addiction and school engagement. Methods Data were obtained from 732 Turkish college students (M = 20.98, SD = 2.58). The data were collected through Young's Internet Addiction Test, Depression, Stress and Anxiety Scale (DASS21)-Short Form, and University Student Engagement Inventory. Mediation analysis was performed to investigate the mediating effects of depression, anxiety, and stress in the association between internet addiction and school engagement. Results The results of the study showed that internet addiction was positively associated with psychological distress and negatively associated with school engagement, whereas psychological distress had a negative relationship with school engagement. This study also found that depression, anxiety, and stress acted as mediators in the relationship between internet addiction and behavioral engagement, emotional engagement, and cognitive engagement. Conclusion This study has provided evidence that young adults with tendency of internet addiction may experience school engagement problems as well as psychological problems. Our findings underscore the need for special educational intervention programs aimed at encouraging college youth to limit their internet use for their future due to its negative consequences and raising awareness in this vulnerable group and their families.
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Affiliation(s)
- Gülçin Güler Öztekin
- Department of Psychology, Faculty of Science and Letters, Agri Ibrahim Cecen University, Agri, Türkiye
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Labrague LJ. Umbrella Review: Stress Levels, Sources of Stress, and Coping Mechanisms among Student Nurses. NURSING REPORTS 2024; 14:362-375. [PMID: 38391073 PMCID: PMC10885020 DOI: 10.3390/nursrep14010028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2023] [Revised: 02/03/2024] [Accepted: 02/04/2024] [Indexed: 02/24/2024] Open
Abstract
Prelicensure nursing students face significant stress from their education and clinical placements, highlighting the crucial need for the development of effective coping mechanisms with which to manage both academic and clinical responsibilities, ultimately enhancing the wellbeing and academic performance of these students. This umbrella review aims to evaluate and synthesize existing review articles that examine stress levels and coping mechanisms among student nurses during their education and training. Five databases (PsycINFO, PubMed, CINAHL, Scopus and Web of Science) were searched for review articles published from 2010 onwards. This review includes twelve articles, encompassing 189 studies. The review findings demonstrate that student nurses experience moderate-to-high levels of stress during their nurse education. Major sources of stress include academic demands, patient care responsibilities, and interactions with nursing staff and faculty. Commonly utilized coping skills involve problem-solving behaviors, transference, and maintaining an optimistic outlook. Given the adverse consequences of stress, nurse educators play a critical role in the development of strategies with which to reduce stress and enhance coping skills among student nurses. This study was not registered.
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Affiliation(s)
- Leodoro J Labrague
- Marcella Neihoff School of Nursing, Loyola University Chicago, Chicago, IL 60611, USA
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Maragha T, Garcia AP, Shuler C, von Bergmann H. The six-domain well-being framework in oral health sciences: A pathway from theory to practice. J Dent Educ 2024; 88:157-168. [PMID: 37904583 DOI: 10.1002/jdd.13401] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2023] [Revised: 08/01/2023] [Accepted: 10/20/2023] [Indexed: 11/01/2023]
Abstract
OBJECTIVES Well-being is a complex and multifaceted construct that has gained popularity in oral health sciences education. Maintaining students' well-being is essential for their academic performance and quality of life. While many definitions and frameworks of well-being exist, their applicability to oral health sciences education remains unknown. This study aimed to evaluate the applicability of the Feeney and Collins's framework of well-being to oral health sciences education by exploring students' perceptions and experiences in the University of British Columbia METHODS: An Interpretive Description approach was used to conduct semi-structured interviews with dental and dental hygiene students. Interviews were transcribed, and transcripts were coded and analyzed with guidance from Feeney and Collins's well-being and thriving framework using content analysis. Domains were inductively developed within and beyond the organizing categories of the chosen framework. RESULTS Thirty-one oral health sciences students participated in the study. Study data can largely be explained by the five well-being domains suggested by Feeney and Collins: physical, psychological, eudaimonic, subjective, and social. Spirituality and gratitude emerged as an additional domain that contributes to students' well-being. Interdomain relationships were observed. The social domain seemed to contribute to all other well-being domains; while the subjective domain seemed to be shaped by all other domains CONCLUSIONS: Feeney and Collins's framework seemed to be useful to understand and conceptualize well-being in oral health sciences education but needed to be expanded to include spirituality and gratitude. Further evidence is needed to explore the applicability of this framework in other health professional education disciplines.
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Affiliation(s)
- Tala Maragha
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - Arnaldo Perez Garcia
- Educational Research and Scholarship Unit, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, British Columbia, Canada
| | - Charles Shuler
- Department of Oral Biological and Medical Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
| | - HsingChi von Bergmann
- Department of Oral Health Sciences, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada
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Gameiro S, Adcock E, Graterol Munoz C, O’Hanrahan M, D’Angelo A, Boivin J. What is bad news in fertility care? A qualitative analysis of staff and patients' accounts of bad and challenging news in fertility care. Hum Reprod 2024; 39:139-146. [PMID: 37968233 PMCID: PMC10767966 DOI: 10.1093/humrep/dead231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Revised: 10/11/2023] [Indexed: 11/17/2023] Open
Abstract
STUDY QUESTION What do fertility staff and patients think is bad news in fertility care? SUMMARY ANSWER Staff and patients agree bad news is any news that makes patients less likely to achieve parenthood spontaneously or access and do successful treatment, but their appraisals of how bad the news is are differently influenced by specific news features and the context of its delivery. WHAT IS KNOWN ALREADY Bad news is common in fertility care, but staff feel unprepared to share it and four in 10 patients react to it with unanticipated emotional or physical reactions. Research has paid much attention to how bad news should be shared, but considerably less to what news is perceived as bad, despite the fact this may dictate elements of its delivery. STUDY DESIGN, SIZE, DURATION Two cross-sectional, online, mixed-method surveys (active 7 January-16 July 2022) were distributed to fertility staff and patients across the UK and Europe. PARTICIPANTS/MATERIALS, SETTING, METHODS Staff inclusion criteria were being a healthcare professional working in fertility care and having experience of sharing bad news at least once a month. Patients' inclusion criteria were being adults and having had a conversation in which staff shared or explained bad news concerning their fertility care within the last 2 months. Surveys were created in English using Qualtrics, reviewed by patients and healthcare professionals, and distributed via social media, Prolific, fertility organizations, and scientific societies. Patients were asked, regarding the last time bad news were shared with them, 'What was the bad news?' and 'What other news would you consider bad news in fertility care?'. Staff were asked to 'List the three most challenging topics of bad news you share with your patients'. Staff and patient data were separately thematically analysed to produce basic codes, organized into sub-themes and themes. Themes emerging from patients' and staff data were compared and synthesized into meta themes. MAIN RESULTS AND THE ROLE OF CHANCE Three hundred thirty-four staff accessed the survey, 286 consented, and 217 completed (65% completion rate). Three hundred forty-four patients accessed the survey, 304 consented, and 222 completed (64% completion rate). Eighty-five percent of participants were women, 62% resided in Europe, and 59% were in private care. Average staff age was 45.2 (SD = 12.0), 44% were embryologists or lab technicians, 40% were clinicians (doctors, consultants, or physicians), and 8% nurses or midwifes. Average patient age was 32.2 (SD = 6.4) and 54% had children. Staff answers originated 100 codes, 19 sub-themes and six themes. Patients' answers produced 196 codes, 34 sub-themes, and 7 themes. Staff and patient themes were integrated into three meta-themes reflecting main topics of bad news. These were Diagnosis and negative treatment events and outcomes, Inability to do (more) treatment, and Care and patient factors disrupting communication. Staff and patients agreed that some news features (uncertain, disruptive, definitive) made news more challenging but disagreed in relation to other features (e.g. unexpected/expected). Patient factors made bad news more challenging to staff (e.g. difficult emotions) and care factors made bad news more challenging to patients (e.g. disorganized care). LIMITATIONS, REASONS FOR CAUTION Participants were self-selected, and most were women from private European clinics. Questions differed for staff and patients, focused on subjective perceptions of news, and did not measure news impact. WIDER IMPLICATIONS OF THE FINDINGS The badness of fertility news is not only a product of the extent to which the news compromises parenthood goals but also of its features (timing, nature, number) and the context in which the news is delivered. Guidance on sharing bad news in fertility care needs to go beyond easing the process for patients to also consider staff experiences. Guidance may need to be tailored to news features and context. STUDY FUNDING/COMPETING INTEREST(S) Cardiff University funded the research. S.G., J.B., O'.H., and A.D. report funding from the Higher Education Funding Council for Wales and the European Society for Human Reproduction and Embryology (ESHRE) to develop fertiShare: a sharing bad news eLearning course for fertility care. fertiShare will be distributed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence (CC BY-NC-SA 4.0). No other conflicts are reported in relation to this work. TRIAL REGISTRATION NUMBER N/A.
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Affiliation(s)
- S Gameiro
- Cardiff Fertility and Reproductive Research Group, School of Psychology, Cardiff University, Wales, UK
| | - E Adcock
- School of Medicine, Cardiff University, Wales, UK
| | | | - M O’Hanrahan
- School of Psychology, Cardiff University, Wales, UK
| | - A D’Angelo
- School of Medicine, Cardiff University, Wales, UK
- Wales Fertility Institute, Swansea Bay University Health Boards, Wales, UK
| | - J Boivin
- Cardiff Fertility and Reproductive Research Group, School of Psychology, Cardiff University, Wales, UK
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Gawlik KS, Teall AM, Zeno R, Newtz C, Conrad K, Kolcun K, Bobek H, Deerhake A, Sullivan K, Rengers B, O'Hara S. Integrating wellness into curricula using the ten dimensions of wellness as a framework. J Prof Nurs 2024; 50:73-82. [PMID: 38369375 DOI: 10.1016/j.profnurs.2023.11.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 11/22/2023] [Accepted: 11/30/2023] [Indexed: 02/20/2024]
Abstract
Burnout is a public health crisis that persists at the expense of clinician well-being, the healthcare workforce, and the quality of care provided. Clinician well-being is a professional imperative, yet nursing students still report higher levels of burnout than non-nursing students. Cultivating an academic learning environment that supports the development of resiliency, well-being, and improved student mental health requires a coordinated and sustained effort from nurse educators and academic leaders. This article aims to inspire nurse educators to take the first or next steps toward integrating wellness into nursing curricula. The ten dimensions of wellness provide a framework for wellness programming. Practical strategies aligned with each dimension are offered. As an exemplar, the Banding Together for Wellness program is summarized, including innovative incentives for student participation. Over the past five years, 426 (approximately 54 %) undergraduate nursing students voluntarily completed the program. While best practices may vary by institution, the strategies and resources offered herein can support nurse educators in the classroom, lab, and clinical setting as we all work to foster personal and professional well-being in nursing students. Nurse educators can be instrumental in cultivating the knowledge, skills, and attitudes required for life-long self-care, well-being, and nursing practice.
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Affiliation(s)
- Kate Sustersic Gawlik
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA.
| | - Alice M Teall
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Rosie Zeno
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Christa Newtz
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Katey Conrad
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Kaitlyn Kolcun
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Heidi Bobek
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Ann Deerhake
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Kelly Sullivan
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Brooke Rengers
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Susan O'Hara
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
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Wiglesworth A, Butts J, Carosella KA, Mirza S, Papke V, Bendezú JJ, Klimes-Dougan B, Cullen KR. Stress system concordance as a predictor of longitudinal patterns of resilience in adolescence. Dev Psychopathol 2023; 35:2384-2401. [PMID: 37434505 PMCID: PMC10784418 DOI: 10.1017/s0954579423000731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/13/2023]
Abstract
Resilience promotes positive adaptation to challenges and may facilitate recovery for adolescents experiencing psychopathology. This work examined concordance across the experience, expression, and physiological response to stress as a protective factor that may predict longitudinal patterns of psychopathology and well-being that mark resilience. Adolescents aged 14-17 at recruitment (oversampled for histories of non-suicidal self-injury; NSSI) were part of a three-wave (T1, T2, T3) longitudinal study. Multi-trajectory modeling produced four distinct profiles of stress experience, expression, and physiology at T1 (High-High-High, Low-Low-Low, High-Low-Moderate, and High-High-Low, respectively). Linear mixed-effect regressions modeled whether the profiles predicted depressive symptoms, suicide ideation, NSSI engagement, positive affect, satisfaction with life, and self-worth over time. Broadly, concordant stress response profiles (Low-Low-Low, High-High-High) were associated with resilient-like patterns of psychopathology and well-being over time. Adolescents with a concordant High-High-High stress response profile showed a trend of greater reduction in depressive symptoms (B = 0.71, p = 0.052), as well as increased global self-worth (B = -0.88, p = 0.055), from T2 to T3 compared to the discordant High-High-Low profile. Concordance across multi-level stress responses may be protective and promote future resilience, whereas blunted physiological responses in the presence of high perceived and expressed stress may indicate poorer outcomes over time.
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Affiliation(s)
| | - Jessica Butts
- Public Health, Division of Biostatistics, University of Minnesota Twin Cities, Minneapolis, MN, USA
| | | | - Salahudeen Mirza
- Psychology, University of Minnesota Twin Cities, Minneapolis, MN, USA
| | - Victoria Papke
- Psychology, University of Minnesota Twin Cities, Minneapolis, MN, USA
| | | | | | - Kathryn R Cullen
- Psychiatry and Behavioral Sciences, University of Minnesota Twin Cities, Minneapolis, MN, USA
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Huang HM, Fang YW, Liao SJ. The process and indicators of resilience among nursing students in clinical practicum in Taiwan: A qualitative study. Heliyon 2023; 9:e22524. [PMID: 38046147 PMCID: PMC10686841 DOI: 10.1016/j.heliyon.2023.e22524] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2023] [Revised: 11/10/2023] [Accepted: 11/14/2023] [Indexed: 12/05/2023] Open
Abstract
Background Resilience is essential for managing stress and maintaining equilibrium. During the clinical practicum, nursing students may experience tremendous physical and mental stress, and these negative experiences are considered a source of resilience for students. However, no universal definition of resilience among nursing students exists in the literature, occasioning the need to define the processes and indicators of resilience. Purpose This study aims to explore the resilience process and indicators among nursing students in clinical practicum in Taiwan. Participants: Fifteen fifth-year junior college nursing students in Northeastern Taiwan who had completed the clinical practicum were interviewed, including 12 females and three males. All participants were aged 20.3 ± 0.61 years and all participants had clinical practicum experiences over four months. Methods A qualitative descriptive study, using purposive and snowball sampling methods, was conducted to collect the experience of the nursing students in their internship. Data were collected using a semi-structured guide and deep interviews, and analyzed through the content analysis method by Waltz, Strickland, & Lenz (2010). Results Based on the participants' practical experiences during their clinical practicum, three main themes and nine indicators were identified. The resilience of nursing students is considered a process. The main themes are (1) uncontrolled clinical practical stress, (2) Maintain learning-life balance, (3) Positive attitude toward nursing. Conclusions Resilience is a critical factor to stabilize nursing students and enable them to recover from adversity. Both positive and negative experiences significantly impacted the students' attitudes and confidence levels during the clinical practicum. The findings will provide faculty to adapt their teaching method to various situations of nursing students.
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Affiliation(s)
- Hui-Man Huang
- Department of Nursing, College of Nursing, Tzu Chi University of Science and Technology, Hualien, Taiwan, ROC
| | - Yu-Wen Fang
- Department of Nursing, College of Nursing, Tzu Chi University of Science and Technology, Hualien, Taiwan, ROC
| | - Su-Jung Liao
- Department of Nursing, College of Nursing, Tzu Chi University of Science and Technology, Hualien, Taiwan, ROC
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Zhang J, Wang Y, Zheng K, Fang C, Cao S, Liu D. Factors Influencing Professional Identity of Psychiatric Nurses as Second Victims: A Cross-Sectional Study. J Psychosoc Nurs Ment Health Serv 2023; 61:47-54. [PMID: 37379122 DOI: 10.3928/02793695-20230622-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/30/2023]
Abstract
The current study aimed to explore the status and influencing factors of professional identity among psychiatric nurses as second victims in China by using a cross-sectional design. We investigated 291 psychiatric nurses from two psychiatric hospitals. Participants were asked to complete a demographic questionnaire, Second Victim Experience and Support Scale, Multidimensional Health Locus of Control Scale, and Professional Identity Scale for Nurses. Scores of professional identity of psychiatric nurses as second victims were moderate. Regression analysis showed that the second victim experience and support and internal control were significant predictors, explaining 34.2% of the variance in professional identity. Identifying risk factors related to the professional identity of psychiatric nurses as second victims will help managers take timely preventive measures to improve the awareness of the self-health responsibility of psychiatric nurses and reduce the adverse effects of patient safety incidents to enhance their professional identity. [Journal of Psychosocial Nursing and Mental Health Services, 61(12), 47-54.].
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Shapiro AL, Coddington H, Beckman-Sirk K, Raschella R. Stress, Sleep, and Resilience Among Rural BSN Students in a New Nursing Program. Nurse Educ 2023; 48:E186-E190. [PMID: 37000916 DOI: 10.1097/nne.0000000000001408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
BACKGROUND Nursing students experience stress that may impact their sleep and resilience, especially those attending rural campuses that may have potentially limited access to resources. PURPOSE The purpose of this study was to examine relationships among perceived stress, sleep quality, resilience, and demographics and predictors of resilience among senior BSN students. METHODS In this cross-sectional study, perceived stress, sleep quality, resilience, and demographic data were collected from a senior student cohort attending a new baccalaureate nursing program on a rural Appalachian campus (N = 16). Data were analyzed using descriptive, bivariate, and multiple regression analyses. RESULTS Perceived stress significantly associated with sleep quality, resilience, and gender. Perceived stress, sleep quality, and gender significantly explained 61% of the variance in resilience, with perceived stress as the strongest predictor. CONCLUSIONS Early collaborative assessment and intervention focused on mitigating stress may promote improved sleep and resilience. Availability of resources for students attending small rural campuses is essential.
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Affiliation(s)
- April L Shapiro
- Assistant Professor (Dr Shapiro) and Instructor (Ms Coddington and Dr Beckman-Sirk), School of Nursing, West Virginia University, Keyser; and Nursing Administrative Coordinator (Ms Raschella), Mount Aloysius College, Cresson, Pennsylvania. The authors thank Drs Ubolrat Piamjariyakul and Tina Antill-Keener, for guidance throughout the study, and Dr Kesheng Wang and Saima Shafique, for statistical support
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Litwic-Kaminska K, Błachnio A, Kapsa I, Brzeziński Ł, Kopowski J, Stojković M, Hinić D, Krsmanović I, Ragni B, Sulla F, Limone P. Resilience, Positivity and Social Support as Perceived Stress Predictors among University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6892. [PMID: 37835162 PMCID: PMC10572749 DOI: 10.3390/ijerph20196892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 09/29/2023] [Accepted: 10/03/2023] [Indexed: 10/15/2023]
Abstract
Since the COVID-19 pandemic, researchers have been trying to identify which personal resources can contribute to minimizing the mental health costs in students incurred due to the restrictions that disrupted safety and predictability in their academic lives. The aim of the study was to verify if and how individual factors (resilience and positivity) and socio-environmental factors (social support and nationality) allow prediction of the level of perceived stress. University students (n = 559) from Poland, Serbia, and Italy were surveyed using the Perceived Stress Scale (PSS-10), the Brief Resilience Scale (BRS), the Positivity Scale (PS), and the Interpersonal Support Evaluation List (ISEL-12). Personal resources-positivity, resilience, and support-were found to be positively interrelated and significantly associated with stress levels. Additionally, gender and nationality differentiated stress levels. A general linear model (GLM) showed that levels of perceived stress are best explained by resilience, positivity, tangible support, and gender. The results obtained can strengthen students' awareness of personal resources and their protective role in maintaining mental health, as well as contribute to the creation of prevention-oriented educational activities. Nationality was not a significant predictor of the level of perceived stress, which highlights the universality of examined predictors among university students from different countries and suggests that interventions aimed at enhancing these resources could benefit students across different cultural contexts.
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Affiliation(s)
| | - Aleksandra Błachnio
- Faculty of Psychology, Kazimierz Wielki University, 85-867 Bydgoszcz, Poland;
| | - Izabela Kapsa
- Faculty of Political Science and Administration, Kazimierz Wielki University, 85-671 Bydgoszcz, Poland;
| | - Łukasz Brzeziński
- Faculty of Pedagogy, Kazimierz Wielki University, 85-064 Bydgoszcz, Poland;
| | - Jakub Kopowski
- Faculty of Computer Science, Kazimierz Wielki University, 85-064 Bydgoszcz, Poland;
| | - Milica Stojković
- Faculty of Technical Sciences, University of Kragujevac, 34000 Kragujevac, Serbia; (M.S.); (I.K.)
| | - Darko Hinić
- Department of Psychology, University of Kragujevac, 34000 Kragujevac, Serbia;
| | - Ivana Krsmanović
- Faculty of Technical Sciences, University of Kragujevac, 34000 Kragujevac, Serbia; (M.S.); (I.K.)
| | - Benedetta Ragni
- Department of Humanistic Studies, Learning Science Hub, University of Foggia, 71122 Foggia, Italy; (B.R.); (F.S.); (P.L.)
| | - Francesco Sulla
- Department of Humanistic Studies, Learning Science Hub, University of Foggia, 71122 Foggia, Italy; (B.R.); (F.S.); (P.L.)
| | - Pierpaolo Limone
- Department of Humanistic Studies, Learning Science Hub, University of Foggia, 71122 Foggia, Italy; (B.R.); (F.S.); (P.L.)
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Şenocak SÜ, Demirkıran F. Effects of problem-solving skills development training on resilience, perceived stress, and self-efficacy in nursing students: A randomised controlled trial. Nurse Educ Pract 2023; 72:103795. [PMID: 37812953 DOI: 10.1016/j.nepr.2023.103795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Revised: 09/03/2023] [Accepted: 09/25/2023] [Indexed: 10/11/2023]
Abstract
AIM This study aimed to investigate the effects of problem-solving skills development training for nursing students on their levels of resilience, perceived stress, and self-efficacy. BACKGROUND Although there are many studies on the problem-solving skills of nursing students, few have been based on the social problem-solving model. Most are cross-sectional and descriptive studies. Surprisingly, the number of studies that examine the effects of training for problem solving in nursing students is also quite limited. DESIGN This was a single-blind, randomised controlled trial. METHODS The study was conducted at the department of nursing of a state university in Western Turkey. Seventy-two second-year nursing students initially participated in the study. The mean age of the participants was 19.97 ± 1.39 years. Of the participants, 72.2% were women, and 70.8% did not consider themselves academically successful. Participants were randomly assigned to the experimental or control group. The experimental group received problem-solving skills development training based on the Social Problem-Solving Model once a week in a total of seven weeks (eight sessions), in which two sessions were in the last week. Duration of each session took at least 55 min and 150 min at max. Data were collected using a self-administered questionnaire that included a personal information form, Resilience Scale for Nurses, Social Problem Solving-Inventory-Short Form, Perceived Stress Scale, and General Self-Efficacy Scale. Measurements were performed at three different times: at the beginning of the study (T0), immediately after the training provided to the experimental group (T1), and one month follow-up measurement after the intervention (T2). Repeated-measures analysis of variance and covariance were performed to analyse data. RESULTS The mean post-training and 1-month follow-up scores for problem-solving, resilience, and self-efficacy of the students in the experimental group (the mean of T1 and T2 scores) were significantly higher, and the mean post-training and 1-month follow-up perceived stress scores of the students in the experimental group was significantly lower than those of the control group. CONCLUSIONS This study concluded that problem-solving skills training based on a social problem-solving model provided to nursing students increased their social problem solving, resilience, and self-efficacy levels and reduced their perceived stress. Therefore, further studies that plan intervention and training programs aimed at improving the social problem-solving levels of nursing students and include social problem-solving courses in university curricula are recommended.
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Affiliation(s)
- Süleyman Ümit Şenocak
- Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, University of Aydın Adnan Menderes, Aydın Province, Turkey.
| | - Fatma Demirkıran
- Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, University of Aydın Adnan Menderes, Aydın Province, Turkey
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Berdida DJE, Lopez V, Grande RAN. Nursing students' perceived stress, social support, self-efficacy, resilience, mindfulness and psychological well-being: A structural equation model. Int J Ment Health Nurs 2023; 32:1390-1404. [PMID: 37249199 DOI: 10.1111/inm.13179] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 05/15/2023] [Accepted: 05/18/2023] [Indexed: 05/31/2023]
Abstract
Nursing students' stress, protective factors (e.g. resilience, social support, mindfulness and self-efficacy) and psychological well-being (PWB) have been well reported in the literature. However, the interactions of these variables were scarcely examined in the latter part of the COVID-19 pandemic and in the context of a developing country. This cross-sectional correlational study complying with STROBE guidelines tested a hypothetical model of the interrelationships of nursing students' stress, protective factors and PWB using structural equation modelling (SEM). Nursing students (n = 776) from five nursing schools in the Philippines were conveniently recruited from September 2022 to January 2023. Six validated self-report scales (Perceived Stress Scale, Multi-dimensional Scale of Perceived Social Support, Generalized Self-Efficacy Scale, Connor-Davidson Resilience Scale, Mindful Attention Awareness Scale, and Psychological Wellbeing Scale) were used to collect data. SEM, mediation analyses and path analyses were used for data analysis. The emerging model demonstrated acceptable model fit parameters. Stress negatively impacted protective factors, while all the protective factors positively influenced PWB. Social support mediated the influence of stress on resilience, mindfulness and PWB. Resilience is a significant mediator of stress, self-efficacy, social support and PWB. Mindfulness mediated the influence of stress, social support and self-efficacy on PWB. Finally, self-efficacy had a mediating role between resilience and mindfulness. Nursing institutions and nurse educators can use the proposed model as their basis for empirical and theoretical evidence in creating programmes that will strengthen nursing students' protective factors, thus reducing stress while improving PWB and learning outcomes.
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Affiliation(s)
| | - Violeta Lopez
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Rockhampton, Queensland, Australia
- School of Nursing and Allied Medical Sciences, Holy Angel University, Angeles City, Philippines
| | - Rizal Angelo N Grande
- Mental Health Nursing Department, College of Nursing, University of Ha'il, Hail, Saudi Arabia
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35
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Hasimi L, Ahmadi M, Hovyzian SA, Ahmadi A. Sense of Coherence or resilience as predictors of psychological distress in nursing students during the COVID-19 pandemic. Front Public Health 2023; 11:1233298. [PMID: 37663830 PMCID: PMC10472274 DOI: 10.3389/fpubh.2023.1233298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 08/01/2023] [Indexed: 09/05/2023] Open
Abstract
Background The COVID-19 pandemic lead to the occurrence of numerous psychological distress among students. This study aimed to determine the level of psychological distress as well as the predictive role of Sense of Coherence (SOC) and resilience in nursing students. Methods A cross-sectional descriptive study was conducted on 310 nursing students in Ahvaz Jundishapur University of Medical Sciences, Iran. The data of the study was collected through the demographic information questionnaire, the General Health Questionnaire (GHQ), the Academic Resilience Inventory (ARI), and the Sense of Coherence Scale (SOC-13). Results Students' mean scores for the GHQ, ARI, and SOC were 5.81 ± 1.37, 102.88 ± 11.91, and 54.54 ± 6.46, respectively. Regression models showed that two domains of SOC [meaningfulness (β = -0.28, p < 0.001), manageability (β = -0.19, p = 0.001)], female gender (β = 0.12, p = 0.015), and overall ARI (β = -0.12, p = 0.037), were significantly associated with the GH of nursing students. SOC domains [meaningfulness (β = -0.19, p = 0.002), manageability (β = -0.15, p = 0.006)], problem-oriented/positive thinking domain of ARI (β = -0.15, p = 0.011), sex (β = 0.12, p = 0.015), and history of death in first-degree relatives (β = 0.12, p = 0.021) were significantly associated with social dysfunction domain of GH. Three domains of SOC [meaningfulness (β = -0.26, p < 0.001), manageability (β = -0.13, p = 0.032), and comprehensibility (β = -0.13, p = 0.039)], were significantly associated with psychological distress domain of GH. Conclusion Our results indicated that low SOC and resilience were predictors of psychological distress in nursing students. Accordingly, interventions such as teaching stress management skills, the skills of using positive coping methods in dealing with stressful situations, and self-management skills are necessary to improve the level of resilience and SOC in nursing students.
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Affiliation(s)
- Leila Hasimi
- Department of Nursing, School of Nursing and Midwifery, Social Determinants of Health Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Mehrnaz Ahmadi
- Medical and Surgical Nursing Department, School of Nursing and Midwifery, Social Determinants of Health Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Shahla Assadi Hovyzian
- Medical and Surgical Nursing Department, School of Nursing and Midwifery, Abadan University of Medical Sciences, Abadan, Iran
| | - Ali Ahmadi
- Department of Nursing, Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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Cheng WLS, Chow PPK, Wong FMF, Ho MM. Associations among stressors, perceived stress, and psychological distress in nursing students: a mixed methods longitudinal study of a Hong Kong sample. Front Psychol 2023; 14:1234354. [PMID: 37663346 PMCID: PMC10469707 DOI: 10.3389/fpsyg.2023.1234354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Accepted: 08/04/2023] [Indexed: 09/05/2023] Open
Abstract
Background Nursing students are at risk for high-stress levels and psychological distress. Limited longitudinal studies have been conducted examining factors associated with stress levels and psychological distress of nursing students in their course of study. Purpose The purpose of this study was to examine the levels of stress and corresponding stressors, particularly those predicting psychological distress, among nursing students over their 5 years of study. Methods A longitudinal design, using questionnaires and focus group interviews of a single cohort of nursing students in Hong Kong and following them over their 5 years of training. The Stressors in Nursing Students Scale-Chinese version and the Chinese version of General Health Questionnaire-12 were used to assess stress levels and psychological distress, respectively. Results Ninety-seven participants completed the questionnaires 5 times. Quantitative findings revealed that the overall stress levels of the nursing students increased over 5 years (from mean = 3.08 to 3.33), with the highest levels in the second wave (mean = 3.33). Nursing students experienced higher stress during years 2 (p = 0.006) and 4 (p = 0.037). Psychological distress was the highest in year 3 (sum score = 18.47) (p = 0.002) but declined from year 4 (p < 0.001). Thematic analysis revealed that academic performance issues, coping challenges, unfavorable learning environments, relationships were identified as the stressors. However, nursing students also used positive coping strategies to pursue success and seek support. Conclusion This study suggests that the year of study is a significant predictor of stress levels among nursing students, especially during the first and senior years due to heavy academic workload. Psychological distress was observed among nursing students, and those who worked more part-time jobs tended to report higher levels of distress. The junior year was associated with higher levels of distress related to financial and time-related stress, while academic and personal problems were more prevalent during the senior year.
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Affiliation(s)
- Winnie Lai Sheung Cheng
- School of Health Sciences, Caritas Institute of Higher Education, Tseung Kwan O New Town, Hong Kong SAR, China
| | | | | | - Mandy Man Ho
- School of Nursing, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
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Shi Y, Zhou JX, Shi JL, Pan JF, Dai JY, Gao Q. Association between proactive personality and professional identity of nursing undergraduates: The mediating role of resilience and irrational belief. Nurse Educ Pract 2023; 71:103729. [PMID: 37506426 DOI: 10.1016/j.nepr.2023.103729] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 07/10/2023] [Accepted: 07/16/2023] [Indexed: 07/30/2023]
Abstract
AIM To examine the relationship between proactive personality and professional identity of undergraduate nursing students, including the role of psychological resilience and irrational belief as mediators. BACKGROUND Personality has been shown to play a crucial role in determining professional identity. However, the influence of proactive personality on professional identity in the nursing field is poorly understood and requires further investigation. DESIGN We conducted a cross-sectional study in China. Between July and December of 2021, 860 nursing undergraduates participated in an online questionnaire survey. METHODS Four main variables (proactive personality, psychological resilience, irrational belief and professional identity) and two covariates (willingness to choose nursing profession and family attitude towards nursing) were assessed. The assessment tools chosen are both valid and reliable. To test the proposed multi-mediation model, linear regression analysis by Hayes's SPSS macro-PROCESS was used. RESULTS The results revealed that PP, PR and PI were positively connected with one another, but negatively with IB. PP positively predicted PI through direct and indirect paths, after controlling for two covariates. The percentage of indirect path (78.72%) outweighed the direct path (21.28%). The indirect effect of PR (72.51%) was higher than that of PR and IB (6.21%). PI was also positively predicted by students' "Yes" willingness and families' "supportive" attitude towards nursing. CONCLUSION This study stated that nursing educators should take nursing students' PP seriously, which would allow for activities to be taken to improve their PR and decrease their IB, hence continuously enhancing their PI. In addition, respecting students' professional aspirations and improving family support may also be valuable ways to boost their PI.
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Affiliation(s)
- Ya Shi
- School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK; School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
| | - Jing-Xin Zhou
- School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
| | - Jiang-Lin Shi
- School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
| | - Jo-Fan Pan
- School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK.
| | - Jia-Yang Dai
- School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
| | - Qiang Gao
- School of Nursing & School of Public Health, Yangzhou University, Yangzhou, Jiangsu province, China.
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Zhou L, Chankoson T, Wu Y, Cai E. Thriving psychological well-being in undergraduate nursing student: a grounded theory study with the life grid approach. BMC Nurs 2023; 22:240. [PMID: 37454074 DOI: 10.1186/s12912-023-01338-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Accepted: 05/14/2023] [Indexed: 07/18/2023] Open
Abstract
BACKGROUND Psychological well-being (PWB) plays a vital role in successful adaptation to the Bachelor of Nursing journey and affects career development. However, there is little known about the functional and social processes associated with enhancing well-being specific to the subjective perspective of nursing students. AIM To investigate how nursing students promote their psychological well-being to conceptualize thriving psychological well-being. METHOD This qualitative study analyzed and reviewed a life grid and semi-structured in-depth interviews of 20 Chinese Nursing graduates by investigators and participants, following Charmaz's constructivist grounded theory. The constant comparative method was used to analyze data. This study took place between 2020 and 2022. RESULTS All participants experienced fluctuations in psychological well-being. This study identified a new understanding of how nursing students enhance their psychological well-being. Thriving awareness was co-constructed as the core category and based on the relationship with a supportive environment, the thriving psychological well-being of nursing students is conceptualized. CONCLUSIONS It is imperative to enhance the psychological counseling and support for nursing students during their clinical placements, during the period just entering university as well as after repeated outbreaks of COVID-19. Nursing educators and administrators could develop appropriate educational programs and interventions based on the theoretical model-Thriving psychological well-being.
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Affiliation(s)
- Lu Zhou
- School of Nursing, Yunnan University of Chinese Medicine, Kunming, China
- Chakrabongse Bhuvanarth International Institute for Interdisciplinary Studies, Rajamangala University of Technology Tawan-OK, Bangkok, Thailand
| | - Thitinan Chankoson
- Faculty of Business Administration for Society, Srinakharinwirot University, Bangkok, Thailand
| | - YuMing Wu
- School of Medicine, Yunnan University of Chinese Medicine, Kunming, China
| | - EnLi Cai
- School of Nursing, Yunnan University of Chinese Medicine, Kunming, China.
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Yan J, Wu C, Liu Y, Zhang H, He C, Lin Y, Li Y, Zhang Y, Li Y, Lang H. Influencing factors of quality of life among front-line nurses who collected nucleic acid samples during COVID-19: a path analysis. Front Public Health 2023; 11:1154725. [PMID: 37492138 PMCID: PMC10364801 DOI: 10.3389/fpubh.2023.1154725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 03/21/2023] [Indexed: 07/27/2023] Open
Abstract
Aim The aim of this study is to investigate the quality of life of nurses who collected nucleic acid samples throughout the COVID-19 epidemic's routine management, as well as the factors that may have influenced it. Background After the outbreak of COVID-19, normalized epidemic prevention and control throughout China were implemented. Nucleic acid testing has become an effective measure for the early detection of virus-infected individuals. Nurses collecting nucleic acid samples undertake important tasks. Their quality of life is significant to maintaining team stability and containing the epidemic. However, research on their quality of life is still limited. Methods A cross-sectional survey was conducted on 1,292 nurses who collected nucleic acid samples from five tertiary general hospitals in Xi'an through self-reported electronic questionnaires (including general demographic information, the Connor-Davidson Resilience Scale, the Social Support Rating Scale, and the World Health Organization Quality of Life Brief Scale). Descriptive, one-way ANOVA and multiple linear regression were performed using SPSS 26.0. Structural equation modeling was used to analyze the influencing factors. Results The nurses collecting nucleic acid samples had a modest level of quality of life. Age, marital status, average daily sleep duration, frequency of exercise, psychological resilience, and social support were all influencing factors of quality of life, according to multiple linear regression analysis. Quality of life was found to be significantly related to psychological resilience and social support. Conclusion Demographic characteristics, psychological resilience, and social support are the factors affecting the quality of life of nurses who collect nucleic acid samples. Nursing managers should focus more on these factors to improve the quality of life for nurses. Relevance to clinical practice Nursing managers should realize the importance of the quality of life of nurses who collect nucleic acid samples in maintaining a vigorous nursing team and ensuring optimized epidemic control. Social support should also be provided to nurses to improve their psychological resilience, thereby improving their quality of life.
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Affiliation(s)
- Jiaran Yan
- School of Nursing, Air Force Medical University, Xi'an, Shaanxi, China
| | - Chao Wu
- School of Nursing, Air Force Medical University, Xi'an, Shaanxi, China
| | - Yu Liu
- Xijing Hospital, Air Force Medical University, Xi'an, Shaanxi, China
| | - Hongli Zhang
- School of Nursing, Shaanxi University of Chinese Medicine, Xianyang, Shaanxi, China
| | - Chunyan He
- School of Nursing, Air Force Medical University, Xi'an, Shaanxi, China
| | - Yawei Lin
- School of Nursing, Air Force Medical University, Xi'an, Shaanxi, China
| | - Yang Li
- School of Nursing, Air Force Medical University, Xi'an, Shaanxi, China
| | - Yuhai Zhang
- Department of Health Statistics, Air Force Medical University, Xi'an, Shaanxi, China
| | - Yinglan Li
- Xiangya Nursing School, Central South University, Changsha, Hunan, China
| | - Hongjuan Lang
- School of Nursing, Air Force Medical University, Xi'an, Shaanxi, China
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Loureiro F, Família C, Barroso MH, Baúto RV, Antunes AV. Cortisol dynamics in undergraduate nursing students during clinical practice: protocol for an exploratory cross-sectional study. BMJ Open 2023; 13:e071062. [PMID: 37429678 DOI: 10.1136/bmjopen-2022-071062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/12/2023] Open
Abstract
INTRODUCTION This paper presents a protocol for the Investigation of Cortisol Dynamics in Undergraduate Nursing Students, a funded project aiming to understand the fluctuations in anxiety and salivary cortisol levels due to clinical setting changes and the anxiety associated with clinical practice. METHODS AND ANALYSIS This study is an exploratory, cross-sectional, observational study that will be conducted at a health and science school in Portugal. Data collection will involve phycological assessment instruments for personality, anxiety, stress, depression and saliva cortisol levels. The target population consists of undergraduate nursing students enrolled in our institution for the academic year of 2022/2023 (N=272), of whom we aim to recruit 35% (N=96) to the study. ETHICS AND DISSEMINATION The project obtained approval from the Institutional Review Board of the Egas Moniz-Cooperativa de Ensino Superior, CRL, on 5 July 2022 (ID: 116/21.22) and ethical approval from the Egas Moniz Ethics Committee on 28 July 2022 (ID:1110.22). Informed consent will be obtained from those who wish to participate, ensuring students' voluntary participation in the project. The results of this study will be disseminated through open-access peer-reviewed publications and presented at scientific events.
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Affiliation(s)
- Fernanda Loureiro
- Egas Moniz School of Health & Science, Caparica, Portugal
- Centro de Investigação Interdisciplinar Egas Moniz, Caparica, Portugal
| | - Carlos Família
- Centro de Investigação Interdisciplinar Egas Moniz, Caparica, Portugal
| | | | | | - A Vanessa Antunes
- Centro de Investigação Interdisciplinar Egas Moniz, Caparica, Portugal
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Ucan E, Avci D. Turkish adaptation of the nursing student academic resilience inventory: A validity and reliability study. NURSE EDUCATION TODAY 2023; 126:105810. [PMID: 37028172 DOI: 10.1016/j.nedt.2023.105810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 03/12/2023] [Accepted: 03/28/2023] [Indexed: 05/25/2023]
Abstract
BACKGROUND Due to the stressful nature of nursing education, it is stated that academic resilience is an important skill for students. However, there is no measurement tool to determine nursing students' academic resilience in our country. OBJECTIVES This study was conducted to adapt the nursing student academic resilience inventory to Turkish and determine its validity and reliability. DESIGN A descriptive, cross-sectional, and methodological design was used. SETTING The study was conducted with nursing students between May 2022 and June 2022. PARTICIPANTS The study included 250 s, third, and fourth-year nursing students. METHODS The data were collected using a personal information form, the nursing student academic resilience inventory and the resilience scale for nurses. RESULTS The inventory showed a 6-factor structure, namely optimism, communication, self-esteem/evaluation, self-awareness, trustworthiness, and self-regulation and consisted of 24 items. In confirmatory factor analysis, all factor loads were found to be >0.30. The fit indexes of the inventory were χ2/df = 2.294, GFI = 0.848, IFI = 0.853, CFI = 0.850, RMSEA = 0.072, and SRMR = 0.067. Cronbach's alpha of the total inventory was 0.887. CONCLUSIONS The Turkish version of the nursing student academic resilience inventory was shown to be a valid and reliable measurement tool.
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Affiliation(s)
- Enes Ucan
- Manyas State Hospital, Balikesir, Turkey.
| | - Dilek Avci
- Bandirma Onyedi Eylul University, Faculty of Health Sciences, Balikesir, Turkey
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Mayor-Silva LI, Moreno G, Girón-Daviña PR, Mohamedi-Abdelkader S, Hernández-Martín MM, Moreno-Pimentel AG, Meneses-Monroy A. Emotional empowerment through information research and communication to reduce fear of COVID-19 among nursing students: a randomised controlled trial. BMC Nurs 2023; 22:209. [PMID: 37332015 DOI: 10.1186/s12912-023-01370-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 06/07/2023] [Indexed: 06/20/2023] Open
Abstract
BACKGROUND Despite an existing body of literature on anxiety reduction using multi-component methods, little is known about the effect of active student participation in research and communication of scientific information on anxiety and fear reduction. The aim of this study is to evaluate the impact of quality scientific information research and the production of informative videos on the preventive aspects of COVID-19 on fear and anxiety reduction. METHODS A randomised controlled trial was conducted with 220 undergraduate nursing students in the first year of the nursing degree. The participating students were randomised into two groups. The experimental group carried out an intervention based on a database search for information on preventing COVID-19 and production of a video giving scientific reasons why prevention measures should be followed. In the control group, students created posters and videos about theoretical aspects of one module of the nursing degree. Both groups were surveyed before and after the intervention, measuring their state of resilience, preventive behaviours, level of anxiety, and fear of COVID-19. RESULTS The intervention group showed a greater decrease in fear levels after the intervention than those in the control group. There were no differences between the groups in terms of resilience, preventive behaviours, or anxiety. In the experimental group, there was a significant decrease in anxiety levels and fear levels after the intervention compared to the baseline levels. CONCLUSIONS An intervention based on active participation in searches for high-quality scientific information and production of information videos on COVID-19 prevention reduced fear and anxiety caused by COVID-19 among nursing students. TRIAL REGISTRATION We have retrospectively registered the trial in Open Science Framework and the identification number is https://doi.org/10.17605/OSF.IO/6QU5S .
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Affiliation(s)
- L Iván Mayor-Silva
- Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Pl. de Ramón y Cajal, 3, 28040, Madrid, Spain
| | - Guillermo Moreno
- Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Pl. de Ramón y Cajal, 3, 28040, Madrid, Spain.
- Hospital 12 de Octubre Health Research Institute (imas12), Madrid, Spain.
| | - Pedro R Girón-Daviña
- Faculty of Statistical Studies, Complutense University of Madrid (UCM), Madrid, Spain
| | - Samir Mohamedi-Abdelkader
- Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Pl. de Ramón y Cajal, 3, 28040, Madrid, Spain
| | - Marta M Hernández-Martín
- Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Pl. de Ramón y Cajal, 3, 28040, Madrid, Spain
| | - Antonio G Moreno-Pimentel
- Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Pl. de Ramón y Cajal, 3, 28040, Madrid, Spain
| | - Alfonso Meneses-Monroy
- Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Pl. de Ramón y Cajal, 3, 28040, Madrid, Spain
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Bultas MW, Rittiwong T. Evaluation of Dog Presence as a Therapeutic Classroom Intervention. J Nurs Educ 2023; 62:355-358. [PMID: 37279979 DOI: 10.3928/01484834-20230404-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND The American Association of Colleges of Nursing has called on nurse educators to increase mental health support for nursing students. Animal visit programs reduce stress, anxiety, and negative mental health feelings; however, most are intermittent and occasional. This pilot study explored the feasibility, acceptability, and outcomes of integrating a therapy dog into the classroom. METHOD This pretest-posttest, two-group design study included 67 baccalaureate nursing students. Two sections of a course were taught: one section included a therapy dog and one section did not. RESULTS At the end of the course, participants in the intervention group showed improvement in stress, anxiety, and happiness, whereas participants in the control group did not demonstrate any improvement. Students reported positive feelings and benefits from the presence of the therapy dog. CONCLUSION Integrating a trained therapy dog into the classroom is both feasible and acceptable, with students identifying positively with the experience. [J Nurs Educ. 2023;62(6):355-358.].
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Sarbassova G, Kudaibergenova A, Madaliyeva Z, Kassen G, Sadvakassova Z, Ramazanova S, Ryskulova M. Diagnostics of psychological flexibility and the ability to cope with the inevitable changes among psychology students. CURRENT PSYCHOLOGY 2023:1-13. [PMID: 37359571 PMCID: PMC10172729 DOI: 10.1007/s12144-023-04712-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/26/2023] [Indexed: 06/28/2023]
Abstract
The study concerns the question of how much the emotional competence and the ability to cope with problems in one's own personality increase in the process of professional psychological education, for which students of different years of study were tested. The aim of this study is to deeply diagnose various components of psychological flexibility and the ability to cope with unexpected events among psychology students. The study involved 30 students from 1 to 4 years of university grade level participated into study, divided into 4 equal groups from. Based on testing various aspects of psychological flexibility, emotional intelligence test (EQ test), Emotion Regulation Questionnaire (ERQ) and D.V. Lyusin emotional intelligence instrument (Emin) were used; it was tested using Student's t-test and Kruskal-Wallis H-test to evaluate differences between three or more samples simultaneously. As a result of the study, the significant differences between all groups of participants and between the assessment of individual factors of psychological flexibility in different groups was accepted. Each of the groups demonstrated its specific characteristics of the relationship between emotional competence and coping with stress. Comparison of the results of students from different years of study showed that psychological education does not have a significant effect on emotional intelligence as an indicator of emotional flexibility, but positively affects the development of coping with stress, although in predominantly passive forms. The practical application of the research lies in improving psychology students' learning; the research results can be used as methods for determining psychological flexibility factors that require development in study groups.
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Affiliation(s)
- Gulzat Sarbassova
- Department of Pedagogy and Psychology, Kazakh Humanitarian and Legal Innovation University in Semipalatinsk, Semey, Kazakhstan
| | - Aliya Kudaibergenova
- Department of Pedagogy and Educational Management, Al-Farabi Kazakh National University, Almaty, Kazakhstan
| | - Zabira Madaliyeva
- Department of General and Applied Psychology, Al-Farabi Kazakh National University, Almaty, Kazakhstan
| | - Gulmira Kassen
- Department of General and Applied Psychology, Al-Farabi Kazakh National University, Almaty, Kazakhstan
| | - Zukhra Sadvakassova
- Department of General and Applied Psychology, Al-Farabi Kazakh National University, Almaty, Kazakhstan
| | - Samal Ramazanova
- Department of Pedagogy and Educational Management, Al-Farabi Kazakh National University, Almaty, Kazakhstan
| | - Madina Ryskulova
- Department of Psychology, Eurasian National University named after L.N. Gumilyov, Nur-Sultan, Kazakhstan
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Alkaissi A, Said NB, Qadous S, Alkony M, Almahmoud O. Factors associated with perceived resilience among unergraduate nursing students: findings of the first cross-sectional study in Palestine. BMC Nurs 2023; 22:148. [PMID: 37143045 PMCID: PMC10161405 DOI: 10.1186/s12912-023-01325-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Accepted: 04/29/2023] [Indexed: 05/06/2023] Open
Abstract
BACKGROUND Resilience has emerged as a concept that could explain and predict good academic and well-being of students in stressful and traumatic situations. This study was conducted to assess resilience and identify predictors of high or low resilience scores among future nurses in Palestine. METHODS This cross-sectional study adhered to the Strengthening the Reporting of Observational Studies in Epidemiology statement. Undergraduate nursing students in all academic years were recruited and asked to complete a questionnaire that contained the Trait Resilience Scale and the State-Resilience Scale. Multiple linear regression models were used to identify predictors of higher resilience scores and to control for potentially confounding factors. RESULTS In this study, 290 students completed the questionnaire (response rate = 92.4%). The means of trait, state, and combined resilience scores were 71.4 (SD: 7.5), 62.7 (SD: 6.7), and 134.1 (SD: 12.8), respectively. There was a significant moderate positive correlation between state resilience scores and trait resilience scores (r = 0.63, p < 0.001). Having a study routine on daily basis predicted higher trait (β = -0.20, p < 0.001), state (β = -0.12, p = 0.032), and combined (β = -0.18, p = 0.001) resilience scores. Trait and combined resilience scores were predicted by the absence of chronic diseases (β = 0.12, p < 0.05), experiencing addiction issues (β = -0.11, p < 0.05), living in Israeli seized areas (β = 0.16, p < 0.05), and living in a house with enough number of rooms per siblings (β = 0.13, p < 0.05). On the other hand, state and combined resilience scores were predicted by being in the first academic year (β = -0.18, p < 0.01), and state resilience scores were predicted by living in urban areas (β = -0.12, p < 0.05). CONCLUSIONS Undergraduate nursing students in Palestine reported relatively high trait and state resilience scores. Higher trait, state, and combined resilience scores were predicted by having a study routine on daily basis. More studies are still needed to investigate the relationship between resilience scores, perceived well-being, willingness to care, and the future success of nursing students in Palestine.
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Affiliation(s)
- Aidah Alkaissi
- Nursing and Midwifery Department, Faculty of Medicine and Health Sciences, An-Najah National University, Nablus, Palestine.
| | - Nizar B Said
- Nursing and Midwifery Department, Faculty of Medicine and Health Sciences, An-Najah National University, Nablus, Palestine
| | - Shorooq Qadous
- Nursing and Midwifery Department, Faculty of Medicine and Health Sciences, An-Najah National University, Nablus, Palestine
| | - Mahdia Alkony
- Nursing and Midwifery Department, Faculty of Medicine and Health Sciences, An-Najah National University, Nablus, Palestine
| | - Omar Almahmoud
- Nursing and Midwifery Department, Faculty of Medicine and Health Sciences, An-Najah National University, Nablus, Palestine
- Nursing and Health Professions College, Birzeit University, Birzeit, Palestine
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Holt SL, Farrell M, Corrigan RH. Veterinary Nursing Students' Experience in the Clinical Learning Environment and Factors Affecting their Perception. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023:e20220133. [PMID: 37083602 DOI: 10.3138/jvme-2022-0133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Student veterinary nurses (SVNs) spend a significant proportion of their training time within the clinical learning environment (CLE) of a veterinary practice. These clinical experiences are vital for building practical and professional skills. To evaluate the current satisfaction of SVNs in the CLE, a cross-sectional survey design was used incorporating a previously validated instrument. To provide understanding of factors that may affect the SVN satisfaction, additional validated tools were added across factors, including resilience, wellbeing, personality, and work place belonging. A total of 171 SVNs completed the survey. In addition, two open questions were included to provide greater depth of understanding of the SVN experiences. Results showed that 70.76% of respondents were satisfied/very satisfied with the CLE. Significant factors that affected the satisfaction scores included, depression, anxiety, and stress (p ≤ .001), psychological sense of organizational membership (p ≤ .001), agreeableness (p = .022), and emotional stability (p = .012). The qualitative data demonstrated shared SVN factors that are considered to contribute to clinical learning and those that detract from clinical learning. Educational facilities and training veterinary practices can support the SVN within the CLE by creating a greater sense of belonging, considering the SVN individual personality and wellbeing, and including the SVN in discussions around learning support needs.
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Affiliation(s)
- Susan L Holt
- Veterinary Nursing Department, Vet School, University of Bristol, Langford House, Langford, Bristol BS40 5DU UK
| | - Mary Farrell
- Zoology, Institute of Science, Natural Resources and Outdoor Studies, University of Cumbria, Fusehill St, Carlisle CA1 2HH UK
| | - Richard H Corrigan
- Institute of Health, University of Cumbria, Fusehill St, Carlisle, CA1 2HH UK
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Yang R, Gao Y, Ji Z. The relationship between self-regulated learning, mindful agency, and psychological resilience in Chinese master of nursing specialists: A cross-sectional study. Front Psychol 2023; 14:1066806. [PMID: 37008842 PMCID: PMC10052462 DOI: 10.3389/fpsyg.2023.1066806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 02/22/2023] [Indexed: 03/17/2023] Open
Abstract
BackgroundSelf-regulated learning helps to improve academic performance and is an important strategy for the sustainable development of Master of Nursing Specialists. Consequently, it is relevant to identify the factors that affect self-regulated learning and analyze the correlation between them.ObjectiveThis study examined the status quo of self-regulated learning, the relationship between self-regulated learning, mindful agency, and psychological resilience, and explored whether mindful agency and psychological resilience influence self-regulation learning.MethodsChinese Master of Nursing Specialists were recruited to participate in an online survey from March to November 2022. Self-regulated learning, mindful agency, and psychological resilience were measured using three questionnaires, including the Self-Regulated Learning Scale for Clinical Nursing Practice Scale (SRLS-CNP), the Mindful Agency Scale, and the 10-item Connor-Davidson Resilience Scale (CD-RISC-10). The data were processed and analyzed using SPSS26.0. The statistical methods included descriptive statistics, Pearson’s correlation analyses, and multiple linear regression.ResultsSelf-regulated learning of Chinese Master of Nursing Specialists was medium level (59.24 ± 9.33 scores). Mindful agency and psychological resilience were positively correlated with self-regulated learning (p < 0.01) and important predictors of self-regulated learning of Master of Nursing Specialists, explaining 44.6% of the variation.ConclusionMindful agency and psychological resilience affected the self-regulated learning level of Master of Nursing Specialists in clinical practice. These results will enable clinical educators to pay more attention to the personal psychological factors of Master of Nursing Specialists to improve their self-regulated learning ability through mindful agency and psychological resilience.
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Affiliation(s)
- Rui Yang
- The Affiliated Hospital of Qingdao University, Qingdao, China
- School of Nursing, Qingdao University, Qingdao, China
| | - YuFang Gao
- The Affiliated Hospital of Qingdao University, Qingdao, China
- *Correspondence: YuFang Gao,
| | - ZiTong Ji
- School of Nursing, Qingdao University, Qingdao, China
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Ma C. The academic stress and subjective well-being of graduate nursing students: The mediating role of resilience. J Adv Nurs 2023. [PMID: 36876725 DOI: 10.1111/jan.15619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Revised: 12/01/2022] [Accepted: 02/11/2023] [Indexed: 03/07/2023]
Abstract
AIM To investigate the levels of subjective well-being in graduate nursing students, explore the impact of academic stress and resilience on subjective well-being, and examine the mediation effect of resilience on the relationship between academic stress and subjective well-being among graduate nursing students. BACKGROUND Few studies explore the impact of academic stress and resilience on subjective well-being among graduate nursing students. Understanding the status of subjective well-being and associated factors in graduate nursing students will enable the development of tailored interventions to improve their well-being and academic achievements during graduation education. DESIGN A cross-sectional design. METHODS Graduate nursing students were recruited by social media between April 2021 and October 2021, in China. Subjective well-being was measured using the General Well-Being Schedule, resilience by the Connor-Davidson Resilience Scale, and academic stress through the Questionnaire of Assessing Academic Stress for graduate nursing students. Structural equation modelling was used to test the relationship among academic stress, resilience and subjective well-being. FINDINGS The mean score of subjective well-being for graduate nursing students was 76.37. The proposed model revealed a satisfied fit with the data. Academic stress and resilience were significantly related to subjective well-being in graduate nursing students. Resilience partially mediated the relationship between academic stress and subjective well-being, and the mediation effect accounted for 20.9% of the total effect of academic stress on the subjective well-being. CONCLUSION Academic stress and resilience affected subjective well-being in graduate nursing students, while resilience partially mediated the relationship between academic stress and the subjective well-being. NO PATIENT OR PUBLIC CONTRIBUTION This study did not involve patients, service users, caregivers or members of the public.
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Affiliation(s)
- Chunhua Ma
- School of Nursing, Guangzhou Medical University, Guangzhou, Guangdong, China
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Jang SJ, Lee H. Social jetlag and quality of life among nursing students during the COVID-19 pandemic: a cross-sectional study. BMC Nurs 2023; 22:61. [PMID: 36869297 PMCID: PMC9982803 DOI: 10.1186/s12912-023-01223-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Accepted: 02/25/2023] [Indexed: 03/05/2023] Open
Abstract
BACKGROUND Amid drastic changes in the educational environment and continued substitution of in-person learning with online learning owing to the COVID-19 pandemic, it is important to analyze the predictors of quality of life among nursing students to devise strategies to enhance their quality of life. This study aimed to identify the predictors of nursing students' quality of life during the COVID-19 pandemic, focusing on social jetlag. METHODS In this cross-sectional study, data were collected from 198 Korean nursing students in 2021, using an online survey. Chronotype, social jetlag, depression symptoms, and quality of life were assessed using the Korean version of the Morningness-Eveningness Questionnaire, Munich Chronotype Questionnaire, Center for Epidemiological Studies Depression Scale, and World Health Organization Quality of Life Scale abbreviated version, respectively. Multiple regression analyses were performed to identify the predictors of quality of life. RESULTS Factors affecting participants' quality of life were age (β = - 0.19, p = .003), subjective health status (β = 0.21, p = .001), social jetlag (β = - 0.17, p = .013), and depression symptoms (β = - 0.33, p < .001). These variables accounted for 27.8% of the variance in quality of life. CONCLUSION As the COVID-19 pandemic continues, the social jetlag of nursing students has decreased compared to before the pandemic. Nevertheless, the results showed that mental health issues such as depression affect their quality of life. Therefore, it is necessary to devise strategies to support students' ability to adapt to the rapidly changing educational environment and promote their mental and physical health.
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Affiliation(s)
- Sun Joo Jang
- Red-Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, 06974, Seoul, Republic of Korea
| | - Haeyoung Lee
- Red-Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, 06974, Seoul, Republic of Korea.
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Pasquet S. Stress et formation infirmière : l’hypnose au service de la qualité de vie des étudiants. LA REVUE DE L'INFIRMIÈRE 2023; 72:37-39. [PMID: 37024194 DOI: 10.1016/j.revinf.2023.02.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/07/2023]
Abstract
Nursing education is stressful and vulnerable. Students, like high-level athletes, are subject to performance objectives. In addition to the educational support systems, tools can be offered to students to prevent and treat the effects of stress in training. Hypnosis, practiced by a trained health professional, is a vector of change and a source of learning. It can help students reduce stress and regulate their emotions by activating their personal resources.
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