Relationships among hope, body satisfaction, wellness habits, and stress in nursing students

Dispositional mindfulness and psychological well-being: investigating the mediating role of meaning in life

Introduction

Mindfulness has been widely recognized for its positive impact on various aspects of psychological well-being. Prior research has investigated the role of mindfulness in enhancing hope and life satisfaction as separate constructs. However, limited attention has been given to the simultaneous influence of mindfulness on both hope and life satisfaction and the underlying mechanisms that may explain these relationships. This study examines the role of dispositional mindfulness in fostering hope and life satisfaction concurrently and explores the potential mediating role of meaning in life in this relationship.

Methods

A total of 1,766 Chinese college students from Shandong Xiehe University participated in the study. Participants completed the Mindful Attention Awareness Scale (MAAS) to assess dispositional mindfulness, the Adult Hope Scale (AHS) to measure hope, the Satisfaction with Life Scale (SWLS) to evaluate life satisfaction, and the Meaning in Life Questionnaire (MLQ) to assess their perceived meaning in life. Statistical analyses, including mediation analysis, were conducted to explore the relationships among these variables.

Results

The findings indicated that meaning in life partially mediated the relationship between dispositional mindfulness and both hope and life satisfaction. Specifically, higher levels of dispositional mindfulness were associated with greater hope and life satisfaction, and this relationship was partially explained by increased perceptions of meaning in life.

Discussion

These results underscore the critical role of meaning in life as a mediator in the positive effects of mindfulness on psychological well-being. The findings suggest that interventions aimed at enhancing mindfulness may benefit from incorporating strategies to foster meaning in life, thereby amplifying their impact on hope and life satisfaction. This study advances our understanding of the mechanisms linking mindfulness to key indicators of psychological well-being and highlights the integrative role of meaning in life in these processes.

Predictors of body image perceptions among healthcare providers in Terengganu, Malaysia

Objectives

The study's aim was to find predictors of body image perception scores among health care providers (HCPs) in Terengganu, Malaysia.

Methods

A cross-sectional study among 201 health care providers (HCPs) was conducted from January to March 2023. This study participants were drawn from a pool of HCPs with a BMI of 25 kg/m2 or higher. Body image perceptions were scored using the Malay version of the Body Self-Image Questionnaire-Short Form. Multiple linear regression was used to determine the predictors of body image perception scores.

Results

Age and longer work hours correlate with higher body satisfaction among HCPs, while higher BMI lowers satisfaction. Nurses typically experience more height dissatisfaction. Higher income is associated with better self-ratings in looks, health, and fitness, but higher education correlates with poorer self-ratings. Married HCPs report lower attractiveness, health, fitness, and self-esteem but are more satisfied with their height.

Conclusion

This situational analysis identifies predictors, such as sociodemographic factors and occupational aspects, that can aid in customising interventions to address specific body image concerns among HCPs, with the goal of reducing obesity prevalence among them.

Examining Well-Being and Healthy Lifestyle Interventions among Nursing Students Worldwide: A Scoping Review

Purpose: The purpose of this scoping review was to identify intervention studies related to well-being and healthy lifestyles in nursing students to identify research gaps in the literature for future research. Methods: The review followed the Joanna Briggs Institute (JBI), JBI Manual for Evidence Synthesis, and Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews checklist. Five databases were searched to retrieve the articles assessed by this review: APA PsycINFO, CINAHL Complete, PubMed, Scopus, and Web of Science. Inclusion criteria included articles with a sample population of nursing students; addressed the well-being, wellness, health, or healthy lifestyle(s) of nursing students; tested an intervention(s), lifestyle change, behavioral change interventions, or behavior change technique. Findings: Twenty-four articles were included for analysis. Three categories of interventions were found: interventions related to (1) educational and curricular strategies, (2) psychological related interventions, and (3) supportive environments. Conclusion: This review adds to the literature by identifying future interventions that can increase the well-being of nursing students. The ability to cope with the stressors of school and competing demands is essential to meet academic requirements and goals. Therefore, understanding how to address nursing student well-being is vital to the future of the nursing profession.

Self-Care in Nursing Education

BACKGROUND

The mental health of students and faculty has become a growing issue in academia. Faculty need to provide role-modeling early in nursing programs to enhance psychological well-being for future nurses that will have lasting effects throughout their careers.

METHOD

A total of 29 faculty members participated in a descriptive study investigating types of self-care goals and how they could be achieved by College of Nursing faculty during their annual performance appraisal.

RESULTS

Seventy-three percent of respondents reported they anticipated that achieving these self-care goals would enhance their faculty role. Further, the respondents associated achievement of self-care goals as a way to improve their faculty performance.

CONCLUSION

Since every individual has a unique perspective of the world, a self-care approach that works for one person might not work for another. Self-care goals should therefore be tailored to the unique needs and perspectives of each person. [J Nurs Educ. 2024;63(6):394-398.].

A Comparison of Psychological Well-Being, Coping Strategies, and Emotional Problems Between Taiwanese and Australian Nursing Students

BACKGROUND

Nursing professional health courses have been reported to be very exhaustive and stressful, with most nursing students reporting moderate levels of stress.

PURPOSE

This study was designed to compare the spiritual well-being, coping strategies, psychological well-being, anxiety, depression, and suicidal ideation between Taiwanese and Australian nursing students.

METHODS

Three hundred eighty-one nursing students (180 from Taiwan and 201 from Australia) were recruited for this cross-sectional comparative research study. The Psychological Well-being Scale, Spiritual Well-being Scale, Coping Strategies Inventory Short-Form, Hamilton Anxiety Scale, Zung Depression Scale, and Brief Screen for Adolescent Depression Scale were used to collect data. SPSS 27.0 was used for data analysis. Descriptive data analysis, chi-square tests, independent t test, Pearson correlations, and stepwise multiple regressions were used to examine the research questions.

RESULTS

Students in Australia had higher mean scores than Taiwanese nursing students for psychological well-being, life satisfaction/self-actualization, and using problem-focused disengagement coping strategies, whereas Taiwanese students had higher mean scores for using emotion-focused engagement coping strategies and depression than their Australian nursing students. Spiritual well-being and problem-focused disengagement were shown to be significantly and positively related to psychological well-being and significantly and negatively related to anxiety, depression, and suicidal ideation in both groups. No significant difference between Australian students and Taiwanese students was found in anxiety, suicidal ideation, and negative-emotion-related alcohol use.

CONCLUSIONS/IMPLICATIONS FOR PRACTICE

The multiple regressions performed in this study support life satisfaction/self-actualization and the emotion-focused disengagement coping strategy as significant predictors of anxiety, depression, and suicidal ideation in both student groups. The findings of this study help nursing program faculty better understand the key factors of influence on nursing student mental health and provide a conceptual framework for using problem-focused coping strategies and spiritual education on students.

Implementation of a Student Success Seminar and its Correlation with Resilience in Nursing Students: A Mixed-Methods Study

AIM

To identify sustainable curricular practices that promote student resilience.

METHOD

Sophomore students in a four-year baccalaureate nursing program attended a positive psychology seminar and a formal mentoring program led by senior- and junior-level nursing students. Sophomore students 'resilience was measured pre- and post-intervention using the Predictive 6-Factor Resilience Scale (PR6). Additional rich descriptions from the experience of the mentoring program were obtained in surveys from the study participants and mentors at the completion of the program.

FINDINGS

Quantitative and qualitative results supported a strong increase in resilience.

CONCLUSION AND IMPLICATIONS FOR PRACTICE

Nursing schools can provide students with sustainable support that promotes resilience.

Effects of the Perceived Risk of Contracting COVID-19 on Nursing Students' Well-Being

BACKGROUND

Although mental health symptoms increased during the coronavirus disease 2019 (COVID-19) pandemic, little is known about the associations between nursing students' perceived risk of contracting COVID-19 and their academic and psychological well-being. This study examined associations between perceived COVID-19 risk, likelihood of completing nursing education, and mental health factors of nursing students.

METHOD

A total of 979 nursing students completed self-report measures of perceived COVID-19 risk, anticipated academic completion, anxiety and depressive symptoms, stress, coping self-efficacy, hope, and social support.

RESULTS

Students with higher perceived COVID-19 risk reported increased anxiety and depression as well as decreased likelihood of graduating, coping self-efficacy, and levels of social support.

CONCLUSION

Findings indicate the need for increased mental health support for nursing students for successful completion of their programs. Educators should increase support and proactively strengthen positive psychology factors to mitigate the effects of COVID-19 and other crises on nursing students' well-being. [J Nurs Educ. 2022;61(11):641-645.].