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Selim A, Ibrahim N, Awad S, Salama E, Omar A. Do academic advising and levels of support affect nursing students' mental health? A cross-sectional study. Int J Nurs Pract 2024:e13267. [PMID: 38816971 DOI: 10.1111/ijn.13267] [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: 09/05/2023] [Revised: 04/20/2024] [Accepted: 05/01/2024] [Indexed: 06/01/2024]
Abstract
AIM The current study aimed to identify the association between social support, academic advising and mental health disorders among nursing students. BACKGROUND Stress and workload can trigger multiple mental health disorders, especially for nursing students. Thus, academic advising and counselling help support students with academic and mental health problems. DESIGN This cross-sectional study utilized online questionnaires in Egypt and Saudi Arabia. METHODS Multidimensional Scale of Perceived Social Support (MSPSS), Patient Health Questionnaire (PHQ-4) and the Student Academic Advising and Counseling Survey (SAACS) were utilized to measure social support, depression and anxiety and evaluation of academic advising and counselling services, respectively. RESULTS The study included 1134 nursing students (mean age of 20.3 years). Students with higher academic advising satisfaction were 37% less likely to experience depression (OR 0.63, 95% CI 0.46-0.85) and mental disorders (OR 0.68, 95% CI 0.50-0.94). Moderate family social support was associated with lower depression (OR 0.58, 95% CI 0.37-0.93) and mental disorders (OR 0.55, 95% CI 0.33-0.92). CONCLUSION Academic advising and social support can mitigate mental health disorders among nursing students. These findings will help nurses and post-secondary providers develop strategies to support nursing students during difficult times.
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Affiliation(s)
- Abeer Selim
- Faculty of Nursing, Psychiatric and Mental Health Nursing Department, Mansoura University, Mansoura, Egypt
| | - Nashwa Ibrahim
- Faculty of Nursing, Psychiatric and Mental Health Nursing Department, Mansoura University, Mansoura, Egypt
- Mental Health Nursing Department, Faculty of Nursing, The British University in Egypt (BUE), Cairo, Shorouk City, Egypt
| | - Shaimaa Awad
- Faculty of Nursing, Psychiatric and Mental Health Nursing Department, Mansoura University, Mansoura, Egypt
| | - Ebtsam Salama
- Faculty of Nursing, Psychiatric and Mental Health Nursing Department, Mansoura University, Mansoura, Egypt
| | - Abeer Omar
- Trent/Fleming School of Nursing, Trent University, Peterborough, Ontario, Canada
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Sacgaca L, An EP, Alqarni AS, Pangket P, Alshammari SA, Ramadan MY, Alonezei AK, Alamoudi FA, Mohammed IHA, Cabansag D, Benjamin LS. Sociocultural and perceived public image of nurses among nursing students: the mediating role of self-concept. BMC Nurs 2024; 23:298. [PMID: 38689285 PMCID: PMC11059634 DOI: 10.1186/s12912-024-01957-2] [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: 11/22/2023] [Accepted: 04/21/2024] [Indexed: 05/02/2024] Open
Abstract
BACKGROUND Studying the public perception of nurses among nursing students is vital in establishing strategic solutions to recruit and retain more students in nursing programs and to contain nurses in the health care system. AIM This study aimed to determine the mediating role of self-concept in the relationship between sociocultural and perceived public image of nurses. METHODS This study employed a correlational approach using convenience sampling of 1390 participants. This study was conducted at six large universities in three regions of Saudi Arabia (central, northern, and eastern). Student nurses in their second to fourth years of study were included as participants, with an 89.7% response rate. Data were collected from January to April 2023. RESULTS A significant positive relationship was observed between sociocultural factors and self-concept (r = .685, p = .0001). In addition, there was a significant positive relationship between self-concept and public image (PI) (r = .352, p value = 0.0001). Furthermore, there was a significant positive relationship between sociocultural and public image (r = .456, p = .0001); sociocultural had a direct effect on self-concept (β = 0.324, SE = 0.098, t = 9.429, p < .0001) and public image (β = 0.605, SE = 0.038, t = 22.617, p < .0001). Furthermore, sociocultural had an indirect effect on public image through self-concept (H6) (β = 0.389, SE = 0.123, t = 12.766, p < .0001). DISCUSSION The study findings suggest that nursing school programs should take measures to foster a supportive environment that promotes self-concept and public image, while also being mindful of the sociocultural background. This would also open the scope for further research on the matter involving multiple centers. CONCLUSIONS This study suggests the need for programs to boost self-concept and public image that consider sociocultural influences. These 'findings have crucial implications for student nurses' social and psychological wellbeing as they improve the understanding of how sociocultural affects self-concept and public image.
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Affiliation(s)
- Lailani Sacgaca
- Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran City, Saudi Arabia
| | - Eddieson Pasay An
- Nursing Administration Department, College of Nursing, King Khalid University, Abha, Abha City, Kingdom of Saudi Arabia.
| | - Aida Sanad Alqarni
- Department of Medical-Surgical Nursing, College of Nursing, King Khalid University, Abha, Kingdom of Saudi Arabia
| | - Petelyne Pangket
- Department of Medical-Surgical, College of Nursing, University of Hail, Hail City, Kingdom of Saudi Arabia
| | - Salman Amish Alshammari
- Nursing Service Department, King Khalid Hospital, Ministry of Health, Hail City, Kingdom of Saudi Arabia
| | - Magda Yousif Ramadan
- Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran City, Saudi Arabia
| | - Ameera Khaled Alonezei
- Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran City, Saudi Arabia
| | - Fatmah Ahmed Alamoudi
- Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran City, Saudi Arabia
| | | | - Dolores Cabansag
- Department of Medical-Surgical, College of Nursing, University of Hail, Hail City, Kingdom of Saudi Arabia
| | - Lizy Sonia Benjamin
- Department of Medical-Surgical Nursing, College of Nursing, King Khalid University, Abha, Kingdom of Saudi Arabia
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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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Chung SK, Kim J, Bhandari P. Factors Related to Clinical Competence among Graduating Nursing Students during the COVID-19 Pandemic: A Cross-Sectional Study. J Korean Acad Nurs 2023; 53:145-154. [PMID: 37164343 DOI: 10.4040/jkan.22087] [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: 08/05/2022] [Revised: 02/20/2023] [Accepted: 03/13/2023] [Indexed: 05/12/2023]
Abstract
PURPOSE This study investigated clinical competency, COVID-19-related anxiety, coping strategies, self-efficacy, and perceived stress among graduating nursing students during the COVID-19 pandemic. METHODS We conducted a cross-sectional survey. Participants were recruited from universities located in four major cities in South Korea. General demographic information, clinical competency, self-efficacy, perceived stress, COVID-19-related anxiety, and coping strategies were assessed using reliable questionnaires. Descriptive statistics, correlations, and multiple regression tests were used to analyze the data. RESULTS The mean clinical competency, self-efficacy, perceived stress, adaptive coping, and maladaptive coping were 138.16 ± 18.34, 83.85 ±14.02, 21.37 ± 5.79, 53.15 ± 4.64, and 30.98 ± 6.73, respectively. COVID-19-related anxiety was reported by 4.3% of participants. Clinical competency was significantly positively correlated with self-efficacy (r = .44, p < .001) and adaptive coping (r = .20, p = .035) and was significantly negatively correlated with maladaptive coping (r = .20, p = .035). The predictors of clinical competency were self-efficacy (β = .434, p < .001) and adaptive coping (β = .173, p < .039), which explained 23% of the variance in clinical competency. CONCLUSION Self-efficacy and adaptive coping strategies are significant predictors of clinical competence during the pandemic. Planning and implementing various curricular and non-curricular activities to increase senior students' self-efficacy and adaptive coping strategies will help prepare competent nursing graduates for the pandemic when they enter the nursing workforce.
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Affiliation(s)
| | - Jinsook Kim
- Department of Nursing, Woosong University, Daejeon, Korea
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Ragni B, Sulla F, Toto GA, Limone P. Validation of the self-compassion scale in a sample of Italian special needs teacher. Front Psychol 2023; 14:1103021. [PMID: 36935960 PMCID: PMC10018176 DOI: 10.3389/fpsyg.2023.1103021] [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: 11/19/2022] [Accepted: 02/10/2023] [Indexed: 03/06/2023] Open
Abstract
Introduction Special needs teachers deliver crucial care to their students by showing a particular attitude toward them. However, they usually face stressful situations that negatively impact their capacity to support their students, often reporting higher levels of burnout compared to teachers from mainstream education. Self-compassion has been seen to function as a protective factor against teacher stress, enhancing their resilience and coping abilities. Methods The current study aimed to evaluate the factorial structure, reliability, and validity of the Self-compassion Scale (SCS) in a sample of Italian special needs teachers (R1). In addition, it was investigated whether the satisfactory internal reliability of the SCS is confirmed (R2). Finally, the validity of the SCS criterion was assessed, assuming that each of its subscales would be related to anxiety, measured with GAD-7, and with resilience, measured with the BRS (R3). A sample of 629 teachers was enrolled in this study and completed an online questionnaire. Results Overall, the confirmatory factor analysis showed good or acceptable indices of fit to the data supporting the use of SCS to measure self-compassion in Italian special needs teachers. Discussion The tool could be helpful for future research to start exploring the self-compassion dimension at school as a protective factor that may foster teachers' and, consequently, students' well-being.
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Zhou L, Sukpasjaroen K, Wu Y, Wang L, Chankoson T, Cai E. Predicting nursing students' psychological well-being: network analysis based on a model of thriving through relationships. BMC MEDICAL EDUCATION 2022; 22:463. [PMID: 35710399 PMCID: PMC9202322 DOI: 10.1186/s12909-022-03517-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 05/31/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Psychological well-being plays a vital role in nursing students' mental health and affects their decisions to stay in the nursing profession, particularly during the COVID-19 outbreak. Close relationships are undeniably linked to psychological well-being, but it is unknown how the specific pathways through which close relationships are related to each other and which are most strongly linked to nursing students' psychological well-being. AIMS To explore the network structure, central and bridge factors among well-being characteristics, and predictors based on a model of thriving through relationships. METHODS A cross-sectional research design was used with a sample of undergraduate nursing students (531 participants from the Southwest part of China). We used a network model to analyze the network structure of perceived social support, mindfulness, self-integrity, self-compassion, professional self-concept, savoring, intentional self-regulation, non-relational self-expansion, relational self-expansion, attachment insecurity, and psychological well-being. RESULTS A highly interconnected network of psychological well-being featured predictors and traits were formed. Node 8 (self-kindness), node 9 (self-judgment), and node 23 (non-relational self-expansion) were the predictors with the highest centrality in the network. Perceived social support and professional self-concept were most central in linking predictors to psychological well-being traits. Attachment insecurity was a non-supportive factor for predicting psychological well-being among female nursing students. CONCLUSIONS Interventions based on these supportive/non-supportive predictors, which operate on different psychological levels, hold promise to achieve positive effects on psychological well-being among nursing students.
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Affiliation(s)
- Lu Zhou
- Chakrabongse Bhuvanarth International Institute for Interdisciplinary Studies, Rajamangala University of Technology Tawan-OK, Chonburi Bangkok, Thailand
- School of Nursing, Yunnan University of Chinese Medicine, Kunming, Yunnan China
| | - Khunanan Sukpasjaroen
- Chakrabongse Bhuvanarth International Institute for Interdisciplinary Studies, Rajamangala University of Technology Tawan-OK, Chonburi Bangkok, Thailand
| | - YuMing Wu
- School of Medicine, Yunnan University of Chinese Medicine, Kunming, Yunnan China
| | - Lei Wang
- School of Nursing, Yunnan University of Chinese Medicine, Kunming, Yunnan China
| | - Thitinan Chankoson
- Chakrabongse Bhuvanarth International Institute for Interdisciplinary Studies, Rajamangala University of Technology Tawan-OK, Chonburi Bangkok, Thailand
- Faculty of Business Administration for Society, Srinakharinwirot University, Bangkok, Thailand
| | - EnLi Cai
- School of Nursing, Yunnan University of Chinese Medicine, Kunming, Yunnan China
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