情绪创造力在实习护生心理弹性与积极应对间的中介效应

目的:探讨情绪创造力在实习护生心理弹性与积极应对间的中介效应。方法:2019年6月1日~9月1日,采用便利抽样法选取某三甲医院实习护生302名为研究对象,采用一般资料问卷、中文版情绪创造力量表(ECI)、心理弹性量表(CD-RISC)、特质应对方式量表(TCSQ)进行问卷调查。结果:实习护生ECI评分为(88.92±12.50)分,CD-RISC评分为(65.74±14.30)分,积极应对(PC)评分为(36.53±5.31)分;情绪创造力总分及各维度与心理弹性、积极应对之间存在正相关(P<0.01);结构方程模型显示,情绪创造力在心理弹性和积极应对间存在中介效应,中介效应值为0.375,占总效应的51.724%。结论:情绪创造力在实习护生心理弹性与积极应对间起部分中介效应,情绪创造力和心理弹性对积极应对方式有显著促进作用,因此,高校及临床教师可以通过培养实习护生情绪创造力及心理弹性,提高其面对问题的积极应对能力。     

社会实践对本科护生亲社会行为、共情能力影响的研究

目的探讨社会实践对本科护生亲社会意识及共情能力的影响。方法使用亲社会行为问卷及大学生共情能力量表,对116名参加社会实践的护生进行调查。结果本科护生参加社会实践后亲社会行为各维度得分及总分和共情能力各维度得分均高于参加社会实践前,差异具有统计学意义(P0.01或P0.05)。结论社会实践是培养护生亲社会意识和共情能力的有效途径。     

护理本科生的自尊水平与心理控制源及应对方式的相关研究

目的探讨护理本科生自尊水平与心理控制源、应对方式的关系。方法采用自尊量表、内控性、有势力的他人及机遇量表、简易应对方式问卷,对295名护理本科生自尊水平、心理控制源及应对方式进行测量。结果专升本学生的自尊水平、内控性和应对方式得分高于护理本科生,差异具有统计学意义(P0.05或P0.01);护理本科生自尊水平与内控性、积极的应对方式呈正相关(P0.05),与消极的应对方式、有势力的他人影响、机遇呈负相关(P0.05)。结论护理本科生与专升本学生的自尊水平差异具有统计学意义,内控性强、积极的应对方式有利于维护和提高护理本科生的自尊水平。     

一般自我效能在本科大专护生生命意义感与亲社会行为间的中介效应

目的 探讨一般自我效能感在本科大专护生生命意义感与亲社会行为之间的中介作用,为建立健全护理培养机制提供可靠的依据。方法 随机整群抽样法选取2019年3—8月全国不同行政区5所高校共1 449名本科大专护生为调查对象,采用生命意义感量表、一般自我效能感量表及亲社会行为量表进行调查,应用SPSS 22.0分析生命意义感、一般自我效能感与亲社会行为之间的相关性,采用AMOS 23.0分析一般自我效能感在生命意义感与亲社会行为间的中介效应。结果 本组本科大专护生生命意义感、一般自我效能感及亲社会行为总分依次为（65.02±11.93）分、（24.62±5.67）分、（95.48±16.13）分。本科大专护生生命意义感、一般自我效能与亲社会行为均呈正相关（P<0.01）。一般自我效能感在生命意义感和亲社会行为间起部分中介作用（β=0.16,P<0.05）。结论 本组本科大专护生生命意义感及亲社会行为处于中上等水平,一般自我效能处于中等水平。本科大专护生生命意义感可以通过一般自我效能间接影响护生亲社会行为。相关护理教育者可以有意识培养和提升本科大专护生对生命意义的体验和感知,提高其亲社会行为能力,促进以人为本的护理服务良性健康的发展。     

The study of perceived stress,coping strategy and self‐efficacy of Chinese undergraduate nursing students in clinical practice

The aim of the study was to explore the coping strategy and the effects of self‐efficacy of Chinese undergraduate nursing students when they face the stress in clinical practice. Convenience sampling was used to recruit undergraduate nursing students in Mainland China who have practiced 3 months in hospitals in their final college year. Self‐report questionnaires including demographics, Perceived Stress Scale, coping behaviour inventory and Generalized Self‐Efficacy Scale were collected. The results showed that during clinical practice, assignments and workload were the most common stress to students; transference was the most frequently used coping strategy by students. Self‐efficacy not only had a positive main effect in predicting the frequency of use of staying optimistic and problem solving strategies but also moderated the effects of stress from taking care of patients on transference strategy, as well as stress from assignments and workload on problem solving strategy. It is essential to bolster the students' self‐efficacy to reduce stress and adopt positively the coping strategies during clinical practice.     

本科护生适应性完美主义对亲社会行为的影响:心理韧性的中介作用

目的 探讨本科护生心理韧性在适应性完美主义与亲社会行为关系中的中介作用,为提升护生亲社会行为水平提供一定的参考依据。方法 采用便利抽样法,选取537名护理本科生为调查对象,运用中文版Frost多维度完美主义量表、心理韧性量表和亲社会行为量表对其进行问卷调查。结果 本科护生适应性完美主义得分为(42.21±6.66)分,心理韧性得分为(85.90±12.27)分,亲社会行为得分为(90.10±10.20)分;适应性完美主义总分与亲社会行为呈正相关(r=0.266,P＜0.001),与心理韧性呈正相关(r=0.370,P＜0.001);心理韧性与亲社会行为呈正相关(r=0.360,P＜0.001);中介效应分析表明心理韧性在适应性完美主义与亲社会行为之间起到部分中介作用,中介效应占总效应的41.4%。结论 提高本科护生适应性完美主义和心理韧性水平是提升亲社会行为水平的有效策略之一。     

心理弹性在临床护士情绪劳动策略与应对方式间的中介效应研究

目的探讨心理弹性在临床护士情绪劳动策略与应对方式间的中介效应。方法本研究为横断面研究,于2020年3—4月采用便利抽样法选取北京某三甲医院的460名临床护士为调查对象,利用一般资料调查问卷、心理弹性量表(CD-RISC)、简易应对方式问卷(SCSQ)、情绪劳动策略量表对其进行调查。采用Pearson相关分析、结构方程模型检验变量间的相关性及中介效应。本研究共发放电子调查问卷460份,回收有效问卷451份,有效回收率为98.04%。结果451名护士CD-RISC总分为(67.51±19.86)分,情绪劳动策略量表中表层扮演维度为(21.86±6.40)分,SCSQ中以积极应对、消极应对维度评分分别为(20.77±8.68)、(8.22±4.81)分;CD-RISC总分及各维度得分、情绪劳动策略量表各维度得分与积极应对方式得分均呈正相关(r=0.119~0.492,P<0.05);心理弹性在情绪劳动策略与积极应对方式间起部分中介作用(β=0.295,P<0.01),中介效应占总效应的70.91%。结论情绪劳动策略可以通过护士的心理弹性间接影响其应对方式,护理管理者应重视临床护士的情绪劳动及心理弹性管理,以帮助其积极应对临床挑战,保证护理质量。     

心理弹性及应对方式对首发脑卒中患者伤残接受度影响的路径分析

目的探讨心理弹性、应对方式对首发脑卒中患者伤残接受度的影响,分析应对方式在心理弹性对伤残接受度影响的中介作用。方法采用心理弹性问卷、应对方式问卷及伤残接受度量表对213例首发脑卒中住院患者进行问卷调查,运用回归分析和结构方程模型分析心理弹性水平、应对方式对伤残接受度的影响路径。结果首发脑卒中患者心理弹性和积极应对方式均可对其伤残接受度产生正向预测作用(P0.01或P0.05);同时,应对方式在患者心理弹性和伤残接受度之间起到中介作用。结论首发脑卒中患者伤残接受度中等,应充分借助积极应对策略的中介效应,提高首发脑卒中患者伤残接受度水平。     

Proactive personality,professional self-efficacy and academic burnout in undergraduate nursing students in China

BackgroundAcademic burnout can affect nursing students' academic performance and psychological well-being. Little is known about the associations between proactive personality, professional self-efficacy and academic burnout.PurposeTo assess the prevalence of academic burnout in undergraduate nursing students and to explore the associations between proactive personality, professional self-efficacy and academic burnout among nursing students in China.MethodsThis study used a cross-sectional design. Undergraduate nursing students were recruited from five medical schools in China to participate in an online survey from April to May 2020. The Proactive Personality Scale, Professional Self-Efficacy Scale for Nursing Students and Academic Burnout Scale were used to measure students' proactive personality, professional self-efficacy and academic burnout.ResultsA total of 1219 nursing students completed the questionnaire. The prevalence of academic burnout was 31.5% in nursing students, and improper behaviour showed the highest subscale score. Proactive personality, professional self-efficacy and academic year were negatively associated with nursing students' academic burnout.ConclusionsAcademic burnout is prevalent in undergraduate nursing students in China. This study contributes to the understanding of the associations between proactive personality, professional self-efficacy and academic burnout in nursing students. Nursing educators should develop strategies to enhance students' proactivity and professional self-efficacy to decrease their academic burnout.     

Nursing students' perceived stress,social support,self-efficacy,resilience, mindfulness and psychological well-being: A structural equation model

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.     

Academic stress,COVID-19 anxiety,and quality of life among nursing students: The mediating role of resilience

Aim

This study investigated the mediating role of resilience in the relationship between academic stress, COVID-19 anxiety, and quality of life (QoL) among Filipino nursing students during the COVID-19 pandemic.

Background

The COVID-19 pandemic has impacted the QoL of nursing students who are experiencing mental health issues. The mediating role of resilience in mitigating the effects of academic stress and COVID-19 anxiety on nursing students’ QoL remains understudied.

Methods

This study employed a correlational cross-sectional design, with a convenience sample of 611 Filipino nursing students. Data were collected using the scales Connor and Davidson Resilience, Brunnsviken Brief Quality of Life, COVID-19 Anxiety, and Perception of Academic Stress and analyzed using Pearson's r, bivariate analysis, and multistage regression analyses.

Results

Academic stress and COVID-19 anxiety negatively correlated with QoL and resilience. Resilience was positively associated with QoL and reduced the effect of academic stress on QoL, indicating that resilience is a crucial mediating variable between academic stress and QoL. Finally, resilience had a significant mediating influence on QoL, as evidenced by a reduction in the effect of COVID-19 anxiety on QoL among nursing students.

Conclusions

Filipino nursing students' QoL was affected by academic stress and COVID-19–related anxiety. However, resilience mediated this impact, preserving QoL.

Implications for nursing and health policy

Nursing colleges and affiliated hospitals must collaborate to monitor academic stress and pandemic-related anxiety. Nursing students should be provided with programs such as seminars and team-building activities to enhance their resilience.     

教练技术在护理专业大学生自主学习《护理心理学》课程中的应用

目的探讨教练技术在护理专业大学生自主学习《护理心理学》课程中的应用效果。方法便利抽取2015级护理专业四年制本科89名在校一年级学生,随机分为观察组(n=45)和对照组(n=44),观察组学生在教练技术辅导下进行部分内容的自学并参与授课,对照组则以听课、讨论的形式参与课堂。分别在学期初和学期末对学生学习兴趣、心理护理能力、自信心、自主学习能力等进行评价。结果学期结束后学生的学习兴趣、心理护理能力、自信心和自主学习能力等都得到显著提升(P0.05),其中在自主学习能力方面,观察组学生比对照组提升更多,两组比较,差异有统计学意义(P0.05)。结论在《护理心理学》教学过程中,采用教练技术辅导学生自学并指导其参与授课,能够有效提高学生的学习兴趣和各项能力,尤其是自主学习能力。     

护生个体社会资本与人文关怀能力的关系:积极心理资本与适应性情绪表达的多重中介作用

目的探讨积极心理资本、适应性情绪表达在护生个体社会资本与人文关怀能力之间的多重中介效应。方法2018年12月—2019年8月,采用整群分层抽样法选取某医科大学2015-2018级本科护生238名为研究对象。采用人文关怀能力评价量表、个体社会资本测量问卷、积极心理资本量表和中国大学生情绪表达量表对其进行调查,运用结构方程模型分析变量间关系。结果238名护生人文关怀能力(185.79±17.52)分;个体社会资本(20.26±2.38)分;积极心理资本(125.24±17.71)分;抑制性情绪表达(17.23±3.86)分,适应性情绪表达(20.85±3.91)分,过度性情绪表达(9.70±3.97)分。个体社会资本、积极心理资本、适应性情绪表达、人文关怀能力两两间均呈正相关(r值为0.223~0.627,P<0.01)。多重中介效应模型分析显示,积极心理资本、适应性情绪表达在护生个体社会资本与人文关怀能力间起多重中介作用(P<0.05);积极心理资本、适应性情绪表达和链式中介的相对中介效应分别为83.37%、11.64%、4.77%。结论该校护生人文关怀能力偏低,情绪表达倾向适应性情绪表达。护理教育者可通过提高护生的个体社会资本水平,丰富其积极心理资本、增强适应性的情绪表达,共同促进人文关怀能力的培养。     

护理学专业本科生临床实习初期心理压力状况调查

目的 调查护理学专业本科生临床实习初期心理压力状况,并探讨其影响因素.方法 采用自行设计的调查问卷,对进入临床实习10周的37名护理学专业本科生心理压力进行调查.结果 护理本科生实习初期心理压力得分为(2.07±0.77)分;专业态度发生消极变化的学生较没有发生消极变化的学生感知到的实习压力高,差异有统计学意义(P＜0.05);实习情绪消极的学生较积极的学生所感受到的压力高,差异有统计学意义(P＜0.05).结论 护理本科生实习初期存在一定的心理压力,教育工作者应认识到临床实习压力对学生专业态度存在影响,采取多种方式进行引导,并鼓励学生积极面对临床实习.     

Positive psychotherapy for depression and self‐efficacy in undergraduate nursing students: A randomized,controlled trial

Nursing students across the globe experience depressive symptoms, and many interventions have been used to alleviate their depression. However, few interventions focus on students' personal strengths and advantages. The aim of the present study was to explore the effects of an 8‐week group positive psychotherapy (PPT) programme on depression and self‐efficacy in full‐time undergraduate nursing students. A randomized, controlled trial was conducted for 76 nursing students (34 in the experimental group, 42 in the control group). The Beck Depression Inventory‐II and the General Self‐Efficacy Scale were used to collect data prior to, immediately after PPT, 3 months', and 6 months' post‐PPT. Repeated‐measures analysis of variance indicated that the intervention significantly alleviated depression and improved self‐efficacy (each P < 0.05); the effect of time and time–group interaction was also significant (each P < 0.05). The findings suggest that PPT could significantly relieve depressive symptoms and improve self‐efficacy. We recommend that PPT is effective in alleviating depression and improving self‐efficacy in undergraduate nursing students. Academic mental health nurses should appreciate the value of PPT and consider incorporating it in psychological support methods in order to facilitate nursing students' mental health.     

Resilience and academic motivation's mediation effects in nursing students' academic stress and self-directed learning: A multicenter cross-sectional study

AimsTo investigate the mediating role of resilience and academic motivation between academic stress and self-directed learning.BackgroundAcademic stress in nursing students is a well-reported concept that affects resilience, academic motivation and self-directed learning. However, there is a dearth of studies investigating the mediating role of resilience and academic motivation between academic stress and self-directed learning.DesignCross-sectional study and mediation analysis.MethodsNursing students (n = 718) were recruited from five nursing schools via convenience sampling. Four self-report scales (Perception of Academic Stress Scale, Connor and Davidson Resilience Scale, Short Academic Motivation Scale and Self-directed Learning Instrument) were used to collect data from August to December 2022. Pearson’s r, bivariate analysis and multistage regression analyses were employed to analyze the data.ResultsAcademic stress negatively influences nursing students' resilience, academic motivation and self-directed learning. Resilience and academic motivation have a positive impact on self-directed learning. Resilience and academic motivation mediate the relationship between academic stress and self-directed learning, as evidenced by a reduction in the negative impacts of academic stress on nursing students.ConclusionResilience and academic motivation, as mediators, reduce the effects of academic stress on self-directed learning. Nursing educators and administrators should promote programs that strengthen resilience and academic motivation. Thus, improving educational and clinical performance.     

本科实习护生应对方式对专业自我概念的影响研究

目的调查本科实习护生专业自我概念和应对方式状况,并探讨应对方式对专业自我概念的影响。方法采用护理专业自我概念量表和简易应对方式量表对110名本科实习护生进行问卷调查。结果本科实习护生专业自我概念和积极应对方式得分为（2．74±0．36）分、（1．79±0．62）分,总体较为积极;多元回归分析显示,积极应对和消极应对均对护生专业自我概念有预测作用（P〈0．01）。结论本科实习护生应对方式对专业自我概念有一定影响,临床教学过程中应重视培养护生积极的应对方式,提升专业思想水平。     

先兆流产患者的心理弹性现状及其与社会支持和应对方式的相关性分析

目的分析先兆流产患者的心理弹性现状及其与社会支持和应对方式的相关性。方法选取2016年5月至2019年5月在本院接受治疗的先兆流产患者70例,记录其临床资料和心理弹性量表、领悟社会支持量表、简易应对方式问卷得分情况。由经统一培训后的护理人员发放问卷,用统一指导语向其讲明此次调查的目的、意义和填写问卷方法,由患者独立完成填写,当场回收问卷。结果先兆流产患者心理弹性总分(61.47±12.02)分,应对方式总分(34.50±6.64)分,社会支持总分(58.98±7.22)分;心理弹性和积极应对方式、社会支持均呈正相关(P<0.05),和消极应对方式呈负相关(P<0.05)。结论先兆流产患者心理弹性水平较低,和积极应对方式与社会支持均呈正相关,临床应采取有针对性措施提高患者社会支持水平和积极应对方式,以提高其心理弹性水平。     

The impact of educational experiences on nursing students' knowledge and attitudes toward people with Alzheimer's disease: A mixed method study

BackgroundAs the population ages, the effects of Alzheimer's disease will be felt by all nurses. Providing proper care for people with Alzheimer's disease is difficult and requires specific skills, attitudes, and knowledge. Limited data exists regarding nursing students' attitudes and knowledge toward people with Alzheimer's disease, whether undergraduate education prepares students to care for this population, or the best methods to support students in learning in an innovative and interactive environment.ObjectivesThe aim of this study was to determine the effect of different educational experiences on nursing students' knowledge and attitudes toward people with Alzheimer's disease and to explore nursing students' knowledge and attitudes surrounding the care of people with Alzheimer's disease.DesignA convergent mixed method design. A three group (Alzheimer's disease clinical experience, online learning module, and no dementia-specific intervention), pretest and posttest design served as the quantitative arm of the study. A focus group discussion with themes extracted served as the qualitative piece of the study.SettingCollege of Nursing in North Texas.ParticipantsConvenience sample of 94 senior level nursing students enrolled in the undergraduate nursing program's Community Health course.MethodStudents completed pre and posttest surveys which included Alzheimer's Disease Knowledge Scale, Dementia Attitudes Scale, and demographic questionnaire. Content analysis was conducted on focus group responses to qualitative interview questions.ResultsThe Alzheimer's disease clinical group experienced increased knowledge and improved attitudes toward people with Alzheimer's disease compared with students who completed the online module or had no dementia-specific intervention. Four themes emerged from focus group data: Basic Alzheimer's disease knowledge, need for Alzheimer's disease experiential learning, negative feelings related to behaviors, and appropriate responses to behavioral and psychological symptoms of dementia.ConclusionExperiential learning in the form of clinical placements increased knowledge and improved attitudes about Alzheimer's disease compared with an online module and no dementia-specific intervention.     

The diversity of Iranian nursing students' clinical learning styles: A qualitative study

BackgroundNumerous factors, including learning styles, affect the learning process of nursing students. Having insights about students' learning styles helps promoting the quality of education. The aim of this study was to explore the Iranian baccalaureate nursing students' learning styles in clinical settings.MethodsA qualitative design using a content analysis approach was used to collect and analyze data. Semi-structured interviews were conducted with fifteen Iranian baccalaureate nursing students selected using a purposive sample method.FindingsDuring data analysis, it was found that nursing students employed different clinical learning styles such as ‘thoughtful observation,’ ‘learning by thinking,’ and ‘learning by doing’.ConclusionStudents adopt different learning strategies in clinical practice. Designing teaching strategies based on students' learning styles can promote students' learning and maximize their academic and clinical practice success. Nursing educators, curriculum designers, and students can use the findings of this study to improve the quality of nursing education in both the classroom and clinical settings.