Employment as a predictor of mental health,psychological distress,anxiety and depression in Australian pre-registration nursing students

Background

Caring for self by maintaining emotional well-being is important for pre-registration nursing students if they are to graduate as confident and competent health professionals.

Emotional intelligence: its relationship to stress, coping, well-being and professional performance in nursing students

Emotional intelligence (EI) has been highlighted as an important theoretical and practical construct. It has the potential to enable individuals to cope better and experience less stress thus contributing to a healthy and stable workforce. The study aimed to explore the EI of nursing students (n=130, 52.0%) and its relationship to perceived stress, coping strategies, subjective well-being, perceived nursing competency and academic performance. Students were on the adult pathway of a nursing diploma or degree programme in one Higher Education Institution (HEI) in the United Kingdom (UK). A prospective correlational survey design was adopted. Three methods of data collection were used: i) A self-report questionnaire; ii) an audit of students' academic performance; and iii) mapping of EI teaching in the curricula. Emotional intelligence was positively related to well-being (p<0.05), problem-focused coping (p<0.05) and perceived nursing competency (p<0.05), and negatively related to perceived stress (p<0.05). The findings suggest that increased feelings of control and emotional competence assist nursing students to adopt active and effective coping strategies when dealing with stress, which in turn enhances their subjective well-being. This study highlights the potential value of facilitating the EI of students of nursing and other healthcare professions.     

Associations between sleep and lifestyle behaviours among Australian nursing students: A cross-sectional study

BackgroundNursing students are at risk of inadequate sleep and poor lifestyle behaviours due to academic, clinical and personal stressors faced throughout their training. However, the relationship between lifestyle and sleep in this population is not well understood.AimThe aim of this study was to determine whether inadequate sleep was associated with poor diet, physical inactivity, alcohol consumption and smoking in Australian nursing students.MethodsUsing a cross-sectional design, nursing students (n = 470) completed an online questionnaire that assessed sleep and lifestyle behaviours. One-way ANOVA, t-tests, Pearson’s bivariate correlation and multiple regression testing were used to determine relationships between variables.FindingsMost nursing students experienced inadequate sleep (78%). Patterns of irregular eating, increased intake of discretionary foods, high-risk alcohol consumption and smoking were associated with indicators of inadequate sleep (p < 0.05). Frequent lunch intake (4–7 times per week) was associated with lower global sleep quality scores than irregular lunch intake (β: ?1.060, 95% confidence interval ?2.022, ?0.099), whereas alcohol score was associated with higher global sleep quality scores (β: 0.088, 95% confidence interval 0.011, 0.165) indicating poorer quality sleep, even after adjusting for confounding variables. No significant associations were found between sleep parameters and level of physical activity.ConclusionThis study highlights that nursing students experience inadequate sleep, and that poor lifestyle behaviours were associated with inadequate sleep in this sample. Strategies are needed to address inadequate sleep and poor lifestyle behaviours in nursing students, to support health, academic and clinic performance, as well as the transition to professional nursing practice.     

学习适应性在护理高职生情绪智力与心理健康关系中的中介作用

目的 探讨高职护生情绪智力、学习适应性与心理健康状况的关系.方法 2017年11月至2018年1月,采用情绪智力量表(EIS)、大学生学习适应性量表、症状自评量表(SCL-90)及一般人口学问卷对整群随机抽取的福建省1 678名高职护生进行问卷调查.结果 高职护生的情绪智力与学习适应性呈正相关(P＜0.01);情绪智力...     

护理本科毕业生胜任力与自我效能、总体幸福感的相关性分析

目的：分析护理本科毕业生(以下称护生)的胜任力与自我效能、总体幸福感三者之间的关系,为护理教育改革和护理临床新人培养提供依据。方法采用自行设计的护理本科毕业生胜任力水平自评问卷、一般自我效能感量表( GSES)、总体幸福感量表( GWB)对187名护理本科毕业生进行调查。对数据进行Pearson相关分析及多元逐步回归分析,分析胜任力与自我效能感、总体幸福感的相关性。结果护生的胜任力得分为(182.68±42.73)分;自我效能得分为(27.15±4.97)分;总体幸福得分为(73.87±9.04)分。护生胜任力与自我效能、总体幸福感均呈正相关( P<0.01)。回归分析显示,性别、热爱护理、考虑转行、自我效能和总体幸福感是胜任力的影响因素。结论自我效能感、总体幸福感是护生胜任力的有效预测因子;性别、热爱护理、考虑转行是护生胜任力的重要影响因素。提示重视护生的自我效能感和总体幸福感的培养,将有助于提高护生的胜任力。     

护生在技术操作中的护患互动关系

临床实习是护生成长的关键时期,为培养合格的临床应用护理人才,临床护理技术操作的培训尤其重要。而在技术操作中的护患互动关系,对护生技术操作的成功与否极为重要。本文针对这一特点,通过分析影响护生技术操作的护患双方面的因素,并结合自身带教工作的心得体会,采取培养护生心理素质,加强技能训练,调整知识结构,满足患者需求等对策来达到缓解护患双方的矛盾,使护生的护理理论知识和技能得到充分的实践,从而使临床实习得以顺利进行。     

中美护理教育的异同点

教育是指教育者按照一定的社会要求,有目的、有组织、有计划地向受教育者身心施加系统的影响,使受教育者发生预期的变化,成为教育者所希望的人[1].护理教育指给学生或在职人员护理专业或业务知识技能的教育,是一种培养护理专门人才的教育,它主要注重人的专业知识和才能的传授与培养,解决就业和胜任工作问题.本人于1998年8月-10月去美国Vinanova University College of Nursing进行护理教育进修,回国后美国护理教育学院的两位教授分别于2000年、2002年专门赴我院进行护理教育方面的交流,在共同的交流中感到中美护理教育存在一定的差异.现介绍如下.……     

中美护理教育的异同点

教育是指教育者按照一定的社会要求，有目的、有组织、有计划地向受教育者身心施加系统的影响，使受教育者发生预期的变化，成为教育者所希望的人。护理教育指给学生或在职人员护理专业或业务知识技能的教育，是一种培养护理专门人才的教育，它主要注重人的专业知识和才能的传授与培养，解决就业和胜任工作问题。本人于1998年8月-10月去美国Vinanova University College of Nursing进行护理教育进修，回国后美斟护理教育学院的两位教授分别于2000年、2002年专门赴我院进行护理教育方面的交流，在共同的交流中感到中美护理教育存在一定的差异。现介绍如下。     

Patient safety in an English pre-registration nursing curriculum

This study explored patient safety in an English pre-registration nursing curriculum. The need to improve patient safety has been recognised as a key priority, both nationally and internationally. Education has a crucial role in developing the knowledge, skills and attitudes that promote patient safety. However, evidence about how patient safety is addressed in healthcare professional curricula and how organisations develop safe practitioners is limited.An organisational case study identified factors affecting patient safety educational provision. Content analysis revealed what aspects of patient safety featured in the formal pre-registration nursing curriculum. Interviews were conducted with students, lecturers and key education stakeholders from various levels of the educational organisation, to explore their perceptions of patient safety and its location in the curriculum and practice.Patient safety was not explicit in the formal curriculum, but was included in teaching. Students reported gaining most knowledge and experience from clinical practice. The organisational culture of both education and practice was characterised as defensive and closed, and as having an individual versus a systems approach. Findings suggest the need for clarification of the concept of patient safety, as well as revision of curricula and teaching, learning and assessment strategies in order to address patient safety explicitly.     

在校五年制高职护生专业态度的调查与分析

目的:了解在校五年制高职护生的专业态度现状,分析不同年级间的变化。方法:对某校2007～2010年级在校五年制护理共410名护生进行问卷调查,内容包括基本资料和专业态度。结果:五年制护生专业态度得分为(86.18±10.23)分,5个维度由高到低排序依次为技能、沟通交流、领导、灵活性、满意度。四个年级护生的专业态度总分均在85分以上,表现为低-高-低的变化趋势,二年级总分最高,四年级总分最低。结论:五年制高职护生在校期间整体的专业态度较积极,不同年级间护生专业态度有波动。     

Supporting students in clinical practice: pre-registration nursing students' views on the role of the lecturer

Learning in clinical practice is an essential aspect of student nurse education yet debate persists in the United Kingdom regarding the role of the lecturer in supporting the student within clinical practice. This debate has been rekindled with developments in mentorship and establishment of a clinical role designed to facilitate and support mentors; the Practice Education Facilitator. Hence it is timely to re-examine the role of the lecturer in providing clinical support to students. This article discusses nursing students' views of clinical support provided by lecturers on a Diploma/Degree programme. Qualitative and quantitative data was obtained from an online questionnaire which indicated that students thought the most important part of the lecturers' role was to provide academic support for assignments. The students also appreciated lecturers visiting them in clinical placement to facilitate the student-mentor relationship and to provide personal support. It is argued, that with the enhancement of other supportive mechanisms for students and mentors and the current economic climate, lecturers should work in partnership with mentors and practice education facilitators to avoid duplication of effort. The students in this evaluation suggested that academic support for assignments should be the main focus for lecturers.     

护理本科生专业态度与主观幸福感的相关性研究

目的：探讨和分析在校护理专业本科生专业态度与主观幸福感的现状和相关因素,为高校重视护生专业价值取向培养、增强其主观幸福感提供科学依据。方法采用总体幸福感量表和自行设计调查问卷对2011—2013级护理专业本科生385名进行调查分析。结果385名护理专业本科生主观幸福感得分为（75．25±16．89）分,与常模的（72．4±16．7）分比较差异有统计学意义（ t＝7．47,P＜0．01）。护理本科生专业认可度高,主观幸福感强。多元逐步回归分析显示,护理本科生主观幸福感与其对护理专业性质的理解、对护理专业就业前景的认可和对护理本科教育意义的认知存在密切关系。结论专业态度对护理本科生主观幸福感有很好的预测作用。学校应不断改进、丰富护理教学形式,引导护生正确理解护理专业性质,帮助护生提升专业满意度,增强其主观幸福感。     

Diversity and demographic heterogeneity of Australian nursing students: a closer look

SALAMONSON Y., RAMJAN L., LOMBARDO L., LANSER L.H., FERNANDEZ R. & GRIFFITHS R. (2011) Diversity and demographic heterogeneity of Australian nursing students: a closer look. International Nursing Review 59 , 59–65 Background: In the last decade, there has been a rapid growth of international students undertaking nursing studies in Australian universities. At the same time, nursing courses continue to attract local students from a diversity of backgrounds. Aim: The aim of this study is to examine first year nursing students by enrolment classification and country of birth: i) international; ii) local, overseas‐born; and iii) local, Australian‐born student, and demographic differences of academic performance at the 12‐month follow‐up. Methods: A prospective, correlational design was used to identify nursing student characteristics as predictors of academic performance in a large university in the western region of Sydney. Results: Of the 806 students enrolled in the course, 540 (67%) completed the survey and consented to data linkage. Fifty‐six per cent of the 540 participants were born overseas, of which 38% were local and 18% were international students. Local, overseas‐born students originated from 55 different countries, in contrast to international students who were representative of only 16 different countries. International students were younger, spent less time in paid work and were more likely to have a close friend in the same course. Although age was positively related to academic performance, local, overseas‐born and international enrolment classifications, and hours in paid work during semester were negatively associated to academic performance. Conclusion: This study has taken a closer look at an important issue that requires further examination, given that international and local, overseas‐born students were two distinctive groups. Although both groups underperformed academically compared with Australian‐born students, the differences in characteristics between local, overseas‐born students and international students suggest that these two student groups are likely to experience different challenges during their nursing studies in Australia.