Goff Anne-Marie
University of North Carolina Wilmington, USA.
Int J Nurs Educ Scholarsh. 2011;8:Article 1. doi: 10.2202/1548-923X.2114. Epub 2011 Jan 24.
High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = < .01) and males and African-American/Black participants had higher learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.
护理专业学生的高压力水平可能会影响记忆力、注意力和解决问题的能力，并可能导致学习能力、应对能力、学业成绩和记忆力下降。具有较高学习机智水平的大学生会培养出更强的自信心、动力和学业坚持性，并且不太可能变得焦虑、抑郁和沮丧，但尚无研究专门涉及护理专业学生。这项解释性相关性研究使用加泽拉的学生生活压力量表（SSI）和罗森鲍姆的自我控制量表（SCS），来探究53名护理学本科学生的学习机智、压力源和学业成绩。个人和学业压力源水平较高是明显的，但并非学业成绩的显著预测因素（p = 0.90）。年龄是学业成绩的显著预测因素（p = < 0.01），男性和非裔美国/黑人参与者的学习机智得分高于女性和白种人。有必要在更大、更多样化的样本中进行研究以验证这些发现。
