Chernomas Wanda M, Shapiro Carla
Int J Nurs Educ Scholarsh. 2013 Nov 7;10:/j/ijnes.2013.10.issue-1/ijnes-2012-0032/ijnes-2012-0032.xml. doi: 10.1515/ijnes-2012-0032.
Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students' mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services need to be considered.
进入专业课程标志着实现职业目标的开始。然而，专业教育的严格要求可能很高。压力、抑郁和焦虑（SDA）会干扰学习、影响学业成绩并损害临床实践表现。研究报告称，大学生心理健康问题的严重程度和范围普遍有所增加。关于护理专业学生心理健康困扰的文献确定了压力的学术和个人来源以及应对措施，重点是与临床实践相关的压力和焦虑。这项横断面描述性探索性研究调查了一所大学护理专业三年制学生的SDA水平。还研究了生活质量指标（包括已知的压力源，如经济担忧以及学校与个人生活之间的平衡）与SDA之间的关联。通过在线调查，来自加拿大中西部一个本科护理专业的437名参与者完成了抑郁焦虑压力量表，并提供了生活质量指标和人口统计学信息的数据。参与者还被邀请提供关于他们SDA经历的叙述性数据。本文将呈现重要发现，包括：SDA水平；我们的样本与SDA维度上的常模样本之间的比较；以及多元回归分析的结果，确定每个维度的重要预测因素。从251名参与者的定性评论中识别出主题，并为定量研究结果增添了深度和清晰度。所呈现的主要主题包括：对临床实践的看法、应对方式、个人问题以及平衡学校、工作和个人生活。需要考虑对课程设计的影响和建议，确保学生在入学前了解课程期望，并提高心理健康/支持服务的可及性。
