The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong SAR, China.
School of Nursing and Midwifery, Faculty of Health and Medicine, The University of Newcastle, New South Wales, Australia.
BMC Med Educ. 2018 Jan 12;18(1):13. doi: 10.1186/s12909-018-1119-0.
University nursing students experience higher levels of academic stress than those of other disciplines. Academic stress leads to psychological distress and has detrimental effects on well-being. The ability to overcome such adversity and learn to be stronger from the experience is regarded as resilience. Resilience is found to have an impact on learning experience, academic performance, course completion and, in the longer term, professional practice. Resilience and positive coping strategies can resist stress and improve personal well-being. However, the relationship between resilience and well-being remains unexplored in nursing students, which are significant attributes to their academic success and future career persistence.
The study was a cross-sectional descriptive correlational design. Inclusion criteria for recruitment was students studying pre-registration nursing programmes at both undergraduate and postgraduate levels. The 10-item Connor-Davidson Resilience Scale (CD-RISC-10) and World Health Organisation-5 Well-Being Index (WHO-5) were used to measure resilience and psychological well-being respectively.
A convenience sample of 678 university nursing students was recruited from a university. The mean score of CD-RISC-10 was 24.0. When comparing the resilience levels of undergraduate and postgraduate students, the total scores were found to be 23.8 and 24.9 respectively. There was a statistically significant difference between the groups (p = .020). With regard to perceived well-being, the mean score of WHO-5 was 15.5. There was no significant difference between undergraduates and postgraduates (p = .131). Bivariate analysis showed that self-reported resilience had a medium, positive correlation with perceived well-being (r = .378, p = .000), and senior students had significantly higher level of perceived well-being than junior students (16.0 vs 15.1, p = .003). Multivariable regression analysis on perceived well-being indicated that self-reported resilience emerged as a significant predictor of perceived well-being (regression coefficient B = 0.259; p < .001).
The results demonstrate that nursing students with a high level of resilience have better perceived well-being, and the level of resilience of postgraduates was significantly higher than that of undergraduates. Therefore, educational strategies should be developed in the nursing curriculum and a supportive learning environment should be created to foster resilience in the students.
与其他学科的学生相比，大学护理专业的学生承受着更高水平的学业压力。学业压力会导致心理困扰，并对幸福感产生不利影响。能够克服这种逆境并从经历中学会变得更强大的能力被称为韧性。研究发现，韧性对学习体验、学业成绩、课程完成以及从长远来看对专业实践都有影响。韧性和积极的应对策略可以抵抗压力，提高个人幸福感。然而，在护理学生中，韧性和幸福感之间的关系尚未得到探索，而这些因素对他们的学业成功和未来职业坚持至关重要。
本研究采用了横断面描述性相关性设计。纳入标准为正在攻读本科和研究生水平的注册前护理课程的学生。使用 10 项 Connor-Davidson 韧性量表（CD-RISC-10）和世界卫生组织-5 幸福感指数（WHO-5）分别衡量韧性和心理幸福感。
从一所大学中招募了 678 名大学护理专业学生进行方便抽样。CD-RISC-10 的平均得分为 24.0。当比较本科和研究生的韧性水平时，总分数分别为 23.8 和 24.9。两组之间存在统计学差异（p=0.020）。关于感知幸福感，WHO-5 的平均得分为 15.5。本科生和研究生之间没有显著差异（p=0.131）。双变量分析表明，自我报告的韧性与感知幸福感呈中等正相关（r=0.378，p=0.000），且高年级学生的感知幸福感明显高于低年级学生（16.0 与 15.1，p=0.003）。关于感知幸福感的多变量回归分析表明，自我报告的韧性是感知幸福感的一个显著预测因子（回归系数 B=0.259；p<0.001）。
研究结果表明，具有高韧性的护理学生具有更好的感知幸福感，并且研究生的韧性水平明显高于本科生。因此，护理课程应制定教育策略，并营造支持性的学习环境，以培养学生的韧性。
