Tsai Fu-Ju, Chen Cheng-Yu, Yeh Gwo-Liang, Hu Yih-Jin, Tseng Chie-Chien, Chen Si-Chi
Department of Health Promotion and Health Education, National Taiwan Normal University, Taipei.
Department of Nursing, Fooyin University School of Nursing, Kaohsiung.
Medicine (Baltimore). 2018 Oct;97(42):e12914. doi: 10.1097/MD.0000000000012914.
Nursing educators have a core responsibility to develop nursing students' health promotion. The purpose of this study was to explore nursing students regarding their relationships among meaning in life, well-being, and positive beliefs. A cross-sectional survey design was adopted in this study. Purposive sampling was used. A total of 219 nursing students participated in the study. Quantitative analysis was utilized for the data analyses. The study found that nursing students had the following mean scores on the meaning in life, 4.33 (86.60%) standard deviation (SD) 0.79; well-being, 4.23 (84.60%) SD 0.78; and positive beliefs, 4.32 (86.40%) SD 0.75. The nursing students' characteristics, meaning in life, and well-being explained 79% of the variance in positive beliefs (adjusted R = 0.79, F = 114.57, P < .001). Nursing educators can promote meaning in life and well-being to nursing students as an effective way to increase their positive beliefs.
护理教育工作者肩负着培养护生健康促进能力的核心责任。本研究旨在探讨护生在生活意义、幸福感和积极信念之间的关系。本研究采用横断面调查设计。采用目的抽样法。共有219名护生参与了本研究。数据分析采用定量分析方法。研究发现，护生在生活意义方面的平均得分如下：4.33（86.60%），标准差（SD）为0.79；幸福感方面，4.23（84.60%），SD为0.78；积极信念方面，4.32（86.40%），SD为0.75。护生的特征、生活意义和幸福感解释了积极信念中79%的变异（调整后R = 0.79，F = 114.57，P < 0.001）。护理教育工作者可以向护生促进生活意义和幸福感，以此作为增强他们积极信念的有效途径。
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