Red Cross College of Nursing, Chung-Ang University, Seoul 06974, Korea.
Henry P. Becton School of Nursing and Allied Health, Fairleigh Dickinson University, Teaneck, NJ 07666, USA.
Int J Environ Res Public Health. 2020 Jul 7;17(13):4901. doi: 10.3390/ijerph17134901.
Post-traumatic growth (PTG) refers to personal growth that occurs after experiencing challenges. For many nursing students, PTG could occur during their clinical practice. Academic motivation and resilience could help students to overcome these traumatic clinical experiences and possibly achieve PTG. This study examined the relationships between nursing students' academic motivation and resilience leading to post-traumatic growth. A total of 291 nursing students from three South Korean nursing colleges participated in this cross-sectional study. Self-report questionnaire data were analyzed using -tests, ANOVA, correlations, and hierarchical multiple linear regressions. Intrinsically motivated students' PTG scores were significantly higher compared to extrinsically motivated students ( = 4.62, < 0.001). Resilience scores showed similar results ( = 3.81, < 0.001). Significant total, direct, and indirect effects of academic motivation on resilience and PTG were found. In addition, resilience mediated 40.9% of the relationship between academic motivation and PTG. Nursing students with intrinsic academic motivation were more likely to achieve high PTG scores, and resilience mediated the relationship between academic motivation and PTG. It is suggested that the importance of academic motivation must be considered in the early stages of university-level nursing education to increase retention rates of nursing students.
创伤后成长（PTG）是指在经历挑战后发生的个人成长。对于许多护理专业的学生来说，PTG 可能会在他们的临床实践中发生。学术动机和适应力可以帮助学生克服这些创伤性的临床经历，并可能实现 PTG。本研究考察了护理专业学生的学术动机和适应力与创伤后成长之间的关系。共有来自韩国三所护理学院的 291 名护理专业学生参与了这项横断面研究。使用 t 检验、方差分析、相关性和分层多重线性回归对自我报告问卷数据进行了分析。内在动机学生的 PTG 得分明显高于外在动机学生（ = 4.62， < 0.001）。适应力得分也呈现出类似的结果（ = 3.81， < 0.001）。发现学术动机对适应力和 PTG 具有显著的总、直接和间接影响。此外，适应力在学术动机和 PTG 之间的关系中起到了 40.9%的中介作用。具有内在学术动机的护理专业学生更有可能获得较高的 PTG 得分，而适应力在学术动机和 PTG 之间起到了中介作用。因此，建议在大学护理教育的早期阶段就考虑学术动机的重要性，以提高护理专业学生的保留率。
