Counseling and Instructional Sciences, University of South Alabama, Mobile, AL, USA.
College of Nursing, University of South Alabama, Mobile, AL, USA.
J Adv Nurs. 2020 Dec;76(12):3385-3397. doi: 10.1111/jan.14531. Epub 2020 Oct 3.
Academic distress is a leading cause of attrition among nursing students. The present study tested a positive psychology-oriented model detailing the potential links between nursing students': (a) psychological resilience; (b) depressive symptoms; (c) intrapersonal well-being; (d) interpersonal well-being; and (e) academic distress. Additionally, we tested whether the academic benefits of resilience were conditional upon nursing students' perceptions of their campus climate as supportive of mental health and well-being.
A correlational, cross-sectional design was employed.
Nursing students (N = 933) were selected from the national 2017-2018 Healthy Minds Study (HMS). Students completed measures of resilience, depressive symptoms, intrapersonal well-being (flourishing), interpersonal well-being (belonging), and academic distress.
Conditional process modelling tested depression, belonging, and flourishing as mediators of the associations between resilience and academic distress variables. Furthermore, perceptions of campus climate were included as potential moderators of these mediation effects. Results indicated that the protective academic benefits of resilience were primarily explained by decreases in depression but that this effect was strongest for nursing students with negative perceptions of their campus climate.
Findings highlight the psychological and academic benefits of greater resilience and the moderated mediation results suggest that such benefits were conditional on the broader campus climate.
Nurse educators and policymakers should consider addressing contextual factors, such as campus climate, in addition to resilience training in their efforts to reduce the negative academic impacts of mental health problems and stress in nursing school.
学业困扰是护理专业学生流失的主要原因之一。本研究检验了一个积极心理学导向的模型，详细说明了护理学生之间的潜在联系：（a）心理弹性；（b）抑郁症状；（c）内在幸福感；（d）人际关系幸福感；和（e）学业困扰。此外，我们还测试了心理弹性对学业的益处是否取决于护理学生对校园心理健康和幸福感的支持程度的看法。
采用相关的、横断面的设计。
从全国 2017-2018 年健康思维研究（HMS）中选择护理学生（N=933）。学生完成了关于弹性、抑郁症状、内在幸福感（繁荣）、人际关系幸福感（归属感）和学业困扰的测量。
条件过程模型检验了抑郁、归属感和繁荣作为弹性与学业困扰变量之间关联的中介。此外，还将校园氛围的看法作为这些中介效应的潜在调节因素。结果表明，弹性的保护学术益处主要通过抑郁的减少来解释，但对于对校园氛围持负面看法的护理学生，这种影响最强。
研究结果强调了更大弹性的心理和学术益处，并且调节中介结果表明，这些益处取决于更广泛的校园氛围。
护理教育者和政策制定者应该考虑在他们的努力中解决背景因素，例如校园氛围，除了弹性培训，以减少护理学校心理健康问题和压力对学业的负面影响。
