焦虑、精神疾病、学习障碍和学习适应措施的使用：一项横断面研究。

Anxiety, mental illness, learning disabilities, and learning accommodation use: A cross-sectional study.

机构信息

University of Regina, Faculty of Nursing, 111-116 Research Drive, Saskatoon, Saskatchewan S7N 3R3, Canada.

Saskatchewan Polytechnic School of Nursing, 1130 Idylwyld Dr N, Saskatoon, SK S7K 3R5, Canada.

出版信息

J Prof Nurs. 2020 Nov-Dec;36(6):579-586. doi: 10.1016/j.profnurs.2020.08.007. Epub 2020 Aug 11.

DOI:10.1016/j.profnurs.2020.08.007

PMID:33308558

Abstract

BACKGROUND

Nurse educators require a robust understanding of nursing students' attributes to meet their learning needs and support their success.

PURPOSE

This research seeks to understand the proportion of nursing students with self-reported medically diagnosed anxiety, mental illnesses (MI), learning disabilities (LD), and utilized learning accommodations (LA), and determine how these students compared to a normative sample regarding studying and test-taking anxiety.

METHOD

A secondary analysis of quantitative cross-sectional data that included the Academic Success Inventory for College Students (ASICS) tool. First-year students were surveyed (4-6 weeks after program start, and students in years 1 through 4 were surveyed at the end of both academic terms.

RESULTS

At program start, 21% were diagnosed with anxiety, 16% with MI, 2% with a LD, and 6% accessed LA. By fourth-year these proportions were 23%, 22%, 8% and 13% respectively. Alarming proportions of respondents exhibited anxiety related to test-taking compared to the ASICS normative sample with large effect sizes (Anxiety h = 0.884; MI h = 0.601; LD: h = 2.094; LA h = 0.725).

CONCLUSION

To support students, we highlight a need for early identification and tailored support, enriched faculty knowledge, faculty introspection and willingness to adapt, and time for relational and individual pedagogy.

摘要

背景

护士教育者需要对护理学生的特质有深入的了解，以满足他们的学习需求并支持他们取得成功。

目的

本研究旨在了解自报患有医学诊断的焦虑症、精神疾病（MI）、学习障碍（LD）和使用学习适应性支持（LA）的护理学生的比例，并确定这些学生在学习和考试焦虑方面与常模样本的比较情况。

方法

对包括大学生学术成功量表（ASICS）工具在内的定量横断面数据进行二次分析。对一年级学生进行了调查（在课程开始后 4-6 周进行），对 1 年级到 4 年级的学生则在两个学期结束时进行了调查。

结果

在课程开始时，21%的学生被诊断出患有焦虑症，16%的学生患有 MI，2%的学生患有 LD，6%的学生使用了 LA。到第四年，这些比例分别为 23%、22%、8%和 13%。与 ASICS 常模样本相比，大量受访者表现出与考试相关的焦虑，其效应量较大（焦虑 h=0.884；MI h=0.601；LD：h=2.094；LA h=0.725）。