Nursing, Pacific College of Oriental Medicine - New York Campus, Denmark, ME, USA.
Mathematics and Statistics, University of Southern Maine, Portland, ME, USA.
Int J Nurs Educ Scholarsh. 2021 Dec 28;18(1):ijnes-2021-0013. doi: 10.1515/ijnes-2021-0013.
To determine the adverse childhood experience scores (ACES) of nursing students in the United States.
Utilized the standardized Family Health History Questionnaire to determine the ACES of a national sample of nursing students. Simple descriptive statistics were used to analyze the findings.
Nursing students ACES indicate that they enter academia with a much higher baseline of childhood trauma versus the general population. Over 40% of nursing students surveyed had an ACES of 4 or more versus the national average of 12.5-13.3% of the general population having an ACES of 4 or more.
This data provides support for Conti-O'Hare's theory of nurses as wounded healer. Nursing faculty should consider nursing students to be members of a vulnerable population and revise curricula to support nursing students stress resileince.
确定美国护理学生的不良童年经历评分（ACES）。
利用标准化的家庭健康史问卷来确定全国护理学生样本的 ACES。使用简单的描述性统计分析来分析结果。
护理学生的 ACES 表明，与一般人群相比，他们进入学术界时的童年创伤基线要高得多。超过 40%的接受调查的护理学生的 ACES 得分为 4 或更高，而全国范围内有 12.5-13.3%的一般人群的 ACES 得分为 4 或更高。
这些数据为康迪-奥哈拉（Conti-O'Hare）的护士作为受伤治疗者的理论提供了支持。护理教师应将护理学生视为弱势群体的成员，并修改课程，以支持护理学生的抗压能力。
