Masha'al Dina, Shahrour Ghada, Aldalaykeh Mohammed
Adult Health Nursing Department, Faculty of Nursing/WHO Collaborating Center, Jordan University of Science and Technology, P.O.Box 3030, Irbid, 22110, Jordan.
Community and Mental Health Nursing Department, Faculty of Nursing/ WHO Collaborating Center, Jordan University of Science and Technology, P.O.Box 3030, Irbid, 22110, Jordan.
Heliyon. 2022 Jan;8(1):e08734. doi: 10.1016/j.heliyon.2022.e08734. Epub 2022 Jan 10.
Despite the continued expand of the coronavirus disease 2019 (COVID-19) pandemic, nursing students are returning to on-campus learning and training in clinical settings. The COVID-19 pandemic might constitute a new source of anxiety that increases the already high anxiety levels of nursing students. This study aimed to assess the COVID-19 infection-related anxiety and coping strategies among nursing students returning to university campuses during the COVID-19 pandemic in Jordan.
A cross-sectional study was conducted on a sample of 282 nursing students who returned to campus during the summer semester of the academic year 2019/2020. The returning students were invited to complete an online questionnaire consisting of three parts: 1) sociodemographic variables and infection-related information, 2) the Generalized Anxiety Disorder 7 (GAD-7) Scale, and 3) the Brief-Coping Behavior Questionnaire (Brief-COPE).
Of the participating students, 70.6% reported mild to severe anxiety levels. Female students and students who had fears of becoming infected with COVID-19 were found to be at higher risk of anxiety than were other students. A positive correlation was found between students' anxiety levels and their dysfunctional coping strategies, which included denial, behavioral disengagement, venting, and self-blame. Students who had chosen to study nursing willingly used coping planning. Further, other sociodemographic variables and infection-related information were associated with dysfunctional and emotion-focused coping strategies.
The participating nursing students showed significant COVID-19-related anxiety upon returning to on-campus learning. Unfortunately, the students were found to use some dysfunctional coping strategies which were associated with increased levels of anxiety. The results highlight the important role of universities and nursing faculty members in supporting students emotionally and ensuring their personal safety inside the classroom and in clinical settings.
尽管2019冠状病毒病（COVID-19）大流行仍在持续蔓延，但护理专业学生正重返校园并在临床环境中进行学习和培训。COVID-19大流行可能构成一种新的焦虑源，加剧护理专业学生本就较高的焦虑水平。本研究旨在评估约旦在COVID-19大流行期间重返大学校园的护理专业学生中与COVID-19感染相关的焦虑及应对策略。
对282名在2019/2020学年夏季学期重返校园的护理专业学生样本进行了一项横断面研究。邀请这些返校学生完成一份在线问卷，问卷由三部分组成：1）社会人口统计学变量和感染相关信息；2）广泛性焦虑障碍7项（GAD-7）量表；3）简易应对行为问卷（Brief-COPE）。
在参与研究的学生中，70.6%报告有轻度至重度焦虑水平。发现女生以及担心感染COVID-19的学生比其他学生焦虑风险更高。学生的焦虑水平与其功能失调的应对策略之间存在正相关，这些功能失调的应对策略包括否认、行为脱离、发泄和自责。自愿选择学习护理专业的学生使用应对计划。此外，其他社会人口统计学变量和感染相关信息与功能失调及以情绪为中心的应对策略有关。
参与研究的护理专业学生在重返校园学习时表现出与COVID-19相关的显著焦虑。不幸的是，发现这些学生使用了一些功能失调的应对策略，而这些策略与焦虑水平的增加有关。研究结果凸显了大学和护理教师在情感上支持学生并确保他们在课堂和临床环境中的人身安全方面的重要作用。
