Flølo Tone Nygaard, Gjeilo Kari Hanne, Andersen John Roger, Haraldstad Kristin, Hjelmeland Inger Helene Hardeland, Iversen Marjolein Memelink, Løyland Borghild, Norekvål Tone Merete, Riiser Kirsti, Rohde Gudrun, Urstad Kristin Hjortland, Utne Inger, Beisland Elisabeth Grov
Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, P.O. Box 4, St. Olavs plass, NO-0130, Oslo, Norway.
Department of Surgery, Voss Hospital, Haukeland University Hospital/The Western Norway Health Region Authority, Sjukehusvegen 16, 5704, Voss, Norway.
BMC Nurs. 2022 Jul 11;21(1):185. doi: 10.1186/s12912-022-00962-7.
BACKGROUND: High levels of psychological distress and poor overall quality of life (QOL) have been identified among nursing students during the COVID-19 pandemic. The pandemic necessitated improvised reconstructions of educational curriculums and restrictions in clinical placement and training at campuses, possibly reducing educational quality. OBJECTIVES: We explored whether baccalaureate nursing students' concerns and satisfaction with the educational curriculum, focusing on the conduct of clinical training, were associated with perceived psychological distress and overall QOL. METHODS: Baccalaureate nursing students (N=6088) from five Norwegian universities were invited to an internet-based, cross-sectional survey during the second wave of the pandemic. The survey included COVID-19 specific questions on health, education and clinical training, the Fear of COVID-19 scale (FCV-19S), The Hopkins Symptom Checklist (SCL-5) and overall QOL. Data from national surveys on satisfaction with the educational curriculum, before and during the pandemic were used for comparison. RESULTS: In total, 2605 (43%) students responded, of whom 1591 (61%) had been engaged in clinical training during the pandemic. Overall, 53% were either satisfied or fully satisfied with their educational curriculum, with the level of satisfaction being significantly lower than pre-pandemic reference values. Also, 79% were concerned or highly concerned about the educational quality. In multiple regression analyses for all students, lower levels of satisfaction and higher levels of quality concerns were associated with worse SCL-5 scores. Furthermore, satisfaction with the educational curriculum was positively associated with overall QOL. For students engaged in clinical training, only concerns about infecting others were additionally associated with psychological distress. None of the items related to clinical training were associated with overall QOL. CONCLUSION: Nursing students' educational satisfaction and quality concerns may significantly impact perceived psychological distress and overall QOL during a pandemic. However, with necessary adaptations implemented, concerns regarding the conduct of clinical training account for little of these associations.
背景：在新冠疫情期间，护理专业学生中出现了高水平的心理困扰和较差的总体生活质量（QOL）。疫情使得教育课程不得不临时重构，校园临床实习和培训也受到限制，这可能降低了教育质量。 目的：我们探讨了本科护理专业学生对教育课程的关注和满意度（重点是临床培训的开展情况）是否与感知到的心理困扰和总体生活质量相关。 方法：在疫情第二波期间，邀请了挪威五所大学的本科护理专业学生（N = 6088）参与一项基于网络的横断面调查。该调查包括关于健康、教育和临床培训的新冠疫情特定问题、新冠恐惧量表（FCV - 19S）、霍普金斯症状清单（SCL - 5）以及总体生活质量。使用疫情之前和期间对教育课程满意度的全国性数据进行比较。 结果：共有2605名（43%）学生做出回应，其中1591名（61%）在疫情期间参与了临床培训。总体而言，53%的学生对其教育课程感到满意或非常满意，满意度水平显著低于疫情前的参考值。此外，79%的学生对教育质量表示担忧或高度担忧。在对所有学生的多元回归分析中，较低的满意度水平和较高的质量担忧程度与较差的SCL - 5得分相关。此外，对教育课程的满意度与总体生活质量呈正相关。对于参与临床培训的学生，只有对感染他人的担忧与心理困扰额外相关。与临床培训相关的项目均与总体生活质量无关。 结论：护理专业学生的教育满意度和质量担忧可能在疫情期间对感知到的心理困扰和总体生活质量产生显著影响。然而，通过实施必要的调整措施，对临床培训开展情况的担忧在这些关联中所占比例很小。
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