Faculty of Health Sciences, Department of Mental Health and Disease Nursing, Erciyes University, Kayseri, Turkey.
Faculty of Health Sciences, Department of Midwifery. Yozgat Bozok University, Yozgat, Turkey.
Nurse Educ Pract. 2022 Oct;64:103429. doi: 10.1016/j.nepr.2022.103429. Epub 2022 Aug 19.
This research was conducted as a descriptive relational study to determine the effect of sense of coherence on mindful attention awareness and academic self-efficacy of nursing students.
The study was conducted with 410 students who were studying at the Faculty of Health Sciences of a university, who met the inclusion criteria and agreed to participate in the study. Introductory Information Form, Sense of Coherence Scale (SOC-13), Mindful Attention Awareness Scale (MAAS) and Academic Self-Efficacy Scale (ASES) were used to collect data. Ethics committee approval, institutional permission and informed consent of the students included in the study were obtained for the study.
In the study, the mean SOC score of the nursing students was 49.95 ± 10.30, the mean MAAS score was 56.57 ± 12.41 and the mean ASES score was 16.13 ± 2.96. It was determined that there was a moderately positive relationship between sense of coherence and mindful attention awareness and a very weak negative correlation between academic self-efficacy and sense of coherence and mindful attention awareness (p < 0.05). 36.4% of students' SOC scores are explained by MAAS and ASES. In our study, it was determined that the Grade point average (GPA) had a statistical effect on the SOC score. The interactions between GPA and choosing the nursing profession were found to be statistically significant (p < 0.001).
As a result of the study, the student's sense of coherence, mindful attention awareness and academic self-efficacy scores were obtained at a moderate level. While there was a positive relationship between sense of coherence and GPA, there was a negative relationship between sense of coherence and academic self-efficacy. It can be recommended to plan interventions that will increase academic self-efficacy and to make plans so that students can realize and develop their own abilities in the university environment.
本研究旨在通过描述性关系研究，确定应对感对护理学生正念注意意识和学业自我效能感的影响。
本研究纳入了满足纳入标准并同意参与研究的某大学健康科学学院的 410 名学生。使用一般资料问卷、领悟社会支持量表（SOC-13）、正念注意意识量表（MAAS）和学业自我效能量表（ASES）收集数据。本研究获得了伦理委员会批准、机构许可以及研究对象的知情同意。
研究中，护理学生的 SOC 平均得分为 49.95±10.30，MAAS 平均得分为 56.57±12.41，ASES 平均得分为 16.13±2.96。结果表明，应对感与正念注意意识之间存在中度正相关，而学业自我效能感与应对感和正念注意意识之间呈极弱负相关（p<0.05）。学生的 SOC 得分 36.4%可以由 MAAS 和 ASES 来解释。在本研究中，发现平均绩点（GPA）对 SOC 得分有统计学影响。GPA 与选择护理专业之间的相互作用具有统计学意义（p<0.001）。
研究结果表明，学生的应对感、正念注意意识和学业自我效能感得分处于中等水平。应对感与 GPA 呈正相关，而与学业自我效能感呈负相关。可以建议计划干预措施来提高学业自我效能感，并制定计划，使学生能够在大学环境中认识和发展自己的能力。
