教师支持行为与护理学生心理健康：一项试点研究。
Faculty supportive behaviors and nursing student mental health: a pilot study.
机构信息
Rutgers University School of Nursing-Camden, Camden, NJ, USA.
Temple University, Philadelphia, USA.
出版信息
Int J Nurs Educ Scholarsh. 2022 Sep 12;19(1). doi: 10.1515/ijnes-2022-0044. eCollection 2022 Jan 1.
OBJECTIVES
Relationships between perceived faculty support and prevalence of depression, anxiety, and stress among undergraduate nursing students were explored.
METHODS
A mixed method design was used for this descriptive, cross-sectional pilot study. Depression, Anxiety and Stress Scale-21 (DASS-21), Perceived Faculty Support Scale (PFSS), a demographic questionnaire, and open-ended questions were used to collect data.
RESULTS
Nursing students experienced moderate depression and stress, and severe anxiety. Perceived faculty support was moderate. An inverse correlation between select perceived faculty supportive behaviors and depression, anxiety, and stress was evident. Student stressors were related to faculty actions. The theme emerged from the qualitative data.
CONCLUSIONS
Symptoms of poor mental health among undergraduate nursing students are prevalent and represent a significant public health concern among nursing students. Nurse educators must develop psychological and functional supportive behaviors to promote mental health during nursing students' transition throughout the nursing program and beyond.
目的
探讨本科护生感知到的教师支持与抑郁、焦虑和压力的患病率之间的关系。
方法
本研究采用混合方法设计，对本科护生进行了描述性、横断面的初步研究。采用抑郁、焦虑和压力量表-21（DASS-21）、感知教师支持量表（PFSS）、人口统计学问卷和开放式问题收集数据。
结果
护理学生经历了中度抑郁和压力，以及严重的焦虑。感知到的教师支持处于中等水平。一些被感知到的支持性行为与抑郁、焦虑和压力呈负相关。学生的压力源与教师的行为有关。从定性数据中出现了一个主题。
结论
本科护生心理健康不良的症状普遍存在，是护生中一个重大的公共卫生问题。护理教育者必须培养心理和功能支持行为，以促进护理学生在护理课程期间及以后的过渡阶段的心理健康。
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