Hai Nguyen Thi, Thi Ha Lai, Tran Cong Huyen Trang, Thi Van Tran, Hua Thi Le Oanh, Vo Le Thanh Thuy, Thi Nga Pham, Do Thi Thuy Minh, Nguyen Thi Thanh Huyen, Thi Quynh Vu Chi, Vinh Pham Phu Tran, My Tran Thi
Faculty of Medicine, Dong A University, Danang 550000, Vietnam.
Faculty of Food, Dong A University, Danang 550000, Vietnam.
SAGE Open Nurs. 2022 Nov 4;8:23779608221135437. doi: 10.1177/23779608221135437. eCollection 2022 Jan-Dec.
There was a radically changed in nursing education during the nationwide lockdown due to the COVID-19 outbreaks. The transition to remote learning stressed nursing students in many countries, particularly in Vietnam. However, there is still lacking a novel study to describe the mental characteristics of nursing students in detail.
To assess the mental health of nursing students, including stress, anxiety, and depression, and to identify the related factors to their mental health during the online study period because of the COVID-19 pandemic.
A cross-sectional survey was conducted on 540 nursing students at Dong A university using a socio-demographic questionnaire, the Depression, Anxiety, and Stress Scale - 21 Items (DASS-21). Data were analyzed by descriptive statistics and tests, including Mann-Whitney, Kruskal-Wallis, and Spearman's correlation to identify the related factors.
In total 540 participants, nursing students reported stress (N = 120, 22.2%), anxiety (n = 195, 36.1%), and depression symptoms (n = 135, 23.1%). There was a significant relationship between age, work status, married status, number of children, stress, anxiety, and depression (P < 0.01). In addition, our study showed a negative correlation between frequency of physical activity, perceived health and stress (r = -0.117; p < 0.01, r = -0.127, p < 0.01), anxiety (r = -0.133; p < 0.01, r = -0.112, p < 0.01), depression (r = -0.134; p < 0.01, r = -0.135, p < 0.01). A significant relationship was observed between e-learning space and Internet status with mental health (p < 0.05). Especially, there was no association between average online learning time, academic workload, stress, anxiety, and depression (p > 0.05). However, the authors found a positive association between perceived level of stress related to evaluative activities and stress, anxiety, depression (r = 0.120, p < 0.01; r = 0.089, p < 0.05; r = 0.088, p < 0.05).
Nursing students suffered stress, anxiety, and depression during online learning due to the COVID-19 pandemic in the presence of some related factors. Therefore, this study may increase more attention of universities, families, and governments to reduce the stress of nursing students during distance education.
由于新冠疫情爆发，全国封锁期间护理教育发生了根本性变化。向远程学习的转变给许多国家的护理专业学生带来了压力，越南尤其如此。然而，目前仍缺乏一项新颖的研究来详细描述护理专业学生的心理特征。
评估护理专业学生的心理健康状况，包括压力、焦虑和抑郁，并确定在因新冠疫情而进行的在线学习期间与其心理健康相关的因素。
采用社会人口学问卷、21项抑郁、焦虑和压力量表（DASS-21），对东英大学的540名护理专业学生进行了横断面调查。通过描述性统计和检验分析数据，包括曼-惠特尼检验、克鲁斯卡尔-沃利斯检验和斯皮尔曼相关性分析，以确定相关因素。
在总共540名参与者中，护理专业学生报告有压力（N = 120，22.2%）、焦虑（n = 195，36.1%）和抑郁症状（n = 135，23.1%）。年龄、工作状况、婚姻状况、子女数量、压力、焦虑和抑郁之间存在显著关系（P < 0.01）。此外，我们的研究表明，体育活动频率、感知健康与压力之间呈负相关（r = -0.117；p < 0.01，r = -0.127，p < 0.01），与焦虑之间呈负相关（r = -0.133；p < 0.01，r = -0.112，p < 0.01），与抑郁之间呈负相关（r = -0.134；p < 0.01，r = -0.135，p < 0.01）。在线学习空间和网络状况与心理健康之间存在显著关系（p < 0.05）。特别是，平均在线学习时间、学业工作量与压力、焦虑和抑郁之间没有关联（p > 0.05）。然而，作者发现与评估活动相关的感知压力水平与压力、焦虑、抑郁之间存在正相关（r = 0.120，p < 0.01；r = 0.089，p < 0.05；r = 0.088，p < 0.05）。
由于新冠疫情，护理专业学生在在线学习期间承受着压力、焦虑和抑郁，且存在一些相关因素。因此，本研究可能会增加大学、家庭和政府对减轻护理专业学生远程教育期间压力的更多关注。
