护理专业学生的学业状况、心理困扰与辍学意向：一项横断面研究。
Nursing students' academic conditions, psychological distress, and intention to leave school: A cross-sectional study.
机构信息
Département des sciences de la santé, Université du Québec à Rimouski, 300 allée des Ursulines, Rimouski, QC G5L 3A1, Canada; Canada Research Chair in Sex and Gender in Occupational Health, Université du Québec à Rimouski, Lévis, QC, Canada; CHU de Québec Research Center, Population Health and Optimal Health Practices Unit, Québec, QC, Canada.
Département des sciences de la santé, Université du Québec à Rimouski, 300 allée des Ursulines, Rimouski, QC G5L 3A1, Canada.
出版信息
Nurse Educ Today. 2023 Oct;129:105877. doi: 10.1016/j.nedt.2023.105877. Epub 2023 Jun 15.
BACKGROUND
Psychological distress and intention to leave school are highly prevalent among nursing students. Academic conditions, including psychosocial stressors and school-work-life conflicts, could contribute to psychological distress and intention to leave school.
OBJECTIVE
To explore the associations between academic conditions and 1) psychological distress and 2) intention to leave school.
DESIGN
Cross-sectional correlational design.
SETTINGS
Data collection was performed in February and October 2021 in two nursing schools in Canada: Cegep (publicly funded college, technical degree) and university (bachelor's degree).
PARTICIPANTS
230 nursing students (Cegep 131, university 99).
METHODS
A self-administered online questionnaire assessed academic conditions (psychosocial stressors (Demand-Control-Support, Effort-Reward Imbalance and Overcommitment scales) and school-work-life conflicts (single item)), psychological distress (Kessler-6 scale), intention to leave school, and several covariates. Poisson robust multivariate regression models were built to explore the associations between academic conditions and 1) psychological distress and 2) intention to leave school.
RESULTS
A large proportion of participants experienced high efforts, school-work-life conflicts, overcommitment, and psychological distress (49.5-84.7 %). One out of five participants had had intention to leave school "many times" (Cegep 20.61 %; university 22.22 %). In adjusted analysis, overcommitment and school-work-life conflicts were associated with a higher prevalence of psychological distress (Prevalence ratio = 2.10; 95 % Confidence Intervals = 1.15-3.84 and Prevalence ratio = 2.32; 95 % Confidence Intervals = 1.24-4.32, respectively). Adverse associations were observed between effort-reward imbalance (Prevalence ratio = 2.32; 95 % Confidence Intervals = 1.09-4.94) as well as school-work-life conflicts (Prevalence ratio = 2.40; 95 % Confidence Intervals = 1.05-5.45) and intention to leave school.
CONCLUSIONS
Academic conditions might be risk factors for psychological distress and intention to leave school among nursing students. Interventions targeting modifiable academic conditions might improve nursing students' mental health and retention.
背景
心理困扰和离开学校的意愿在护理学生中非常普遍。学业状况，包括心理社会压力源和学校工作生活冲突，可能导致心理困扰和离开学校的意愿。
目的
探讨学业状况与 1）心理困扰和 2）离开学校的意愿之间的关联。
设计
横断面相关性设计。
地点
2021 年 2 月和 10 月在加拿大的两所护理学校进行数据收集：Cegep（公立学院，技术学位）和大学（学士学位）。
参与者
230 名护理学生（Cegep 131 名，大学 99 名）。
方法
通过自我管理的在线问卷评估学业状况（心理社会压力源（需求-控制-支持、努力-回报失衡和过度投入量表）和学校工作生活冲突（单项））、心理困扰（Kessler-6 量表）、离开学校的意愿以及其他几个协变量。建立泊松稳健多元回归模型，以探讨学业状况与 1）心理困扰和 2）离开学校的意愿之间的关联。
结果
大多数参与者经历了高努力、学校工作生活冲突、过度投入和心理困扰（49.5-84.7%）。五分之一的参与者曾多次有离开学校的意愿（Cegep 20.61%；大学 22.22%）。在调整后的分析中，过度投入和学校工作生活冲突与更高的心理困扰发生率相关（患病率比=2.10；95%置信区间=1.15-3.84 和患病率比=2.32；95%置信区间=1.24-4.32，分别）。努力-回报失衡（患病率比=2.32；95%置信区间=1.09-4.94）以及学校工作生活冲突（患病率比=2.40；95%置信区间=1.05-5.45）与离开学校的意愿之间存在负相关关系。
结论
学业状况可能是护理学生心理困扰和离开学校意愿的危险因素。针对可改变的学业状况的干预措施可能会改善护理学生的心理健康和保留率。
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