Cajachagua Castro Mayela, Miranda Limachi Keila, Chávez Sosa Janett V, Huancahuire-Vega Salomon
Nursing Department, School of Health Sciences, Universidad Peruana Unión (UPeU), Lima, Peru.
Basic Sciences Department, Human Medicine School, Universidad Peruana Unión (UPeU), Lima, Peru.
Adv Med Educ Pract. 2023 Sep 4;14:937-945. doi: 10.2147/AMEP.S415187. eCollection 2023.
The COVID-19 pandemic has brought a new normality, a scenario where different circumstances trigger emotions such as concern about returning to face-to-face classes, to which higher education students adapt. The objective was to identify how emotional intelligence and coping with stress explain students' concern about returning to face-to-face classes post COVID-19.
This was an explanatory and cross-sectional study. The sample by intention was 588 students from the Faculty of Health Sciences. The Rotterdam Emotional Intelligence Scale (REIS), the Stress Coping Questionnaire (CAE), and the ACAD-COVID-19 scale were used. For data collection, the instruments were digitized. Bivariate analysis with Chi-square and multivariate logistic regression was performed.
The mean age of the participants was 19.72 years; most were single and without children (96.9% and 96.8%, respectively). 74.3% did not work, 80.8% were from the first years of study, and 52.7% belonged to nursing school. About 94.2% of participants indicated having adequate emotional intelligence, 91.3% expressed coping with adequate stress, and 67.2% indicated serious concern about returning to face-to-face classes. An association was found between gender (p=0.042), age (p=0.002), year of study (p=0.027), emotional intelligence (p=0.001), and coping with stress (p=0.001) with concern for return to face-to-face classes. Emotional intelligence identified as adequate (OR: 2.580; IC95%: 1.117-5.960) and coping with stress identified as adequate (OR: 2.008; IC95%: 1.018-3.960) are more likely to express serious concern about the return to face-to-face classes after the COVID-19 pandemic.
According to the results, the need to safeguard the psychological aspects of students is highlighted, especially emotional intelligence, as well as to improve coping with stress so that they can better manage concerns about returning to face-to-face classes. The educational authorities should implement strategies to improve these aspects in order to ensure the adequate return to face-to-face classes in new scenarios.
新冠疫情带来了一种新常态，在这种情况下，不同的情形引发了诸如对恢复面对面授课的担忧等情绪，高等教育学生需要适应这种情况。目的是确定情商和应对压力如何解释学生对新冠疫情后恢复面对面授课的担忧。
这是一项解释性横断面研究。意向性样本为来自健康科学学院的588名学生。使用了鹿特丹情商量表（REIS）、压力应对问卷（CAE）和ACAD-COVID-19量表。为收集数据，将这些工具数字化。进行了卡方双变量分析和多因素逻辑回归分析。
参与者的平均年龄为19.72岁；大多数是单身且无子女（分别为96.9%和96.8%）。74.3%的人不工作，80.8%的人处于学习的第一年，52.7%的人属于护理学院。约94.2%的参与者表示拥有足够的情商，91.3%的人表示能够应对足够的压力，67.2%的人表示对恢复面对面授课深感担忧。发现性别（p=0.042）、年龄（p=0.002）、学习年份（p=0.027）、情商（p=0.001）和应对压力（p=0.001）与对恢复面对面授课的担忧之间存在关联。被确定为足够的情商（OR：2.580；95%置信区间：1.117 - 5.960）和被确定为足够的应对压力（OR：2.008；95%置信区间：1.018 - 3.960）更有可能表达对新冠疫情后恢复面对面授课的严重担忧。
根据研究结果，突出了保障学生心理方面的必要性，尤其是情商，以及改善应对压力的能力，以便他们能够更好地处理对恢复面对面授课的担忧。教育当局应实施策略来改善这些方面，以确保在新情况下能够充分恢复面对面授课。
