Author Affiliations: Assistant Professor (Dr Stubin) and Assistant Teaching Professor (Dr Dahan), Rutgers University School of Nursing-Camden, Camden, New Jersey; and Professor Emerita (Ms Ruth-Sahd), York College of PA, York, Pennsylvania.
Nurse Educ. 2024;49(3):119-124. doi: 10.1097/NNE.0000000000001535. Epub 2023 Oct 5.
Being aware of elevated levels of student psychological distress by nursing faculty, and subsequently responding to it, may diminish nursing students' experience of negative mental health well-being.
Relationships between perceived faculty support, resiliency, and the prevalence of depression, anxiety, and stress among undergraduate nursing students were explored.
An exploratory mixed-methods design was used for this descriptive, cross-sectional study. The Depression, Anxiety, and Stress Scale-21, Brief Resilience Scale, Perceived Faculty Support Scale, a demographic questionnaire, and open-ended questions were used to collect data. A convenience sample of 989 undergraduate baccalaureate nursing students from across the United States completed the surveys.
Study results revealed resilience strategies and psychological and functional supportive faculty behaviors and actions are substantial predictors of lower depression, anxiety, and stress in undergraduate baccalaureate nursing students.
Investments in faculty development to support nursing student resilience may reduce the degree of negative mental health well-being that students exhibit related to nursing education and promote their successful transition to nursing practice.
护理教师意识到学生心理困扰程度升高，并对此做出回应，可能会减轻护理学生负面的心理健康幸福感。
探讨本科护理学生感知到的教师支持、适应力与抑郁、焦虑和压力发生率之间的关系。
本研究采用描述性、横断面设计的探索性混合方法。使用抑郁、焦虑和压力量表 21 项、简易韧性量表、感知教师支持量表、人口统计学问卷和开放式问题收集数据。来自美国各地的 989 名本科护理学士便利样本完成了调查。
研究结果表明，韧性策略以及心理和功能支持性教师行为和举措是本科护理学士学生中较低抑郁、焦虑和压力的重要预测因素。
投资于教师发展以支持护理学生的适应力，可能会降低学生在护理教育方面表现出的负面心理健康幸福感程度，并促进他们成功过渡到护理实践。
