Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia.
Western Sydney University, Building 3, Level 4, Liverpool, NSW, Australia.
Contemp Nurse. 2024 Feb;60(1):7-20. doi: 10.1080/10376178.2023.2300414. Epub 2024 Jan 9.
: The epidemiological patterns of COVID-19 varied across Australia and differed from most other countries. Few studies describe the impact that the pandemic had on nursing student wellbeing, education and career.: This study aimed to investigate how the COVID-19 pandemic impacted on nursing students' well-being, clinical placement and learning.: Cross-sectional survey.: Sydney, Australia.: Second- and third-year nursing students.: Second- and third-year nursing degree students were asked to participate in an ethically approved study during March to May 2021. The de-identified on-line survey consisted of 63 closed end question and one open ended question. On completion, the dataset was exported from Redcap and imported into SPSS for analysis. Open ended text data were analysed by two researchers.: Of the 105 participating nursing students, a third ( = 26/83, 31%) thought about changing their degree to a non-nursing degree. The acknowledged risk of caring for a COVID-19 patient incrementally increased stress (β-coefficient = 0.6, value = 0.009, 95% CI 0.2-0.9). Conversely students who intended to complete their degree were less likely to report stress. Students who had prior nursing experience were three times more likely to report an increased generalised anxiety level (OR 3.8, -value = 0.02, 95% CI 1.2-12.2), yet they were less likely to experience personal accomplishment burnout compared to other students. Nursing students who contemplated a change of degree to a non-nursing degree were 15.7 times more likely to experience emotional exhaustion and were 3.5 times more likely to be report a risk of depersonalisation ( = 0.03, 95% CI, 1.3-11.5).: The COVID-19 pandemic compromised nursing student well-being, and theoretical and practical learning. Findings have implications for healthcare and academic staff who teach nursing students. Implementation of student-centred evidence-based strategies to manage stress, burnout and anxiety, and to sustain a healthy student cohort is essential to retain the future nursing workforce.
新冠疫情在澳大利亚的流行模式与其他大多数国家不同。很少有研究描述大流行对护理学生健康、教育和职业的影响。本研究旨在调查新冠疫情如何影响护理学生的健康、临床实习和学习。横断面调查。澳大利亚悉尼。二年级和三年级护理专业学生。在 2021 年 3 月至 5 月期间，邀请二年级和三年级护理学位学生参加一项经伦理批准的研究。匿名在线调查由 63 个封闭式问题和一个开放式问题组成。完成后，数据集从 Redcap 导出并导入 SPSS 进行分析。对开放式文本数据进行了两位研究人员的分析。在参与研究的 105 名护理学生中，有三分之一（ = 26/83，31%）考虑过将学位改为非护理学位。照顾新冠病毒患者的风险逐渐增加了压力（β系数 = 0.6， 值 = 0.009，95%CI 0.2-0.9）。相反，打算完成学位的学生报告压力的可能性较小。有护理经验的学生报告普遍焦虑水平增加的可能性增加了三倍（OR 3.8，-值 = 0.02，95%CI 1.2-12.2），但与其他学生相比，他们经历个人成就感倦怠的可能性较小。考虑将学位改为非护理学位的护理学生经历情绪疲惫的可能性增加了 15.7 倍，经历去人格化风险的可能性增加了 3.5 倍（ = 0.03，95%CI，1.3-11.5）。新冠疫情损害了护理学生的健康、理论和实践学习。研究结果对教授护理学生的医护人员和学术人员有影响。实施以学生为中心的循证策略来管理压力、倦怠和焦虑，以及维持健康的学生群体，对于保留未来的护理劳动力至关重要。
Med Sci Monit Basic Res. 2023-10-30
Zotero 插件