Sun Feifei, Wang Fang, Hu Xiaojing, Xue Jiaomei, Zheng Shangkun, Su Jing, Lu Qinghua
Department of Nursing, Shandong Mental Health Center, Shandong University, 49 Wenhua East Road, 250014, Jinan, Shandong, China.
Xianning Vocational Technical College, 437100, Xianning, Hubei, China.
BMC Nurs. 2024 Mar 8;23(1):167. doi: 10.1186/s12912-024-01832-0.
Nursing students, who comprise a high percentage of China's college students, experience many psychological problems; however, few studies explored the mechanisms underlying these problems. This cross-sectional study explored the relationships and mechanisms of depression, anxiety, stress, and narrative disorders in senior nursing students. Questionnaires were administered to 380 senior nursing students in Hubei Province using the Sociodemographic Questionnaire, Toronto Alexithymia-20 Scale, Perceived Social Support Scale, 10-Item Connor-Davidson Resilience Scale, and Depression-Anxiety-Stress Scale. After controlling for sociodemographic variables, Hayes' PROCESS macros were used to test how psychological resilience moderates the relationships among narrative disorders, negative affect, and perceived social support. Bootstrap confidence intervals tested for indirect effects. Correlation analyses revealed that alexithymia was correlated significantly positively with depression-anxiety-stress (r = 0.57, 0.56, and 0.58, resp.) and significantly negatively with perceived social support (r = 0-0.46). Psychological resilience was correlated significantly negatively with alexithymia (r=-0.39) and depression-anxiety-stress (r=-0.31, -0.30, and-0.32, resp.) but significantly positively with perceived social support(r = 0.50). Perceived social support was correlated significantly negatively with depression-anxiety-stress (r=-0.33, -0.34, and - 0.42 resp.). Stress was correlated significantly positively with anxiety and depression (r = 0.81 and 0.77, resp.). Psychological resilience was a partial mediator between depression and dysphoria (β=-0.08, p < 0.05). Dysphoria directly predicted anxiety (β = 0.31) and stress (β = 0.37); moreover,alexithymia predicted depression not only directly but also through the mediating effect of psychological resilience. Therefore, educators and clinical administrators must promote and recognise negative emotions among nursing students to help ensure the nursing workforce's stability.
护理专业学生在中国大学生中占比很高，他们存在诸多心理问题；然而，很少有研究探讨这些问题背后的机制。这项横断面研究探讨了高年级护理专业学生抑郁、焦虑、压力和叙事障碍之间的关系及机制。使用社会人口学问卷、多伦多述情障碍20项量表、领悟社会支持量表、10项康纳-戴维森心理韧性量表和抑郁-焦虑-压力量表，对湖北省380名高年级护理专业学生进行问卷调查。在控制社会人口学变量后，使用海斯的PROCESS宏程序来检验心理韧性如何调节叙事障碍、消极情绪和领悟社会支持之间的关系。通过自抽样置信区间检验间接效应。相关分析显示，述情障碍与抑郁-焦虑-压力显著正相关（分别为r = 0.57、0.56和0.58），与领悟社会支持显著负相关（r = -0.46）。心理韧性与述情障碍（r = -0.39）以及抑郁-焦虑-压力（分别为r = -0.31、-0.30和-0.32）显著负相关，但与领悟社会支持显著正相关（r = 0.50）。领悟社会支持与抑郁-焦虑-压力显著负相关（分别为r = -0.33、-0.34和-0.42）。压力与焦虑和抑郁显著正相关（分别为r = 0.81和0.77）。心理韧性是抑郁和烦躁之间的部分中介因素（β = -0.08，p < 0.05）。烦躁直接预测焦虑（β = 0.31）和压力（β = 0.37）；此外，述情障碍不仅直接预测抑郁，还通过心理韧性的中介作用预测抑郁。因此，教育工作者和临床管理人员必须促进并认识到护理专业学生中的负面情绪，以帮助确保护理队伍的稳定性。
