Khoramirad Ashraf, Shojaei Sarallah, Ghaderi Heydar, Abedini Zahra
Ph.D. in Health Psychology, Department of Nursing, School of Nursing and Midwifery, Qom University of Medical Sciences, Qom, Iran.
Ph.D. in Health Education and Health Promotion, Department of Nursing, School of Nursing and Midwifery, Qom University of Medical Sciences, Qom, Iran.
J Educ Health Promot. 2024 Feb 7;13:1. doi: 10.4103/jehp.jehp_1782_22. eCollection 2024.
The coronavirus disease (COVID-19) pandemic had a great psychological effect on health service providers and students of related fields. The study aimed to investigate the relationship between COVID-19 anxiety and academic identity and the motivation to study nursing and midwifery during the COVID-19 pandemic.
In a cross-sectional study 221 nursing and midwifery students at-University of Medical Sciences in 2020 using census sampling were studied. The questionnaires were GADQ-7, the student's academic identity standard questionnaire, the coronavirus anxiety scale, and academic motivation in nursing and midwifery. Pearson's correlation coefficient, regression coefficient, and path analysis were used in statistical software AMOS (version 21) and SPSS (version 22).
The results showed that motivation and anxiety with a significant overall effect of 0.43 and -0.36 were the main determining variables of academic identity respectively ( < 0.001). COVID-19 anxiety was recognized as responsible for 24% of the changes in motivation to study nursing ( < 0.001).
Academic identity and motivation to study nursing and midwifery have been affected by the COVID-19 pandemic. The need for psychological attention in this situation is required for nursing and midwifery students.
冠状病毒病（COVID-19）大流行对医疗服务提供者及相关领域的学生产生了巨大的心理影响。本研究旨在调查COVID-19焦虑与学术认同之间的关系，以及COVID-19大流行期间学习护理和助产专业的动机。
在一项横断面研究中，于2020年对某医科大学的221名护理和助产专业学生采用普查抽样法进行研究。所使用的问卷包括广泛性焦虑障碍问卷（GADQ-7）、学生学术认同标准问卷、冠状病毒焦虑量表以及护理和助产专业的学术动机问卷。在统计软件AMOS（版本21）和SPSS（版本22）中使用Pearson相关系数、回归系数和路径分析。
结果显示，动机和焦虑对学术认同的总体显著效应分别为0.43和 -0.36，是学术认同的主要决定变量（<0.001）。COVID-19焦虑被认为是护理学习动机变化的24%的原因（<0.001）。
COVID-19大流行影响了护理和助产专业的学术认同及学习动机。在这种情况下，护理和助产专业学生需要心理关注。
