Dogham Rawhia Salah, Ali Heba Fakieh Mansy, Ghaly Asmaa Saber, Elcokany Nermine M, Seweid Mohamed Mahmoud, El-Ashry Ayman Mohamed
Nursing Education, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
Obstetrics and Gynecology Nursing, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
BMC Nurs. 2024 Apr 17;23(1):249. doi: 10.1186/s12912-024-01885-1.
Nursing education presents unique challenges, including high levels of academic stress and varied learning approaches among students. Understanding the relationship between academic stress and learning approaches is crucial for enhancing nursing education effectiveness and student well-being.
This study aimed to investigate the prevalence of academic stress and its correlation with learning approaches among nursing students.
A cross-sectional descriptive correlation research design was employed. A convenient sample of 1010 nursing students participated, completing socio-demographic data, the Perceived Stress Scale (PSS), and the Revised Study Process Questionnaire (R-SPQ-2 F).
Most nursing students experienced moderate academic stress (56.3%) and exhibited moderate levels of deep learning approaches (55.0%). Stress from a lack of professional knowledge and skills negatively correlates with deep learning approaches (r = -0.392) and positively correlates with surface learning approaches (r = 0.365). Female students showed higher deep learning approach scores, while male students exhibited higher surface learning approach scores. Age, gender, educational level, and academic stress significantly influenced learning approaches.
Academic stress significantly impacts learning approaches among nursing students. Strategies addressing stressors and promoting healthy learning approaches are essential for enhancing nursing education and student well-being.
Understanding academic stress's impact on nursing students' learning approaches enables tailored interventions. Recognizing stressors informs strategies for promoting adaptive coping, fostering deep learning, and creating supportive environments. Integrating stress management, mentorship, and counseling enhances student well-being and nursing education quality.
护理教育面临着独特的挑战，包括高水平的学业压力以及学生之间多样的学习方法。了解学业压力与学习方法之间的关系对于提高护理教育效果和学生福祉至关重要。
本研究旨在调查护理专业学生学业压力的发生率及其与学习方法的相关性。
采用横断面描述性相关性研究设计。便利抽样选取了1010名护理专业学生参与研究，他们完成了社会人口统计学数据、感知压力量表（PSS）和修订后的学习过程问卷（R-SPQ-2F）。
大多数护理专业学生经历中度学业压力（56.3%），并表现出中等水平的深度学习方法（55.0%）。缺乏专业知识和技能带来的压力与深度学习方法呈负相关（r = -0.392），与表面学习方法呈正相关（r = 0.365）。女生的深度学习方法得分较高，而男生的表面学习方法得分较高。年龄、性别、教育水平和学业压力对学习方法有显著影响。
学业压力对护理专业学生的学习方法有显著影响。应对压力源和促进健康学习方法的策略对于提高护理教育和学生福祉至关重要。
了解学业压力对护理专业学生学习方法的影响有助于制定针对性的干预措施。识别压力源可为促进适应性应对、培养深度学习和营造支持性环境的策略提供依据。整合压力管理、指导和咨询可提高学生福祉和护理教育质量。
