PhD in Mental Health and Psychiatric Nursing, Assistant Professor in Bandırma Onyedi Eylul University, Faculty of Health Sciences, Department of Mental Health and Psychiatric Nursing, 17 Eylul District, Kurtuluş Boulevard, No:98, Bandırma Balıkesir, Turkey.
Nurse Educ Pract. 2024 Aug;79:104088. doi: 10.1016/j.nepr.2024.104088. Epub 2024 Aug 2.
The aim of this study was to investigate the relationship between emotion regulation difficulty and solution-focused thinking in nursing students.
It is essential for nursing students to possess solution-focused thinking and emotion regulation skills to cope effectively with stressors arising from their developmental processes, the nature of education and the profession. This is crucial for enhancing the quality of nursing care.
The study design was cross-sectional descriptive and correlational design.
The convenience sample of the study consisted of 416 nursing students. The research was conducted between January 20 and February 15, 2024. Data were collected in Türkiye with the difficulties in emotion regulation scale-brief form and the solution focused inventory. Data were analyzed using multivariate linear regression analysis.
An increase of 1 unit in the level of emotion regulation difficulty was associated with a decrease of 0.236 units in participant resource activation and 0.524 units in problem disengagement (p<.001). An increase of 1 unit in the level of emotion regulation difficulty was also associated with an increase of 0.876 units in participant goal orientation (p<.001). Grade point average, grade and age were identified as factors influencing the sub-dimensions of solution-focused thinking (p<.05).
The study showed that emotion regulation difficulty is an important predictor of solution-focused thinking in nursing students. Therefore, students' emotion regulation difficulties and solution-focused thinking should be evaluated by academic nurses from the beginning of students' enrollment. Also, it is recommended that intervention programs focusing on developing emotion regulation and solution-focused thinking skills for nursing students should be included and implemented in the nursing curriculum.
本研究旨在探讨护理专业学生情绪调节困难与聚焦解决问题思维之间的关系。
护理专业学生需要具备聚焦解决问题思维和情绪调节技能，以有效应对其发展过程、教育和职业性质带来的压力源。这对于提高护理质量至关重要。
本研究设计为横断面描述性和相关性设计。
本研究的便利样本由 416 名护理专业学生组成。研究于 2024 年 1 月 20 日至 2 月 15 日在土耳其进行。使用情绪调节困难量表-简式和聚焦解决问题量表收集数据。采用多元线性回归分析进行数据分析。
情绪调节困难程度每增加 1 个单位，参与者资源激活减少 0.236 个单位，问题脱离减少 0.524 个单位（p<.001）。情绪调节困难程度每增加 1 个单位，参与者目标导向增加 0.876 个单位（p<.001）。平均绩点、年级和年龄被确定为影响聚焦解决问题思维子维度的因素（p<.05）。
本研究表明，情绪调节困难是护理专业学生聚焦解决问题思维的一个重要预测因素。因此，护理教师应从学生入学开始，评估学生的情绪调节困难和聚焦解决问题思维。建议将针对护理学生的情绪调节和聚焦解决问题思维技能培养的干预计划纳入并实施到护理课程中。
