Setlogelo Boitumelo, Nyoni Champion N
School of Nursing, University of the Free State, Bloemfontein, South Africa.
Int J Nurs Stud Adv. 2024 Oct 28;7:100253. doi: 10.1016/j.ijnsa.2024.100253. eCollection 2024 Dec.
Nursing students engage with the complex health system for competence development. These students are exposed to nerve-wrecking experience in addition to their everyday personal and social challenges. Non-cognitive attributes, namely grit, resilience and mindset can influence students' ability to overcome complexities as they become nurses resulting in academic success and well-being. Insights into the state of non-cognitive attributes among undergraduate nursing students are essential in developing tailor-made educational programmes to enhance their grit, resilience, and mindset.
To describe the undergraduate nursing students' grit, academic resilience, and mindset at a university in South Africa.
A quantitative descriptive cross-sectional design.
A School of Nursing at a public multi-campus university in South Africa.
All students (N = 315) registered for the undergraduate nursing programme were invited to participate, and 70 % (N = 221) chose to participate.
Data were collected using self-administered questionnaires that included a 7-item demographic survey, the 30-item Academic Resilience Scale (ARS-30) that measures affective, cognitive, and behavioural responses in an educational context, the 16-item Dweck Mindset Scale (DMI) that measures a personal belief about whether intelligence and talent are fixed or amenable to change, and the 8-item Grit-S scale measuring passion for long term goals and perseverance. The collected quantitative data were analysed statistically through the Statistical Analysis Software Version 9.4 computer programme.
The findings revealed that the participants have normal grit and a growth mindset, but low academic resilience.
Tailor-made educational programmes that target non-cognitive attributes must integrate interventions that are focused on enhancing academic resilience for undergraduate nursing students.
护理专业学生通过参与复杂的卫生系统来培养能力。除了日常的个人和社会挑战外，这些学生还面临着令人紧张的经历。非认知特质，即毅力、复原力和思维模式，会影响学生成为护士后克服复杂情况的能力，从而带来学业上的成功和幸福感。了解本科护理专业学生的非认知特质状况对于制定量身定制的教育计划以增强他们的毅力、复原力和思维模式至关重要。
描述南非一所大学本科护理专业学生的毅力、学业复原力和思维模式。
定量描述性横断面设计。
南非一所公立多校区大学的护理学院。
邀请了所有注册本科护理课程的学生（N = 315）参与，70%（N = 221）选择参与。
使用自填式问卷收集数据，问卷包括一份7项的人口统计学调查、用于测量教育背景下情感、认知和行为反应的30项学业复原力量表（ARS - 30）、用于测量个人对智力和天赋是固定不变还是可以改变的信念的16项德韦克思维模式量表（DMI），以及用于测量对长期目标的热情和毅力的8项毅力 - S量表。通过统计分析软件版本9.4计算机程序对收集到的定量数据进行统计分析。
结果显示参与者具有正常的毅力和成长型思维模式，但学业复原力较低。
针对非认知特质的量身定制的教育计划必须纳入专注于增强本科护理专业学生学业复原力的干预措施。
