Jia Yuling, Yue Yuexue
School of Nursing, Guizhou Medical University, Guiyang, Guizhou, China.
Nurs Open. 2025 Jan;12(1):e70137. doi: 10.1002/nop2.70137.
Social anxiety is common among students, yet research specifically on undergraduate nursing students is scarce. Previous studies have identified various influencing factors but lack a clear ranking of their importance, making it challenging to implement effective intervention strategies with limited resources. This study aims to assess the level of social anxiety in undergraduate nursing students and rank the importance of its influencing factors, providing essential insights for developing efficient and targeted interventions.
A cross-sectional study was conducted with 546 undergraduate nursing students in China.
Data were collected via a web-based questionnaire, which included the fear of positive and negative evaluation scale, the self-efficacy scale, and the social anxiety scale. The random forest model was employed to analyse the data and rank the importance of the influencing factors.
The total social anxiety score among undergraduate nursing students was 11.20 ± 4.71. Social anxiety had a positive correlation with both fear of positive evaluation (r = 0.521, p < 0.001) and fear of negative evaluation (r = 0.648, p < 0.001) and a negative correlation with self-efficacy (r = -0.273, p < 0.001). According to the random forest model, the top five predictors of social anxiety in this study were fear of negative evaluation, fear of positive evaluation, personality traits, self-efficacy, and academic performance.
Attention to social anxiety in undergraduate nursing students is necessary, particularly for those with a higher fear of evaluations, introverted personalities, lower self-efficacy, and poor academic performance. Nursing educators should consider recognising social anxiety and developing personalised interventions tailored to the specific characteristics of these students.
All participants contributed to the conducting of this study by completing self-reported questionnaires.
社交焦虑在学生中很常见，但专门针对本科护理专业学生的研究却很少。以往的研究已经确定了各种影响因素，但缺乏对其重要性的明确排序，这使得在资源有限的情况下实施有效的干预策略具有挑战性。本研究旨在评估本科护理专业学生的社交焦虑水平，并对其影响因素的重要性进行排序，为制定高效且有针对性的干预措施提供重要见解。
对中国546名本科护理专业学生进行了横断面研究。
通过基于网络的问卷收集数据，该问卷包括正负性评价恐惧量表、自我效能量表和社交焦虑量表。采用随机森林模型对数据进行分析，并对影响因素的重要性进行排序。
本科护理专业学生的社交焦虑总分为11.20±4.71。社交焦虑与对正面评价的恐惧（r = 0.521，p < 0.001）和对负面评价的恐惧（r = 0.648，p < 0.001）均呈正相关，与自我效能感呈负相关（r = -0.273，p < 0.001）。根据随机森林模型，本研究中社交焦虑的前五大预测因素是对负面评价的恐惧、对正面评价的恐惧、人格特质、自我效能感和学业成绩。
关注本科护理专业学生的社交焦虑是必要的，特别是对于那些对评价恐惧较高、性格内向、自我效能感较低和学业成绩较差的学生。护理教育工作者应考虑认识到社交焦虑，并针对这些学生的具体特点制定个性化干预措施。
所有参与者通过完成自我报告问卷为这项研究的开展做出了贡献。
