Vosoughi Sajad, Ahmadi Mehrnaz
Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
BMC Med Educ. 2025 Aug 25;25(1):1195. doi: 10.1186/s12909-025-07795-3.
Nursing students encounter a range of academic challenges and pressures that can significantly affect their resilience. This study aims to investigate the relationship between academic resilience, critical thinking disposition, and proactive personality among nursing students.
This descriptive–correlational study was conducted during the 2024–2025 academic year at Ahvaz Jundishapur University of Medical Sciences. The sample comprised 283 nursing students who completed the Academic Resilience Inventory, the Critical Thinking Disposition Questionnaire, and the Proactive Personality Scale. Data were analyzed using independent t-tests, one-way ANOVA, Pearson’s correlation and multiple regression analysis.
The mean scores of students for academic resilience, critical thinking disposition, and proactive personality were 108.24 ± 10.96, 123.54 ± 10.79, and 40.40 ± 4.61, respectively. A significant positive correlation was observed between academic resilience and critical thinking disposition ( = 0.44, < 0.001), as well as between academic resilience and proactive personality ( = 0.38, < 0.001). Regression analyses indicated that critical thinking disposition (β = 0.423, < 0.001) and interest in nursing (β = 0.119, = 0.027) were significant predictors of academic resilience among nursing students. This model accounted for 20% of the variance in academic resilience (F = 36.734, < 0.001).
This study demonstrated significant associations between academic resilience and both critical thinking disposition and proactive personality among nursing students. The findings suggest that enhancing these cognitive and dispositional traits may effectively promote academic resilience. Integrating educational strategies that foster critical thinking and personal initiative within nursing curricula could better equip students to manage academic and clinical challenges.
护理专业学生面临一系列学术挑战和压力，这些会显著影响他们的适应能力。本研究旨在调查护理专业学生的学术适应能力、批判性思维倾向和积极主动人格之间的关系。
这项描述性相关性研究于2024 - 2025学年在阿瓦士军迪沙普尔医科大学进行。样本包括283名护理专业学生，他们完成了学术适应能力量表、批判性思维倾向问卷和积极主动人格量表。数据采用独立t检验、单因素方差分析、皮尔逊相关性分析和多元回归分析。
学生的学术适应能力、批判性思维倾向和积极主动人格的平均得分分别为108.24±10.96、123.54±10.79和40.40±4.61。学术适应能力与批判性思维倾向之间存在显著正相关（r = 0.44，p < 0.001），学术适应能力与积极主动人格之间也存在显著正相关（r = 0.38，p < 0.001）。回归分析表明，批判性思维倾向（β = 0.423，p < 0.001）和对护理专业的兴趣（β = 0.119，p = 0.027）是护理专业学生学术适应能力的显著预测因素。该模型解释了学术适应能力20%的方差变异（F = 36.734，p < 0.001）。
本研究表明护理专业学生的学术适应能力与批判性思维倾向和积极主动人格之间存在显著关联。研究结果表明，增强这些认知和性格特征可能有效促进学术适应能力。在护理课程中整合培养批判性思维和个人主动性的教育策略，可以更好地使学生应对学术和临床挑战。
