Supporting Mental Health Well-Being in the Most Vulnerable Future Nurses.

Pub Date : 2024-09-01 Epub Date: 2024-07-29 DOI:10.1097/01.NEP.0000000000001297

Catherine A Stubin, Thomas A Dahan

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Abstract

Aim: The aim of the study was to explore relationships between perceived faculty support and prevalence of severe/extremely severe depression, anxiety, and stress levels among undergraduate baccalaureate nursing students.

Background: Emerging research supports nursing students suffering from extreme psychological distress. Educational success and mental health wellness are influenced by external support.

Method: A mixed-methods design was used for this descriptive, cross-sectional study. A national convenience sample of 1,163 undergraduate baccalaureate nursing students completed the Depression, Anxiety and Stress Scale-21, Perceived Faculty Support Scale, and a demographic questionnaire. Emerging themes in the qualitative data were identified.

Results: Nearly 54 percent of nursing students suffered from severe/extremely severe depression, anxiety, or stress. Faculty support was critical to nursing student mental health well-being.

Conclusion: This multisite study provides a better understanding of the enormity of psychological distress among undergraduate baccalaureate nursing students and emphasizes the immediate need for faculty to provide necessary support to this vulnerable student population.

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为最弱势的未来护士提供心理健康支持。

目的：本研究旨在探讨本科护理专业学生感知到的教师支持与严重/极度抑郁、焦虑和压力水平之间的关系：背景：新近的研究支持护理专业学生遭受极端心理困扰。教育成功和心理健康受到外部支持的影响：这项描述性横断面研究采用了混合方法设计。全国 1,163 名本科护理学士学生完成了抑郁、焦虑和压力量表-21、感知教师支持量表和人口统计学问卷。在定性数据中确定了新出现的主题：结果：近 54% 的护理专业学生患有严重/极度抑郁、焦虑或压力。教师的支持对护理专业学生的心理健康至关重要：这项多站点研究让我们更好地了解了本科护理学士学位学生心理困扰的严重程度，并强调了教师为这一弱势学生群体提供必要支持的迫切需要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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