{"title":"Characteristics and academic resilience related factors in nursing students with intentions to change majors","authors":"Eunhee Hwang","doi":"10.1016/j.nedt.2025.106727","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Owing to the shortage of nursing personnel, there has been a rapid increase in the number of students entering nursing programs. Combined with the demanding curriculum that integrates theoretical education with clinical practice, as well as the psychological pressure of passing the national exam, this situation has led to an increasing number of students either dropping out or considering transfers to other departments.</div></div><div><h3>Objective</h3><div>To explore the characteristics of nursing students who intend to change majors and identify factors related to academic resilience by comparing them with the characteristics of students who do not intend to change majors.</div></div><div><h3>Design and methods</h3><div>A cross-sectional survey was conducted with a sample of 214 undergraduate nursing students. The data were collected using structured questionnaires. The collected data were analyzed using SPSS/WIN 26.0.</div></div><div><h3>Results</h3><div>Of the nursing students, 51.4 % intended to change their majors. The level of satisfaction with their major was lower among those with the intention to change majors than among those without such intentions. Students with intentions to change majors had lower positive psychological capital and academic resilience, and reported more bullying. Academic resilience positively correlated with positive psychological capital and stress coping and negatively correlated with bullying. However, they utilized fewer stress-coping strategies than students who did not intend to change majors.</div></div><div><h3>Conclusions</h3><div>This study's results suggest that systematic educational programs should be designed to enhance positive psychological capital from the outset, and strategies to improve stress-coping skills to mitigate the negative impacts of the academic process and promote academic success should be developed.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106727"},"PeriodicalIF":4.2000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691725001637","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
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Abstract
Background
Owing to the shortage of nursing personnel, there has been a rapid increase in the number of students entering nursing programs. Combined with the demanding curriculum that integrates theoretical education with clinical practice, as well as the psychological pressure of passing the national exam, this situation has led to an increasing number of students either dropping out or considering transfers to other departments.
Objective
To explore the characteristics of nursing students who intend to change majors and identify factors related to academic resilience by comparing them with the characteristics of students who do not intend to change majors.
Design and methods
A cross-sectional survey was conducted with a sample of 214 undergraduate nursing students. The data were collected using structured questionnaires. The collected data were analyzed using SPSS/WIN 26.0.
Results
Of the nursing students, 51.4 % intended to change their majors. The level of satisfaction with their major was lower among those with the intention to change majors than among those without such intentions. Students with intentions to change majors had lower positive psychological capital and academic resilience, and reported more bullying. Academic resilience positively correlated with positive psychological capital and stress coping and negatively correlated with bullying. However, they utilized fewer stress-coping strategies than students who did not intend to change majors.
Conclusions
This study's results suggest that systematic educational programs should be designed to enhance positive psychological capital from the outset, and strategies to improve stress-coping skills to mitigate the negative impacts of the academic process and promote academic success should be developed.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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