{"title":"为最弱势的未来护士提供心理健康支持。","authors":"Catherine A Stubin, Thomas A Dahan","doi":"10.1097/01.NEP.0000000000001297","DOIUrl":null,"url":null,"abstract":"<p><strong>Aim: </strong>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.</p><p><strong>Background: </strong>Emerging research supports nursing students suffering from extreme psychological distress. Educational success and mental health wellness are influenced by external support.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Supporting Mental Health Well-Being in the Most Vulnerable Future Nurses.\",\"authors\":\"Catherine A Stubin, Thomas A Dahan\",\"doi\":\"10.1097/01.NEP.0000000000001297\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Aim: </strong>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.</p><p><strong>Background: </strong>Emerging research supports nursing students suffering from extreme psychological distress. Educational success and mental health wellness are influenced by external support.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p>\",\"PeriodicalId\":47651,\"journal\":{\"name\":\"Nursing Education Perspectives\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2024-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nursing Education Perspectives\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1097/01.NEP.0000000000001297\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/7/29 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nursing Education Perspectives","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1097/01.NEP.0000000000001297","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/7/29 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Supporting Mental Health Well-Being in the Most Vulnerable Future Nurses.
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.
期刊介绍：
A publication of the National League for Nursing, Nursing Education Perspectives is a peer-reviewed, bimonthly journal that provides evidence for best practices in nursing education. Through the publication of rigorously designed studies, the journal contributes to the advancement of the science of nursing education. It serves as a forum for research and innovation regarding teaching and learning, curricula, technology, and other issues important to nursing education. Today, as nurse educators strive to advance research in nursing education and break away from established patterns and chart new pathways in nursing education, Nursing Education Perspectives is a vital resource. Nursing Education Perspectives is housed in the NLN Chamberlain College of Nursing for the Advancement of the Science of Nursing Education.
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