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首页> 外文期刊>Nurse education in practice >Predictors of psychological distress amongst nursing students: A multicenter cross-sectional study
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Predictors of psychological distress amongst nursing students: A multicenter cross-sectional study

机译：护理学生心理困境的预测因素：多中心横断面研究

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摘要

Undergraduate nursing students show high-stress levels. In students, stress has been linked to adverse physical and psychological health outcomes and academic and clinical demands. To date, there are few studies dealing with psychological predictors of stress amongst nursing students. This study aimed to assess psychological distress in a sample of Italian nursing students and to explore its relationship with sociodemographic and psychological factors, specifically dispositional mindfulness, emotional regulation difficulties, and empathy. A multicenter cross-sectional survey design was employed. Participants were recruited from five teaching hospitals associated with a public university in northern Italy. A sample of 622 undergraduate nursing students was recruited. Participants were recruited on campus and completed a paper-and-pencil survey. More than 70% of nursing students reported meaningful levels of psychological distress. Students with higher dispositional mindfulness scores had lower psychological distress, whereas emotional regulation difficulties and empathic personal distress were positively associated with perceived stress. No gender differences were found in stress levels, but senior students showed lower psychological distress than more junior students. Interventions aimed at increasing mindfulness facets and improving emotional regulation strategies may help to reduce perceived psychological stress in nursing students.
机译：本科护理学生表现出高压力水平。在学生中，压力与身体和心理健康结果和学术和临床需求有关。迄今为止，很少有关于护理学生之间压力的心理预测因子的研究。本研究旨在评估意大利护理学生的样本中的心理困扰，并探索其与社会阶段和心理因素的关系，特别是令人辩护的思想，情绪调节困难和同理心。采用多中心横断面调查设计。参与者从与意大利北部的公立大学相关的五家教学医院招募。招募了622名本科护理学生的样本。参与者在校园招募并完成了纸张和铅笔调查。超过70％的护理学生报告了有意义的心理困扰水平。具有更高的令人难以置信的学生的心理困扰降低，而情绪调节困难和表情个人痛苦与感知的压力呈正相关。在压力水平中没有发现性别差异，但高级学生表现出低于更多初级学生的心理困扰。旨在提高正面方面和改善情感监管策略的干预措施可能有助于减少护理学生的感知心理压力。

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