The 10-point Adverse Childhood Experiences (ACEs) score measures childhood exposure to traumatic events. An ACEs score of 4 or higher has been associated with long-term physical and mental health ...problems, and increased mortality. It is unclear if the rates of undergraduate nursing students experiencing ACEs is different from the general population, and what impact ACEs has on nursing students' depression, anxiety and stress.
The purpose of this study was to assess the rate of ACEs in nursing students and to examine the relationship between ACEs and perceived depression, anxiety, and stress among undergraduate nursing students.
This is a descriptive correlational study to determine Adverse Childhood Experiences (ACEs) scores and Modified Depression Anxiety and Stress Scale (DASS-21) scores for undergraduate pre-licensure students at a private mid-western college. Students' ACEs scores were correlated with DASS-21 scores and demographic data.
409 students volunteered to participate in the study. Seventeen percent of students had high ACEs scores (≥4). Those students with high ACEs scores also scored statically significantly higher on the DASS-21 items relating to depression, anxiety, and stress.
Results from this study demonstrated that many nursing students have experienced ACEs and nursing students with ACEs scores of 4 or higher had higher rates of depression, anxiety, and stress. These findings should drive faculty in nursing programs to acknowledge the prevalence of ACEs among their nursing students and recognize that impact on the mental health of students.
•In this study of undergraduate nursing students, 17% of those surveyed had an ACEs score of 4 or higher.•Students with ACEs scores of 4 or more had increased depression, anxiety, and stress scores.•Faculty should acknowledgethe prevalence of ACEs among students and recognize the impact on their mental health.
•Nursing students can experience grief and loss with academic failure; it is imperative that emotions associated with their experiences of failure be utilized as a strategy for success.•Applying ...Kübler-Ross's death and dying grief model provides insights into nursing students’ experience of grief and loss.•Nursing students’ academic failure has attracted growing interest because of its economic implications, the projected nursing shortage, students’ performance on curricula benchmark exams, and the NCLEX-RN exam.
Prelicensure nursing students' academic failure has attracted growing interest because of its economic implications, the projected nursing shortage, students' performance on curricular benchmark exams, and NCLEX-RN pass rates. However, students' academic failure also has personal implications. They can experience grief and loss following academic failure. Kubler-Ross's Five Stages of Grief provide a lens for nurse educators to identify students' experience with grief and loss related to academic failure and supportive strategies that promote success with program completion. This article reflects on nursing students' experiences with grief and loss associated with academic failure. Kubler-Ross's Five Stages of Grief can offer nurse educators insight into the cognitive, emotional, and behavioral experiences of nursing students who experience academic failure.
Background: Self-compassion involves showing kindness to oneself during times of suffering. In nursing, students face diverse challenges; resilience helps them to serve compassionate care for the ...community & to themselves. Objectives: To measure the self-compassion and resilience among final year ANM nursing students and to find the association between these two and with other stress factors. Methodology: An Institution-based observational study with Mixed Method study (QUAN + qual) design, was conducted from July to December 2023 among final year ANM students of a selected college in rural area of Singur, West Bengal, comprising a Cross-sectional quantitative part and qualitative part conducted through key informant interviews with relevant stakeholders until data saturation is achieved. 190 students participated via census method. Self- compassion and resilience were measured using Neff’s and Connor Davidson’s scales. Quantitative data were analyzed with SPSS 16, while qualitative analysis is ongoing. Ethical approval was obtained from AIIH&PH, Kolkata’s Institutional Ethics Committee. Results: The median age of participants was 22 with IQR of (22, 25), 42.8% students belong to middle class according to modified BG Prasad scale, 66.3% students were unmarried. According to the mean score of Neff’s self- compassion scale 27.8% students showed low levels of self-compassion while 43.7% scored moderate self-compassion level. The mean score of resilience was 21.5, where 55.06% students scored less then mean resilience score which shows low resilience among students. We found strong positive correlation between Self compassion and resilience (Spearmann’s rho = 0.738, p = 0.000). Conclusion: In demanding professions like nursing, self-compassion and resilience are vital. Embracing self-compassion addresses self-doubt, while resilience facilitates navigating challenges independently, fostering self- healing.
Mænd som kritisk masse i sygeplejen Nielsen, Ben Farid Røjgaard; Brorholt, Grete
Klinisk sygepleje,
05/2024, Volume:
38, Issue:
2
Journal Article
Introduction: The purpose of this study is to examine male nursing students’ predominant reasons for applying to nursing education. Furthermore, it examines their experience of being in the gender ...minority during their training. Method: The data collection is descriptive and was conducted via a web-based questionnaire. A total of 41 male students responded. Results: The studies’ results show that it is not possible to point to one specific gender motivation for male nursing students to apply for the education. Men’s experiences with the challenges of being a gender minority were quite different. However, themes such as justifying one’s choice of education, a lack of male role models, and a feeling of invisibility at the college all predominate in the study. These themes seem to be widespread experiences of being a man during nursing education. Discussion: Our study shows that an increased number of men in nursing education is not enough on its own. To dissolve the dominant relationship between men and women’s roles in nursing, a change in hegemonic gender images is also necessary. It is about pushing the boundaries of what a person should, can and must do in nursing due to their gender.
Abstract
Background
Comorbidity between depressive and anxiety disorders is common. From network perspective, mental disorders arise from direct interactions between symptoms and comorbidity is due ...to direct interactions between depression and anxiety symptoms. The current study investigates the network structure of depression and anxiety symptoms in Chinese female nursing students and identifies the central and bridge symptoms as well as how other symptoms in present network are related to depression symptom “thoughts of death”.
Methods
To understand the full spectrum of depression and anxiety, we recruited 776 Chinese female nursing students with symptoms of depression and anxiety that span the full range of normal to abnormal. Depression symptoms were measured by Patient Health Questionnaire-9 while anxiety symptoms were measured by Generalized Anxiety Disorder 7-Item Questionnaire. Network analysis was used to construct networks. Specifically, we computed the predictability, expected influence and bridge expected influence for each symptom and showed a flow network of “thoughts of death”.
Results
Nine strongest edges existed in network were from the same disorder. Four were between depression symptoms, like “sleep difficulties” and “fatigue”, and “anhedonia” and “fatigue”. Five were between anxiety symptoms, like “nervousness or anxiety” and “worry too much”, and “restlessness” and “afraid something will happen”. The symptom “fatigue”, “feeling of worthlessness” and “irritable” had the highest expected influence centrality. Results also revealed two bridge symptoms: “depressed or sad mood” and “irritable”. As to “thoughts of death”, the direct relations between it and “psychomotor agitation/retardation” and “feeling of worthlessness” were the strongest direct relations.
Conclusions
The current study highlighted critical central symptoms “fatigue”, “feeling of worthlessness” and “irritable” and critical bridge symptoms “depressed or sad mood” and “irritable”. Particularly, “psychomotor agitation/retardation” and “feeling of worthlessness” were identified as key priorities due to their strongest associations with suicide ideation. Implications for clinical prevention and intervention based on these symptoms are discussed.
Introduction: The COVID-19 pandemic has increased the symptoms of significant psychological burdens for the entire population. However, little is known about the psychological effect of COVID-19 on ...healthcare students. Objective: The research aimed to determine whether and to what degree healthcare students exhibit signs and symptoms of anxiety and depression during the second year of the pandemic. Material and methods: The study was conducted as an online cross-sectional study, by surveying 133 healthcare students of the Faculty of Medicine. The questionnaire for the assessment of anxiety (General Anxiety Disorder - GAD-7) and the questionnaire for the assessment of depression (Patient Health Questionnaire - PHQ-9) were used as research instruments. Descriptive and inferential statistical methods were used for statistical data processing, and statistical significance was determined at the p≤ 0.05 level. Results: The highest percentage of students showed minimal symptoms of depression (40.6%), i.e. symptoms of minimal anxiety (45.1%), while the total average score of the GAD-7 questionnaire was 6.35±5.27(SD), and the average value of the total PHQ-9 score was 7.42±5.59(SD). Conclusion: The COVID-19 pandemic had an impact on healthcare students, who during the second year of the pandemic showed mild depression and mild anxiety.
Clinical placements are essential to nursing education and understanding students' challenges in the clinical context is important for educators. Nevertheless, few studies have investigated students' ...experiences in the clinical context itself but rely on methods which ask participants to generalize their clinical experiences retrospectively. Objectives: This study aimed to explore nursing students' experiences of clinical activities during and after clinical placements with a focus on feelings of competence and challenge. A particular interest was on comparing momentary assessments in the clinical context with retrospective interview data. Methods: Smartphones were used for ecological momentary assessment of students' experiences of clinical activities during five-week placements at 21 nursing homes. Both quantitative and qualitative data were collected. Interviews were conducted after the placements. Results: 575 responses were obtained showing final-year nursing students rated their competence significantly higher and challenge significantly lower than first-year students. An analysis of the quantitative data using the four-channel flow model showed that first-year students' activities were to a significantly higher extent associated with flow and anxiety, compared to those of final-year students. Conversely, the final-year students' activities were to a significantly higher extent associated with boredom than those of first-year students. The analysis of the students' reflections resulted in five themes: Specific activities are challenging, Lack of challenge, Learning and developing, Reflects critically on competence, and Arrangement of the clinical placement. Discussion: Final-year nursing students were significantly less challenged during the placements compared to first-year students. There was overlap in how students described their clinical experiences during and after placements, but there were also striking differences. The first-year students were overwhelmed by the challenges during the placements but viewed these experiences as valuable learning experiences afterwards. The final-year students also described several challenging clinical activities during the placements but none of these challenges were brought up afterwards in the interviews and instead a lack of challenge was emphasized. Momentary assessment thus enabled capturing data about clinical activities which may be overlooked by retrospective methods.
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