Psychological resilience as a mediator between nurse faculty support and student nurses' clinical adjustment: Implications for nursing education

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing Pub Date : 2024-12-17 DOI:10.1016/j.profnurs.2024.12.007

Leodoro J. Labrague RN, DM, PHD, CNE , Rheajane A. Rosales RN, DM, PhD , Dolores L. Arteche RN, DNS , Maria Caroline Santos RN, MAN , Nemia De Leon Calimbas RN, MAN , Begonia C. Yboa RN, MAN , Jenette B. Sabio RN, MAN , Charmaine R. Quina RN, MAN , Lawrence Quincy Quino RN, MSN , Mary Ann Apacible RN, MAN

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引用次数: 0

Abstract

Background

Nurse faculty play a critical role in shaping the clinical experience of student nurses through their support and guidance during clinical placements. However, despite this evidence, the mechanism by which nurse faculty support contributes to effective clinical adjustment in students remains unexplored.

Purpose

This study examined the intermediary role of psychological resilience in the relationship between nurse faculty support and clinical adjustment among student nurses.

Methods

This correlational study involved 506 student nurses from nursing schools in the Philippines. Three standardized scales were used to collect data, including the Nurse Faculty Support Scale (NFSS), Clinical Adjustment Scale – Student Nurse Version (CAS-SN), and the Brief Resilient Scale (BRS).

Results

Students perceived high levels of nurse faculty support, moderate to high levels of resilience, and an overall positive clinical adjustment. Nurse faculty support had a direct and positive effect on clinical adjustment (β = 0.406, p < .001). Psychological resilience partially mediated (β = 0.0321, p < .05) the relationship between nurse faculty support and clinical adjustment.

Conclusion

Adequate nurse faculty support was associated with increased psychological resilience in student nurses, which, in turn, enhances their adjustment in the clinical area. Fostering supportive relationships and implementing resilience-building strategies within nurse education programs can contribute to students' successful adaptation to the demands of clinical practice.

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心理弹性在护士教师支持与实习护士临床适应之间的中介作用：对护理教育的启示

通过在临床实习期间的支持和指导，护士教师在塑造学生护士的临床经验方面发挥着关键作用。然而，尽管有这些证据，护士教师支持有助于学生有效临床适应的机制仍未得到探索。目的探讨心理弹性在护生教师支持与临床适应之间的中介作用。方法对菲律宾护理学校的506名护生进行相关研究。采用护士教师支持量表（NFSS）、临床适应量表-学生护士版（CAS-SN）和简短弹性量表（BRS）三种标准化量表收集数据。结果学生感知到高水平的护士教师支持，中高水平的恢复力，总体积极的临床适应。护士教师支持对临床适应有直接的积极影响(β = 0.406, p <；措施)。心理弹性部分介导(β = 0.0321, p <；.05)护士教师支持与临床适应的关系。结论充分的护理师资支持可提高护生的心理弹性，从而提高其在临床领域的适应能力。在护士教育项目中培养支持性关系和实施弹性建设策略有助于学生成功适应临床实践的要求。

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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来源期刊

Journal of Professional Nursing 医学-护理

CiteScore

4.80

自引率

8.00%

发文量

153

审稿时长

52 days

期刊介绍： The Journal will accept articles that focus on baccalaureate and higher degree nursing education, educational research, policy related to education, and education and practice partnerships. Reports of original work, research, reviews, insightful descriptions, and policy papers focusing on baccalaureate and graduate nursing education will be published.