护生社会支持与心理困扰的关系：学校生活干扰的中介作用

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing Pub Date : 2025-02-03 DOI:10.1016/j.profnurs.2025.01.010

Rheajane A. Rosales , Leodoro J. Labrague , Dolores L. Arteche , Maria Caroline Santos , Nemia de Leon Calimbas , Begonia C. Yboa , Jeanette B. Sabio , Charmaine R. Quina , Lawrence Quincy Quiano , Mary Ann Apacible

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引用次数: 0

摘要

社会支持是缓解护生心理困扰的重要因素。然而，社会支持影响心理困扰的具体机制，特别是学校生活干扰的中介作用，仍未得到充分探讨。目的探讨护生社会支持与心理困扰的关系，并探讨学校生活干预在这种关系中的中介作用。方法采用横断面研究设计。数据收集自菲律宾三所政府大学的1014名护理专业学生。采用三种标准化量表：感知社会支持量表（PSSQ）、学校生活干扰量表（SLIS）和感知压力量表（PSS）。采用描述性统计、相关分析、中介分析等方法对数据进行分析。结果小学生的感知社会支持程度中等（M = 3.554, SD = 0.775），学业生活干扰程度较高（M = 3.923, SD = 0.638），心理困扰程度较高（M = 3.505, SD = 0.808）。社会支持与心理困扰呈负相关(β = - 0.1547, p <；0.001)和学校生活干扰（β = - 0.0829, p = 0.001）。学校生活干扰部分中介了社会支持与心理困扰的关系（β = - 0.0375, LLCI = - 0.0633至ULCI = - 0.0126）。结论社会支持在减轻护生学业生活干扰中起重要作用，从而降低护生的心理困扰。此外，应将旨在增强社会支持和减少学校生活干扰的干预措施纳入护理教育计划，以支持学生的心理健康和学业成功。

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Relationship between social support and psychological distress in nursing students: The mediating role of school-life interference

Background

Social support is a crucial factor in mitigating psychological distress among nursing students. However, the specific mechanism through which social support influences psychological distress, particularly the mediating role of school-life interference, remains underexplored.

Aim

The researchers investigated the relationship between social support and psychological distress in nursing students and examined the extent to which school-life interference mediates this relationship.

Methods

A cross-sectional research design was employed. Data were collected from 1014 nursing students from three government universities in the Philippines. Three standardized scales were used: the Perceived Social Support Questionnaire (PSSQ), School-Life Interference Scale (SLIS), and the Perceived Stress Scale (PSS). Descriptive statistics, correlation analysis, and mediation analysis were conducted to analyze the data.

Results

The findings revealed a moderate level of perceived social support (M = 3.554, SD = 0.775), high levels of school-life interference (M = 3.923, SD = 0.638), and significant psychological distress (M = 3.505, SD = 0.808). Social support was negatively associated with psychological distress (β = −0.1547, p < 0.001) and school-life interference (β = −0.0829, p = 0.001). School-life interference partially mediated the relationship between social support and psychological distress (β = −0.0375, LLCI = −0.0633 to ULCI = −0.0126).

Conclusion

Social support played a crucial role in mitigating school-life interference, which subsequently reduced psychological distress among nursing students. Furthermore, the interventions aimed at enhancing social support and reducing school-life interference should be integrated into nursing education programs to support students' psychological well-being and academic success.

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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.