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Predictive Model of the Psychological Well-Being of Nursing Students During the COVID-19 Lockdown.
- Source :
- SAGE Open Nursing; 4/26/2022, Vol. 8, p1-8, 8p
- Publication Year :
- 2022
-
Abstract
- Introduction: Lockdowns due to the COVID-19 pandemic radically changed nursing education. Along with social isolation, the transition to distance education affected the well-being of students in several countries, particularly Portugal and Spain. Objectives: To identify which variables are predictors of psychological well-being for Portuguese and Spanish nursing students during mandatory lockdowns. Methods: A multicenter, cross-sectional, descriptive, correlational study involving a sample of 1075 students (944 women, mean age 22.46 + /−4.95 years). Data were collected from an online questionnaire which applied the following scales: Perceived Stress Scale (α =.820); Brief COPE-14 Subscales (α =.430 < 0.930); Well-being Manifestations Measure Scale (α =.940); Herth Hope Index (α =.850). A multiple regression model was created to predict the psychological well-being of nursing students. Results: The following predictor variables were identified in the model of the psychological well-being of students during the COVID-19 pandemic: perceived stress (β =.405; p ≤.001); hope (β =.404; p ≤.001); and the mechanisms of active coping (β =.405; p ≤.001), planning (β =.097; p ≤.001), and positive reinterpretation (β =.053; p =.12). These five variables predicted 62.0% of the nursing students' psychological well-being (R <superscript>2</superscript> =.620; F = 350.82; p ≤.001). Conclusion: Promoting students' mental health is essential, especially in periods of great adversity, such as a pandemic. Our results lead the way for the design and validation of an intervention program that addresses the five variables identified as predictors of students' psychological well-being. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 23779608
- Volume :
- 8
- Database :
- Complementary Index
- Journal :
- SAGE Open Nursing
- Publication Type :
- Academic Journal
- Accession number :
- 156522830
- Full Text :
- https://doi.org/10.1177/23779608221094547