护理学本科生知觉心理压力在总体幸福感与学业自我效能感之间的中介效应  

The mediating effect of perceived stress between the overall well-being and academic self-efficacy of nursing undergraduates

作　　者：王玉男 淮盼盼 李钥 金姬 郝沛 刘昭怡 Wang Yunan;Huai Panpan;Li Yao;Jin Ji;Hao Pei;Liu Zhaoyi(Student Affairs Department,Shanxi Medical University,Taiyuan 030001,China;Nursing College,Shanxi Medical University,Taiyuan 030001,China)

机构地区：[1]山西医科大学学生工作部,太原030001 [2]山西医科大学护理学院,太原030001

出　　处：《中华医学教育杂志》2024年第12期910-914,共5页Chinese Journal of Medical Education

摘　　要：目的了解知觉心理压力在护理学专业本科生总体幸福感与学业自我效能之间的中介效应。方法 2022年10至12月, 选择随机抽样法, 采用中文版知觉压力量表、总体幸福感量表、学业自我效能感问卷对山西省太原市3所高等院校护理学专业570名本科生进行调查, 采用Bootstrap法对知觉心理压力在护理学专业本科生总体幸福感与学业自我效能之间的中介效应进行检验。结果护理学专业本科生知觉心理压力、总体幸福感、学业自我效能评分分别为(18.20±8.04)分、(87.68±11.91)分、(82.15±16.70)分, 知觉心理压力与总体幸福感、学业自我效能感呈显著负相关(均P<0.001), 总体幸福感与学业自我效能感呈显著正相关(P<0.001), 知觉心理压力在总体幸福感与学业自我效能感之间存在中介作用, 知觉心理压力对学业自我效能感的直接效应和间接效应分别为0.404(P<0.001)和0.271(P<0.001), 知觉心理压力的中介效应对总效应的贡献率为40.15%。结论知觉心理压力在护理学专业本科生总体幸福感与学业自我效能感之间存在部分中介作用。护理教育者应采用多种措施改善学生的总体幸福感水平, 降低知觉心理压力, 提高其学业自我效能感。Objective To understand the mediating effect of perceived stress between the overall well-being and academic self-efficacy of nursing undergraduates.Methods A total of 570 nursing undergraduates in three provincial medical colleges were recruited by random sampling and investigated by using the Chinese version of the perceived stress scale,the overall well-being scale and the academic self-efficacy scale.The mediating effect of perceived stress between the overall well-being and academic self-efficacy of nursing undergraduates was tested by Bootstrap.Results The scores of perceived stress,overall well-being and academic self-efficacy of nursing undergraduates were(18.20±8.04),(87.68±11.91)and(82.15±16.70).Perceived stress was significantly negatively correlated with overall well-being and academic self-efficacy(all P<0.001).There was a significant positive correlation between overall well-being and academic self-efficacy.The perceived stress was mediated between overall well-being and academic self-efficacy.The direct and indirect effects of perceived stress on academic self-efficacy were 0.404(P<0.001)and 0.271(P<0.001),respectively.The mediating effect of perceived stress accounted for 40.15%of the total effect.Conclusions The perceived stress was partially mediated between overall well-being and academic self-efficacy.In order to strengthen nursing undergraduates'academic self-efficacy,educators should take a variety of measures to improve students'overall well-being,and reduce their perceived stress.

关 键 词：护理学 知觉压力 幸福感 自我效能 

分 类 号：R-05[医药卫生]