Background: Mental health has been impaired and at risk due to the worldwide COVID-19 pandemic. The consequences due to confinement impacted every scenario, which directly influenced the daily routine of nurse student...Background: Mental health has been impaired and at risk due to the worldwide COVID-19 pandemic. The consequences due to confinement impacted every scenario, which directly influenced the daily routine of nurse students;in each setting students faced stressors that trigger fear, anxiety and others, since being in confinement learning of topics moved to the home, laboratory practices in hospitals were cancelled leaving the room that is uncertain up to their return to in-person activities. It is important to highlight the need for innovation and strengthening of theoretical-pedagogic aspects centered at the student’s context as a human being with their own needs and problems, who will interact with others in the continuous process of health-illness. Objective: the aim was to identify the stressors in the nurse students’ formation in the new normality post-COVID-19. Methods: Qualitative and phenomenological research with 27 participants aged 20 - 25 years, nurse students of a public university. The information collection was through four focal groups of 6-7 members each, data analysis was done according to Miles & Huberman after signed informed consent of each participant, and authorized by the chairperson of the Nurse’ career. Results: Category 1, Cumulative stressors with sub-categories 1.1 Uncertainty, 1.2 Isolation, 1.3 Invisibility, 1.4 Mockery, 1.5 Exclusion. Category 2, Expectancy states with sub-categories 2.1 Low self-esteem, 2.2 Insecurity, 2.3 Anxiety, 2.4 Depression, 2.5 Temporary leave, 2.6 Search for authenticity. Category 3, Internalization processes with sub-categories 3.1 Social rejection, 3.2 Self-censorship, 3.3 Discrediting, 3.4 Disempowerment. Category 4, Academic aspects affected with sub-categories 4.1 Deficient studying habits, 4.2 Deficient assimilations of knowledge, 4.3 Archived knowledge in the computer, 4.4 Absence of practice in previous semesters. Conclusion: Once identified the stressors in nurse students in the new normality post-COVID-19, it will allow the creation of settings that help in getting confidence for students, i.e., a safe surrounding promotes the development of abilities and competencies during formation, as well as recommendations of teachers in the classroom and laboratories that contribute to filling space that students perceive as empty, and to intensifying the companionship in clinical settings where students perceive most aggressiveness.展开更多
A condition of exposure to multiple stressors resulting in a mixed clinical picture spanning conventional categories without meeting any of them in full,encompasses a risk for a list of comorbidities preventing approp...A condition of exposure to multiple stressors resulting in a mixed clinical picture spanning conventional categories without meeting any of them in full,encompasses a risk for a list of comorbidities preventing appropriate prevention and treatment.New transformative transdiagnostic approaches suggest changes spanning conventional categories.They base their systems of classification on biomarkers as well as on brain structural and functional dysregulation as associated with behavioral and emotional symptoms.These new approaches received critiques for not being specific enough and for suggesting a few biomarkers for psychopathology as a whole.Therefore,they put the value of differential diagnosis at risk of avoiding appropriate derived prevention and treatment.Multiplicity of stressors has been considered mostly during and following catastrophes,without considering the resulting mixed clinical picture and life event concomitant stressors.We herewith suggest a new category within the conventional classification systems:The Complex Stress Reaction Syndrome,for a condition of multiplicity of stressors,which showed a mixed clinical picture for daily life in the post coronavirus disease 2019 era,in the general population.We argue that this condition may be relevant to daily,regular life,across the lifespan,and beyond conditions of catastrophes.We further argue that this condition may worsen without professional care and it may develop into a severe mental health disorder,more costly to health systems and the suffering individuals.Means for derived prevention and treatment are discussed.展开更多
Objective： To validate the Stressors in Nursing Students Scale-Chinese Version（SINS-CN） in a population of Macao nursing students. Methods： A methodological study was designed with 2 phases. In phase 1, a three-ex...Objective： To validate the Stressors in Nursing Students Scale-Chinese Version（SINS-CN） in a population of Macao nursing students. Methods： A methodological study was designed with 2 phases. In phase 1, a three-expert panel was invited to evaluate the content validity of SINS-CN, and then its test-retest reliability was examined over a 2-week interval. In phase 2,211 undergraduate nursing students were recruited, and 203 valid responses to the questionnaire were obtained. A principal component analysis with varimax rotation was applied to validate the structure of the instrument. Results： The content validity index（CVI） was 0.89. The correlation coefficient of the test-retest reliability was 0.82 for the overall instrument and 0.70-0.88 for the instrument＇s sub-dimensions. Based on the 43 items of the instrument, five components were identified and accounted for 60. 28% of the variance with eigenvalues ranging from 1.32 to 10. 18. The factor loadings were 0.42-0.79. The internal consistency reliability of Cronbach＇s ot was 0.96 for the overall scale and 0.67-0.94 for its sub-dimensions. Conclusion： The study findings indicated that SINS-CN had acceptable psychometric properties in terms of content validity, stability and internal consistency reliability. The principal component analysis generated a 5-component structure with 43 items; this was slightly different from the origi- nai structure but was more applicable to the studied population, which suggests that this instrument has cross-cultural sensitivity.展开更多
文摘Background: Mental health has been impaired and at risk due to the worldwide COVID-19 pandemic. The consequences due to confinement impacted every scenario, which directly influenced the daily routine of nurse students;in each setting students faced stressors that trigger fear, anxiety and others, since being in confinement learning of topics moved to the home, laboratory practices in hospitals were cancelled leaving the room that is uncertain up to their return to in-person activities. It is important to highlight the need for innovation and strengthening of theoretical-pedagogic aspects centered at the student’s context as a human being with their own needs and problems, who will interact with others in the continuous process of health-illness. Objective: the aim was to identify the stressors in the nurse students’ formation in the new normality post-COVID-19. Methods: Qualitative and phenomenological research with 27 participants aged 20 - 25 years, nurse students of a public university. The information collection was through four focal groups of 6-7 members each, data analysis was done according to Miles & Huberman after signed informed consent of each participant, and authorized by the chairperson of the Nurse’ career. Results: Category 1, Cumulative stressors with sub-categories 1.1 Uncertainty, 1.2 Isolation, 1.3 Invisibility, 1.4 Mockery, 1.5 Exclusion. Category 2, Expectancy states with sub-categories 2.1 Low self-esteem, 2.2 Insecurity, 2.3 Anxiety, 2.4 Depression, 2.5 Temporary leave, 2.6 Search for authenticity. Category 3, Internalization processes with sub-categories 3.1 Social rejection, 3.2 Self-censorship, 3.3 Discrediting, 3.4 Disempowerment. Category 4, Academic aspects affected with sub-categories 4.1 Deficient studying habits, 4.2 Deficient assimilations of knowledge, 4.3 Archived knowledge in the computer, 4.4 Absence of practice in previous semesters. Conclusion: Once identified the stressors in nurse students in the new normality post-COVID-19, it will allow the creation of settings that help in getting confidence for students, i.e., a safe surrounding promotes the development of abilities and competencies during formation, as well as recommendations of teachers in the classroom and laboratories that contribute to filling space that students perceive as empty, and to intensifying the companionship in clinical settings where students perceive most aggressiveness.
文摘A condition of exposure to multiple stressors resulting in a mixed clinical picture spanning conventional categories without meeting any of them in full,encompasses a risk for a list of comorbidities preventing appropriate prevention and treatment.New transformative transdiagnostic approaches suggest changes spanning conventional categories.They base their systems of classification on biomarkers as well as on brain structural and functional dysregulation as associated with behavioral and emotional symptoms.These new approaches received critiques for not being specific enough and for suggesting a few biomarkers for psychopathology as a whole.Therefore,they put the value of differential diagnosis at risk of avoiding appropriate derived prevention and treatment.Multiplicity of stressors has been considered mostly during and following catastrophes,without considering the resulting mixed clinical picture and life event concomitant stressors.We herewith suggest a new category within the conventional classification systems:The Complex Stress Reaction Syndrome,for a condition of multiplicity of stressors,which showed a mixed clinical picture for daily life in the post coronavirus disease 2019 era,in the general population.We argue that this condition may be relevant to daily,regular life,across the lifespan,and beyond conditions of catastrophes.We further argue that this condition may worsen without professional care and it may develop into a severe mental health disorder,more costly to health systems and the suffering individuals.Means for derived prevention and treatment are discussed.
基金supported by Macao Polytechnic Institute Research Fund(Code:RP/ESS-03/2012)
文摘Objective： To validate the Stressors in Nursing Students Scale-Chinese Version（SINS-CN） in a population of Macao nursing students. Methods： A methodological study was designed with 2 phases. In phase 1, a three-expert panel was invited to evaluate the content validity of SINS-CN, and then its test-retest reliability was examined over a 2-week interval. In phase 2,211 undergraduate nursing students were recruited, and 203 valid responses to the questionnaire were obtained. A principal component analysis with varimax rotation was applied to validate the structure of the instrument. Results： The content validity index（CVI） was 0.89. The correlation coefficient of the test-retest reliability was 0.82 for the overall instrument and 0.70-0.88 for the instrument＇s sub-dimensions. Based on the 43 items of the instrument, five components were identified and accounted for 60. 28% of the variance with eigenvalues ranging from 1.32 to 10. 18. The factor loadings were 0.42-0.79. The internal consistency reliability of Cronbach＇s ot was 0.96 for the overall scale and 0.67-0.94 for its sub-dimensions. Conclusion： The study findings indicated that SINS-CN had acceptable psychometric properties in terms of content validity, stability and internal consistency reliability. The principal component analysis generated a 5-component structure with 43 items; this was slightly different from the origi- nai structure but was more applicable to the studied population, which suggests that this instrument has cross-cultural sensitivity.
