Factors influencing bedtime procrastination in junior college nursing students: a cross-sectional study.

BACKGROUND: Sleep quality is related to physical and mental health. Though bedtime procrastination has been identified as a potentially key source of poor sleep quality, related research is scarce. The goal of our study was to determine bedtime procrastination among nursing students and identify its influencing factors. METHODS: This cross-sectional study comprised 1827 junior college nursing students. The data were collected from November to December 2021 using a mobile app-based survey. We evaluated demographic factors, Big Five personality traits, self-regulatory fatigue, future time perspective, and problematic mobile phone use. Multiple linear regression analysis was used to identify independent characteristics that influence bedtime procrastination among junior college nursing students. RESULTS: The mean bedtime procrastination score in junior college nursing students was 25.11 ± 6.88. Family monthly income of 3000-6000 RMB (ß = 0.740; p = 0.015), as well as that of > 6000 RMB (ß = 1.708; p = 0.001), and an extroverted personality (ß = 0.225; p = 0.001), self-regulatory fatigue (ß = 0.135; p < 0.001), and problematic mobile phone use (ß = 0.078; p < 0.001) had significant positive effects on bedtime procrastination. Conscientious personality (ß = - 0.284; p = 0.003), neurotic personality (ß = - 0.203; p = 0.031), and future time perspective (ß = - 0.141; p < 0.001) had significant negative effects on bedtime procrastination. CONCLUSION: The nursing students who participated in this study had moderate levels of bedtime procrastination. Bedtime procrastination was predicted by higher monthly household income; personality traits of extroversion, conscientiousness, and neuroticism; self-regulatory fatigue; future time perspective; and problematic mobile phone use. PRACTICAL IMPLICATIONS: We recommend that effective measures are needed to help alleviate bedtime procrastination and improve the health and well-being of nursing students.

Emotional intelligence a academic procrastination among junior college nursing students.

AIMS: To explore nursing students' academic procrastination and its relationship with emotional intelligence (EI) and self-efficacy, and self-efficacy's mediation of the relationship between EI and academic procrastination. BACKGROUND: Academic procrastination can lead to a range of negative outcomes. Previous researches have suggested EI and self-efficacy are associated with academic procrastination, but the underlying mechanism of the relationships between them is not clear. Therefore, it is important to determine how these two factors affect academic procrastination. DESIGN: A cross-sectional survey. METHODS: A convenience sample of 347 nursing students was recruited from two junior colleges in Jinan City, Shandong Province, China. RESULTS: Emotional intelligence and self-efficacy were negatively associated with academic procrastination. Furthermore, self-efficacy mediated the relationship between EI and academic procrastination. CONCLUSIONS: Students who report lower EI and self-efficacy may be at a higher risk of academic procrastination. One way of weakening individuals' procrastination is to strengthen their EI. Another is to help them believe in their abilities rather than fear failure in achieving their goal. Focusing more on these influencing factors can help nursing educators develop intervention measures aimed at decreasing students' procrastination behaviour, such as through EI and self-efficacy training. IMPACT: The findings from the current study could have important implications for nursing education. That is, students who report lower EI and self-efficacy may be at a higher risk of academic procrastination. A larger focus on these influencing factors can help nursing educators and consultants develop intervention measures aimed at decreasing students' procrastination behaviour.

Prevalence of Compassion Fatigue and Its Association with Professional Identity in Junior College Nursing Interns: A Cross-Sectional Study.

Background: The issue of compassion fatigue among clinical nurses has received considerable attention, particularly during the COVID-19 pandemic. Yet, the current status of compassion fatigue among junior college nursing interns remains unclear. Additionally, professional identity can modulate the impact of compassion fatigue or burnout on psychological well-being; however, whether professional identity still works in this group is also unclear. This study aimed to reveal the current status of compassion fatigue among nursing interns in junior colleges and also investigate the association between compassion fatigue and professional identity. Methods: This cross-sectional survey evaluated the levels of participants' compassion fatigue (The Compassion Fatigue Short Scale) and professional identity (Professional Identity Scale) in 2256 nursing interns. Results: The mean score of compassion fatigue was 44.99, and 19.5% of the participants scored above The Compassion Fatigue Short Scale median scores for compassion fatigue. A moderate negative correlation was detected between compassion fatigue and professional identity. Conclusions: The level of compassion fatigue among nursing interns is low but nearly one in five nursing students is at risk of compassion fatigue. More attention should be paid to nursing interns with a high risk of compassion fatigue. Future studies are warranted to explore which pathways could mediate the relationship between professional identify and comparison fatigue.

Assessing the Mental Health, Physical Activity Levels, and Resilience of Today's Junior College Students in Self-Financing Institutions.

In recent decades, the number of adolescents and young adults with poor mental health has been increasing, particularly among students in tertiary institutions. This study investigates the physical activities, resilience, and mental health status of junior college students in Hong Kong. The questionnaire consisted of demographic characteristics, the Positive Mental Health Scale, the Brief Resilience Scale, and the Godin-Shephard Leisure-Time Physical Activity Questionnaire. Four hundred and sixteen students participated in the study. The results showed a moderate positive correlation (r = 0.485) between resilience and mental health, and a low positive correlation (r = 0.258) between resilience and physical activity. The one-way analysis of variance (ANOVA) with a post hoc test showed that arts students engaged in more physical activity than students from other disciplines. A multiple regression analysis was used to examine the predictors of a positive mental health status. The significant predictors are: resilience (ß = 0.704; 95% CI = 0.575-0.833; P < 0.001), physical activity score (ß = 0.032; 95% CI = 0.016-0.048; P < 0.001), the male gender (ß = 1.035, 95% CI = 0.171-1.900; P < 0.05), and students' enrollment in a health science discipline (ß = 1.052, 95% CI = 0.175-1.930; P < 0.05). Preventive measures, such as strengthening resilience, a broad curriculum and taking note of the demographic and cognitive characteristics of students are essential for improving the mental health of freshmen in colleges.

A study on coping patterns of junior college students.

The objective of this study was to examine the coping patterns followed by the junior college students. Further, an extensive effort was done to study the gender differences in coping patterns used by the students. This study was conducted in Christ College, Bangalore and on the first and second-year students of pre-university studying in either of the branches (Bachelor of Arts, Science, or Commerce). A total of 120 samples were collected from study population of junior college students using the random sampling method. The sample comprised, 40 students from each group of Arts, Science, and Commerce, including both of the sexes. The tools such as, socio-demographic data sheet and coping checklist, were used. The study findings revealed that majority of the students adopted emotion- and problem-focused coping strategies. Most of the female students adopted emotion-focused coping strategies, whereas the male students mostly used problem-focused coping strategies.