Self-neglect as a mediator between family functioning and healthy aging in older adults living alone in rural China: A cross-sectional study.

OBJECTIVE: This study aims to investigate the mediating role of self-neglect among older adults in the relationship between family functioning and healthy aging. METHODS: A questionnaire survey was conducted between June and September 2023, involving 255 older adults living alone in rural China. The healthy ageing, self-neglect, and family functioning was assessed using the Healthy Aging Instrument;the Elderly Self-neglect Assessment (Rural);and Family Adaptation, Partnership, Growth, Affection, and Resolve (APGAR) scale. RESULTS: Positive correlations were found between family functioning and healthy aging (r = 0.363, p < 0.05). Moreover, self-neglect was identified as a significant mediator, explaining 40.84 % of the total effect. CONCLUSION: Among older adults living alone in rural China, family functioning is significantly associated with healthy aging, with self-neglect mediating this relationship. These findings suggest that community-based interventions aimed at improving family functioning and addressing self-neglect behaviors might be beneficial for promoting healthy aging in this population.

Neighborly relations and self-neglect in older adults living alone: a cross-sectional study in rural areas of Southwest China.

OBJECTIVES: This study aims to examine the association between neighborly relations and self-neglect. METHODS: We used the Scale of the Elderly Self-neglect to measure elder self-neglect. Logistic regression was used to examine the association between neighborly relations and self-neglect and its' phenotypes. RESULTS: After adjusting for potential confounders, the risk of overall self-neglect among individuals with harmonious neighbor relationships significantly decreased by 79.2%. In comparison to elderly individuals living alone with poor neighbor relationships, those with harmonious connections experienced a 77.6% reduction in the risk of medical self-neglect, an 89.9% decrease in the risk of hygiene self-neglect, a 65.1% decline in the risk of emotional self-neglect, a 77.9% drop in the risk of safety self-neglect, and a 56.8% lower risk of social self-neglect. CONCLUSION: This study highlights harmonious neighborly relations are an independent protector factor for self-neglect. Fostering neighborly relations might be a practical approach to mitigating self-neglect.

Perceived social support mediates loneliness and social isolation: A cross-sectional study of Chinese older adults relocated for poverty relief.

OBJECTIVES: This study aimed to examine the mediating effect of perceived social support in the relationship between loneliness and social isolation among Chinese older adults relocated for poverty relief. METHODS: We surveyed 128 older migrants from four resettlement areas in Guizhou Province, southwest China. A general information questionnaire, the Lubben Social Network Scale-6, the Perceived Social Support Rating Scale, and the Single Item Loneliness Scale were used in our study. We also used the SPSS macro PROCESS to test a mediation model and the Bootstrap method to assess its significance. RESULTS: The prevalence of social isolation among older relocators was 85.9%; the mediation model showed that loneliness had a direct negative effect on social isolation (B = -1.25, p < 0.01), and that perceived social support fully mediated this effect (-1.18), with a total effect of -1.25 (p < 0.01) and a mediating proportion of 94.4%. CONCLUSIONS: Older relocators in poverty alleviation areas experienced high levels of social isolation. Perceived social support might buffer the negative impact of loneliness on social isolation. We suggest that interventions should be designed to enhance perceived social support and reduce social isolation among this vulnerable population.

Fear of negative evaluation: A cross-sectional study among undergraduate nursing students.

OBJECTIVE: To understand the current fear of negative evaluation among undergraduate nursing students and analyse the factors influencing it. METHODS: A general information questionnaire, the scale of fear of negative evaluation, and the fear of positive evaluation scale were used to survey 546 undergraduate nursing students at Guizhou Medical University, China. RESULTS: Undergraduate nursing students scored a total of (15.90 ± 7.18) negative evaluation fears, which is at an intermediate level. Gender, left-behind experience, whether in a romantic relationship, personality, and fear of positive evaluation entered the multiple regression equation and explained 29.1 % of the total variance. CONCLUSIONS: The fear of negative evaluation among undergraduate nursing students was moderate. Nursing students' gender, left-behind experience, whether in a romantic relationship, personality, and fear of positive evaluation were important factors influencing their level of fear of negative evaluation. Nursing educators and administrators should be aware of nursing students' evaluation fears and select targeted evaluation strategies to promote the development of high-quality nursing talent.

Fear of positive evaluation mediates the relationship between self-efficacy and fear of negative evaluation in nursing students: A cross-sectional study.

BACKGROUND: Fear of evaluation (including the negative and positive ones) has been the focus of scholarly attention as one of the core components of social anxiety. However, most existing research has focused on participants with social anxiety. Previous research has suggested that self-efficacy and fear of positive evaluation are associated with fear of negative evaluation. Still, it remains unknown whether there is an association between the three. For undergraduate nursing students in complex social environments, understanding the association between self-efficacy and fear of positive and negative evaluation is essential to facilitate the high-quality development of nursing talent. OBJECTIVE: We aimed to explore the mediating role of fear of positive evaluation in the relationship between self-efficacy and fear of negative evaluation. METHODS: A cross-sectional survey was conducted on 824 undergraduate nursing students using the Brief Fear of Negative Evaluation Scale-Straightforward Items, the Fear of Positive Evaluation Scale, and the General Self-Efficacy Scale. Pearson correlation analysis was used to explore the correlation of the variables. t-test or ANOVA was used as a univariate analysis. A bootstrap test was conducted to verify the mediating effect through the SPSS macro plugin PROCESS v3.3, with P < 0.05 indicating a statistically significant difference. FINDINGS: Self-efficacy, fear of positive evaluation, and fear of negative evaluation were significantly associated. Self-efficacy directly and negatively predicted fear of negative evaluation (B = -3.14, p < 0.001). Fear of positive evaluation partially mediated between self-efficacy and fear of negative evaluation, with a mediating effect size of 38.22 %. DISCUSSION: Self-efficacy can directly and negatively influence fear of negative evaluation. Meanwhile, it can also indirectly reduce the fear of negative evaluation by reducing the fear of positive evaluation. Nursing educators can improve the fear of negative evaluation by increasing students' self-efficacy and encouraging them to view positive assessments correctly.

Influencing factors of sense of responsibility among undergraduate nursing students: A cross-sectional study.

BACKGROUND: Nursing students are critical in responding to public health emergencies like the COVID-19 pandemic. Their ability to fulfill their responsibilities is influenced by their sense of responsibility, which holds profound cultural significance, particularly in traditional Chinese culture. However, limited research has specifically explored the sense of responsibility among undergraduate nursing students in China and globally. OBJECTIVES: This study aimed to determine the sense of responsibility among undergraduate nursing students and identify potential factors associated with it. DESIGN, SETTING & PARTICIPANTS: We conducted a cross-sectional study and recruited 526 nursing students from June to July 2022 in Guizhou province in southwest China. METHODS: Participants completed the General Information Questionnaire, Sense of Responsibility, and Self-esteem Scale. We analyzed the relationship between a sense of responsibility and self-esteem using Spearman correlation analysis. Then we determined factors that affect undergraduate nursing students' sense of responsibility using multiple linear stepwise regression. RESULTS: Nursing students' total sense of responsibility scores were 96(84,106). The study found a positive association between self-esteem and a sense of responsibility (r = 0.433, P < 0.001) and its four dimensions: altruism (r = 0.381, P < 0.001), self-control (r = 0.378, P < 0.001), courage (r = 0.300, p < 0.001), and commitment (r = 0.361, P < 0.001). Self-esteem (ß = 1.532, p < 0.001), personality (extroverted personality ß = 7.263, P < 0.001; neutral personality ß = 3.221, P = 0.029), and social practice experience (ß = -3.156, P = 0.010) significantly influenced undergraduate nursing students' sense of responsibility (R2 = 0.268, F = 17.065, P < 0.001). CONCLUSIONS: The study highlights the importance of nursing students' sense of responsibility and suggests room for improvement in its level. Higher self-esteem was associated with a stronger sense of responsibility. Additionally, self-esteem, personality, and social practice experience emerged as significant influencing factors. Nursing educators should prioritize students' sense of responsibility and explore targeted interventions, such as social practice activities, particularly for students with low self-esteem and introversion.

Self-efficacy and negative silence in the classroom: The mediating role of fear of negative evaluation.

BACKGROUND: Negative silence in the classroom is a usual passive behavior, which means students tend to keep silent and are unwilling to participate in the teaching interaction. It hinders the classroom teaching quality severely. Previous studies have shown both self-efficacy and fear of negative evaluation are related to silent behavior. However, little research has explained whether self-efficacy affects negative silence in the classroom through fear of negative evaluation. PURPOSE: To investigate the relationships between self-efficacy, fear of negative evaluation and negative silence in the classroom. METHODS: A cross-sectional survey using convenience sampling was conducted to collect data from 568 undergraduate nursing students from a higher medical institution in Guizhou Province, west of China, from October to November 2021. the T-Test or analysis of variance was used as a univariate analysis and the Bootstrap test was applied to verify the mediating effect. FINDINGS: Nursing students' self-efficacy was negatively related to both fear of negative evaluation and negative silence in the classroom（r = -0. 188, P＜0. 05; r = -0. 298, P＜0. 05, respectively; fear of negative evaluation was positively related to negative classroom silence（r = 0. 392, P＜0. 05; mediation analysis showed the mediating effect of fear of negative evaluation accounted for 23. 53% of the total [Effect Value= -0. 08, 95%CI（- 0. 12，- 0. 03]. DISCUSSION: Fear of negative evaluation partially mediates the relationship between self-efficacy and negative silence in the classroom. Therefore, reducing nursing students' negative evaluation fear can be used as a target for interventions to address nursing students' negative classroom silence issue, promoting the quality of classroom teaching and learning.

Negative silence in the classroom: A cross-sectional study of undergraduate nursing students.

OBJECTIVE: To investigate the concept of negative silent behavior of undergraduate nursing students and its influencing factors. METHODS: A cross sectional study was conducted by using convenience sampling, and 269 nursing students enrolled from August-September 2021 in a higher medical institution in Guizhou Province were selected for the study and surveyed using the general information questionnaire, the degree of negative classroom silence scale, and a questionnaire on the factors influencing negative classroom silence. Multiple linear regression was used to analyze the influencing factors of classroom negative silence among nursing students. RESULTS: The degree of negative silence in the nursing students' classroom was (2.75 ± 0.50), which was at a relatively active level. Multiple linear regression showed that teacher pedagogy and student literacy were influential factors in the degree of negative silence in nursing students' classrooms (p < 0.05). CONCLUSIONS: The level of negative silence in nursing students' classrooms is at a relatively active level, and teacher pedagogy and student literacy are the main influencing factors. Nurse educators should pay attention to the problem of negative silence of students in the classroom and prevent and intervene early to ensure the quality and effectiveness of classroom teaching and learning.