[Development and Validation of the Academic Resilience Inventory for Nursing Students in Taiwan].

BACKGROUND: Failure to cope with learning pressures has been shown to influence the learning achievement and professional performance of nursing students. In order to enable nursing students to adapt successfully to their academic stress, it is essential to explore their academic resilience in the process of learning. PURPOSE: To develop the Academic Resilience Inventory for Nursing Students (ARINS) and to test its reliability and validity. METHODS: A total of 611 nursing students in central and southern Taiwan were recruited as participants. We divided the sample into two subsamples randomly using R software. The first sample was used to conduct item analysis and exploratory factor analysis. The other sample was used to conduct confirmatory factor analysis, cross validation, and criterion-related validity. RESULTS: There are 15 items in the ARINS, with cognitive maturity, emotional regulation, and help-seeking behavior used as the measurement indicators of academic resilience in nursing students. The assessed goodness-of-fit index indicates that the model fit the data well based upon the CFA and has good convergent validity and discriminant validity. Criterion-related validity was supported by the correlation among ARINS, learning performance and attitude, hope and optimistic, and depression. CONCLUSIONS / IMPLICATIONS FOR PRACTICE: The ARINS has good reliability and validation and is a suitable measure of academic resilience in nursing students. It is helpful for nursing students to examine their academic stress and coping efficacy in the learning process.

Comparing the Differences in Health of Body, Mental, and Spirit Among Category 3 and 4 Controlled Drug Users, Nursing Students, and Psychology Students.

Drug abuse adversely affects the health of populations in many counties and contributes immensely to social issues. Schedule III and IV controlled drug abuse is popular in young adults. Medical education is one of the most stressful academic fields for students. The aim of this study was to compare the health differences in body, mind, and spirit among Schedule III and IV controlled drugs users, nursing students, and psychology students. This study uses a cross-sectional comparative study on a convenience sample. Four hundred eleven participants were recruited from three different samples that include Schedule III and IV controlled drug users (n = 211), nursing students (n = 100), and psychology students (n = 100), all from either a drug abuse prevention center or two universities in Southern Taiwan. Relying on the Health of Body, Mind and Spirit Scale, a linear regression model was used to identify the health differences among drug users, nursing students, and psychology students. The results show that drug users scored higher on the physical subscale (ß = -.249, p < .001), the mental subscale (ß = -.120, p < .05), the spiritual subscale (ß = -.154, p < .01), and the Health of Body, Mind and Spirit Scale (ß = -.210, p < .001) than psychology students. The nursing students scored higher on the mental subscale (ß = .146, p < .01) than drug users did. These results could help health staff and instructors understand the differences and improve the physical, mental, and spiritual health among Schedule III and IV controlled drug users, nursing students, and psychology students. Furthermore, future study could further investigate the factors that may affect physical, mental, and spiritual health.

Modeling the antecedents of clinical examination performance: Task characteristics and psychological state in nursing students.

BACKGROUND: Objective structured clinical examinations can be used to understand students' care skill performance and to evaluate courses. Thus, identifying antecedents to improved skill performance in these examinations is crucial for improving students' future care ability. OBJECTIVES: This study examined the antecedents of clinical skill performance in nursing students and determined whether perceived task load and anxiety mediate the relationships between task characteristics and skill performance. METHODS: A quantitative approach was conducted. The questionnaire for this study was comprised of five measures: Simulation Learning Effectiveness Scale, Task Characteristic Subscale, Task Cognitive Loading Scale, State-Trait Anxiety Inventory, and a clinical practice examination. FINDING: Structural equation modeling revealed that students' simulation learning effectiveness was positively associated with three task characteristics (task autonomy; task variety, identity, and significance; and task feedback) during clinical examinations. Further, the effect of learning effectiveness on task feedback was greater than on task autonomy, variety, identity, and significance. In addition, task load mediated the relationship between task variety, identity, and significance and clinical examination performance, whereas anxiety mediated the relationships between all three task characteristics and clinical examination performance. CONCLUSION: Promoting nursing students' simulation learning effectiveness is crucial for improving feedback in regard to the task. Further, those who perceived the task as having more variety, identity, and significance were more likely to perceive the task as having a higher cognitive load and to experience anxiety, which, in turn, led to poorer performance. Interventions should, therefore, managers' aim to reduce students' perceived load and anxiety before they participate in clinical skill examinations.