ABSTRACT
OBJECTIVE: To explore the influence of negative emotion on the professional identity of nurses in Guangdong Province and the moderating role of social support during COVID-19 pandemic. METHODS: A convenience sampling method was used to select 436 nurses in Guangdong Province as study subjects. The Depression-Anxiety-Stress Scale, Nurse Professional Identity Scale and Perceived Social Support Scale were used to investigate the negative emotion, professional identity and social support of these nurses. RESULTS: The median, the 25 th and 75 th percentile scores of the negative emotion total scores of nurses was 10.0(3.0,17.8). The total scores of professional identity and social support were(106.6±16.9) and(56.9±13.2), respectively. The professional identity and social support were negatively correlated with negative emotion(P<0.01), while the professional identity was positively correlated with social support in these nurses(P<0.01). The negative emotion of nurses can negatively predict their professional identity, and social support plays a moderating role in it.CONCLUSION: The higher the degree of social support, the less negative emotional impact on professional identity of nurses during COVID-19 pandemic. Nurses should be given more social supports.
ABSTRACT
Objective@#To analyze the relationship between daily behavior and self-perceived academic performance among students in Jiangxi, and to provide a scientific basis for developing health behavior among adolescents and children.@*Methods@#By using stratified cluster sampling, 12 primary and secondary schools from six counties of Jiangxi Province were selected, and a total of 2 284 students were investigated with questions including breakfast consumption, number of days participating in sports activities (≥45 min) and the average screen time during the past 7 days. Regression analysis was carried out by using ordered multi-classification logistic.@*Results@#Of the 2 284 students surveyed, 1 374(60.16%) perceived their academic performance as very good or good, 613 (26.84%) and 297(13.00%) perceived as moderate or poor. Primary school, having breakfast every day, not playing on mobile or computer during weekday was positively associated with higher self-perceived academic performance (OR=0.50, 0.57 and 0.64, respectively, P<0.05), no sports activities ≥45 min during the past 7 d was associated with poor(OR=1.57, P<0.01). Among the 2 284 students, 67.43% students ate breakfast every day in the past 7 d, 75.39% students did not play mobile phones or computers at school, 40.89% students did not participate in sports activities (≥45 min).@*Conclusion@#Breakfast skipping and insufficient physical exercise shows adverse effects, and no/limited screen time during weekdays shows positive effects on academic performance. Intervention of visky behaviors should to carried out from different perspectives to promote the develpment of the health habits among students.