Prevalence a prediktory sebevražednosti mezi studenty ošetřovatelství v Indonésii

Úvod: Studenti ošetřovatelství jsou během pandemie covidu-19 zranitelnou populací, protože zažívají vyšší úroveň stresu a problémů s duševním zdravím než studenti mimo zdravotní péči, což je vystavuje vyššímu riziku sebevražedného chování. Cíl: Prozkoumat sebevražednost mezi studenty ošetřovatelství a posoudit souvislost mezi nezávislými proměnnými a sebevražedností. Metody: Tato průřezová studie zahrnovala 670 studentů ošetřovatelství z 5 indonéských univerzit, kteří byli vybráni metodou postupného vzorkování. Vlastní validované nástroje se skládaly z 8 sekcí: sociodemografický dotazník, RSES k posouzení sebe- úcty, BHS k posouzení beznaděje, UCLA-3 k posouzení osamělosti, GSES k posouzení sebeúčinnosti, PHQ-9 k posouzení deprese, CD-RISC-10 k posouzení odolnosti a SBQ-R k posouzení sebevražednosti. K identifikaci významných prediktorů sebevražednosti byla použita binární logistická regrese. Výsledky: Prevalence sebevražednosti mezi studenty ošetřovatelství byla 22,8 %. Se sebevražedností byly významně spojeny následující faktory (p < 0,05): nízká odolnost (AOR = 2,044;95 %CI: 1,309-3,192), osamělost (AOR = 1,609;95 %CI: 1,040-2,492), beznaděj (AOR = 48,48 95 %CI: 2,356-8,398) a deprese (AOR = 9,413;95 %CI: 5,795-15,288). Závěr: Tato zjištění poskytují důkaz, že odolnost, osamělost, beznaděj a deprese jsou rizikovými faktory sebevražednosti mezi studenty ošetřovatelství. Tento výsledek lze použít jako základ pro rozvoj vhodných strategií prevence sebevražd.Alternate :Introduction: Nursing students are a vulnerable population during the COVID-19 pandemic because they experience a higher level of stress and mental health problems than the non-healthcare student population, putting them at a higher risk for suicidal behaviour. Aim: To explore suicidality among nursing students and assess the association between independent variables and suicidality. Methods: This cross-sectional study involved 670 nursing students from 5 Indonesian universities who were recruited using consecutive sampling. Self-administered validated instruments consisted of 8 sections: sociodemographic questionnaire, RSES to assess self-esteem, BHS to assess hopelessness, UCLA-3 to assess loneliness, GSES to assess self-efficacy, PHQ-9 to assess depression, CD-RISC-10 to assess resilience, and SBQ-R to assess suicidality. Binary logistic regression was employed to identify significant predictors of suicidality. Results: Suicidality prevalence among nursing students was 22.8%. The following factors were significantly associated with suicidality (p < 0.05): low resilience (AOR = 2.044;95%CI: 1.309-3.192), loneliness (AOR = 1.609;95%CI: 1.040-2.492), hopelessness (AOR = 4.448;95%CI: 2.356-8.398), and depression (AOR = 9.413;95%CI: 5.795-15.288). Conclusions: These findings provide evidence that resilience, loneliness, hopelessness, and depression are risk factors for suicidality among nursing students. This outcome can be used as a basis to develop appropriate suicide prevention strategies.

Association Between Self-Efficacy and Psychological Distress with Readiness for Online Learning Among Nursing Students

Introduction: During the Coronavirus Disease-2019 (COVID-19) pandemic, online learning has become an important strategy in the implementation of nursing education, in order to prevent the SARS-CoV-2 transmission in the education sector. This study aimed to assess: (i) the correlation between self-efficacy and psychological distress;(ii) the correlation between self-efficacy and online learning readiness;and (iii) the correlation between psychological distress and online learning readiness among nursing students in Indonesia. Methods: The cross-sectional study was conducted from October until December 2020, and involved 500 nursing students from 3 universities in Yogyakarta, Indonesia who were recruited using consecutive sampling methods. The instruments used in this study were: 1) the 10-item Kessler Psychological Distress Scale (K-10) to assess the psychological distress, 2) Online Learning Self-Efficacy Scale (OLSES) to assess online learning self-efficacy, and 3) Student Online Learning Readiness (SOLR) to assess online learning readiness. Spearman's rank test was used to analyze the correlation between online learning self-efficacy, psychological distress, and online learning readiness. Results: Most of the nursing students (70.6%) had psychological distress ranging from mild to severe distress. The self-efficacy had an inverse correlation with psychological distress (Rho=-0.488, p=0.001). Contrarily, self-efficacy was positively correlated with online learning readiness (Rho=0.708, P=0.001). Psychological distress was inversely correlated with online learning readiness (Rho=-0.423, p=0.001). Conclusion: Online learning self-efficacy and psychological distress are significantly correlated with online learning readiness. Strategies to increase self-efficacy and ameliorates psychological distress, such as appropriate online learning training, adequate technical assistance, and psychological support were required to improve students' online learning readiness. [ FROM AUTHOR]