School of Mathematical and Statistical Sciences Faculty Publications and Presentations
Document Type
Article
Publication Date
7-2024
Abstract
Background: In nursing education, there have been several studies on the impact of the COVID-19 pandemic on the ability of nursing students to cope while in nursing school. Purpose Statement: The goal of this study is to assess undergraduate nursing students’ support mechanisms as predictors of stress, anxiety, and depression during the COVID-19 pandemic within a Hispanic-serving institution in South Texas. Methods: The research design is based on a cross-sectional on-line survey, using self-reported questionnaires. Linear regression was used to identify the pre- dictors of mental health. Results: Higher resilience and spiritual well-being were associated with reduced perceived stress, anxiety, and depression. Higher family functioning was associated with reduced perceived stress, and student employment as a salaried worker in a healthcare facility was associated with reduced depression. Finally, recovering from a symptomatic COVID-19 infection was associated with increased perceived stress. Conclusions: The COVID-19 pandemic had a detrimental effect on nursing students’ mental health, exacerbated by the transition to virtual learning. Fostering resilience and spiritual well-being in addition to targeted faculty support to nursing students that recovered from COVID-19 may promote improved mental health in a pandemic context, for nursing students immersed in the predominantly Hispanic-American culture of South Texas.
Recommended Citation
Diaz, Maria; Gkioulekas, Eleftherios; Nadeau, Nancy (2024). Predictors of nursing students' stress, anxiety, and depression during the COVID-19 pandemic in a Hispanic-serving University in South Texas: a cross-sectional study. figshare. Preprint. https://doi.org/10.6084/m9.figshare.26074012.v2
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
DOI
https://doi.org/10.6084/m9.figshare.26074012.v2
Comments
https://creativecommons.org/licenses/by/4.0/
Preprint