The impact of educational concerns and satisfaction on baccalaureate nursing students’ distress and quality of life during the Covid-19 pandemic; a cross-sectional study

Abstract

Background High levels of psychological distress and poor overall quality of life (QOL) have been identified among nursing students during the COVID-19 pandemic. The pandemic necessitated improvised reconstructions of educational curriculums and restrictions in clinical placement and training at campuses, possibly reducing educational quality. Objectives We explored whether baccalaureate nursing students’ concerns and satisfaction with the educational curriculum, focusing on the conduct of clinical training, were associated with perceived psychological distress and overall QOL. Methods Baccalaureate nursing students (N=6088) from five Norwegian universities were invited to an internet-based, cross-sectional survey during the second wave of the pandemic. The survey included COVID-19 specific questions on health, education and clinical training, the Fear of COVID-19 scale (FCV-19S), The Hopkins Symptom Checklist (SCL-5) and overall QOL. Data from national surveys on satisfaction with the educational curriculum, before and during the pandemic were used for comparison. Results In total, 2605 (43%) students responded, of whom 1591 (61%) had been engaged in clinical training during the pandemic. Overall, 53% were either satisfied or fully satisfied with their educational curriculum, with the level of satisfaction being significantly lower than pre-pandemic reference values. Also, 79% were concerned or highly concerned about the educational quality. In multiple regression analyses for all students, lower levels of satisfaction and higher levels of quality concerns were associated with worse SCL-5 scores. Furthermore, satisfaction with the educational curriculum was positively associated with overall QOL. For students engaged in clinical training, only concerns about infecting others were additionally associated with psychological distress. None of the items related to clinical training were associated with overall QOL. Conclusion Nursing students’ educational satisfaction and quality concerns may significantly impact perceived psychological distress and overall QOL during a pandemic. However, with necessary adaptations implemented, concerns regarding the conduct of clinical training account for little of these associations.

Factors Influencing Senior Nursing Students’ COVID-19 Psychological Distress: A Cross-sectional Study

“…In this study, satisfaction with the nursing major was another factor that influenced COVID-19-related psychological distress among senior nursing students. This is in line with results from previous studies, which showed that in the case of Norwegian Baccalaureate nursing students, the higher their satisfaction with their educational curriculum, could then be positively associated with the overall quality of life [27]. More specifically, satisfaction with the nursing major of students is associated with psychological distress during the COVID-19 pandemic and a student's overall quality of life and well-being.…”

Influencing Factors on Career Preparation Behavior of Nursing Students in the Post COVID-19 Era

“…More precisely, it was noted that nursing student’s general quality of life and well-being during the COVID-19 pandemic were linked to their level of satisfaction with their nursing major. However, professor–student relationships become more challenging for nursing students to navigate in terms of seeking advice and effective communication for career preparation in the post-COVID-19 era [ 22 ]. Furthermore, senior students’ sense of social duty increases with their level of self-efficacy and satisfaction with their nursing major.…”

“…Major satisfaction is the result of satisfying one’s needs while studying one’s major while also combining positive thoughts about enjoyment, one’s future, and a career path [ 19 , 20 , 21 , 22 ]. The nursing curriculum included more elective subjects that were directly relevant to the major and was quite stressful because of theory and clinical practice, which lowers major satisfaction [ 22 ].…”

“…Major satisfaction is the result of satisfying one’s needs while studying one’s major while also combining positive thoughts about enjoyment, one’s future, and a career path [ 19 , 20 , 21 , 22 ]. The nursing curriculum included more elective subjects that were directly relevant to the major and was quite stressful because of theory and clinical practice, which lowers major satisfaction [ 22 ]. In addition, many students enroll in the nursing department because of its high employment rate, which can lead to dissatisfaction with the major because their aptitude does not match the major after admission [ 23 ].…”

“…These resulted in the loss of career information opportunities as well as uncertainty while making career decisions [ 17 ]. Moreover, hospitals stopped providing career information workshops and continuing simulation training that offer comprehensive information about their procedures through internships and briefing sessions, which are valuable resources for those making career decisions [ 15 , 17 , 22 ]. As a result, students worry that they will not have enough real-world experience, which could impact their employment prospects.…”