Evidence map›Paper›PMID 33009859›Full record

ArticleJournal of advanced nursing2020

Nursing students' resilience, depression, well-being, and academic distress: Testing a moderated mediation model.

Ryon C Mcdermott, Sharon M Fruh, Susan Williams, Caitlyn Hauff, Rebecca J Graves, Bernadette M Melnyk, Heather R Hall

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of advanced nursing, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 42 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
42citing papers in PubMed, 1 pooled it
4.3field-weighted citation impact, top 4% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

42 citing papers in PubMed, 1 synthesis or guideline pooled it, 99 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors at 2 institutions in 1 country.

Ryon C McdermottCounseling and Instructional Sciences, University of South Alabama, Mobile, AL, USA.ORCID https://orcid.org/0000-0002-4887-6066
Sharon M FruhCollege of Nursing, University of South Alabama, Mobile, AL, USA.
Susan WilliamsCollege of Nursing, University of South Alabama, Mobile, AL, USA.
Caitlyn HauffDepartment of Health, Kinesiology, and Sport, University of South Alabama, Mobile, AL, USA.
Rebecca J GravesCollege of Nursing, University of South Alabama, Mobile, AL, USA.
Bernadette M MelnykCollege of Nursing, The Ohio State University, Columbus, OH, USA.
Heather R HallCollege of Nursing, University of South Alabama, Mobile, AL, USA.
University of South Alabama · USThe Ohio State University · US

Funding

National Dissemination of I-Corps@NCATS: Accelerating Translation through CommercializationUL1TR003096 · NCATS · UNIVERSITY OF ALABAMA AT BIRMINGHAM · PI GUTIERREZ, ORLANDO M, KIMBERLY, ROBERT P. · 2019 to 2023
$43.6M
UAB Center for Clinical and Translational Science (CCTS)UL1TR001417 · NCATS · UNIVERSITY OF ALABAMA AT BIRMINGHAM · PI KIMBERLY, ROBERT P. · 2015 to 2018
$31.4M
NCATS NIH HHS UL1TR001417NCATS NIH HHS UL1 TR003096
6 · The paper itself

Abstract

aimAcademic distress is a leading cause of attrition among nursing students. The present study tested a positive psychology-oriented model detailing the potential links between nursing students': (a) psychological resilience; (b) depressive symptoms; (c) intrapersonal well-being; (d) interpersonal well-being; and (e) academic distress. Additionally, we tested whether the academic benefits of resilience were conditional upon nursing students' perceptions of their campus climate as supportive of mental health and well-being.

designA correlational, cross-sectional design was employed.

methodNursing students (N = 933) were selected from the national 2017-2018 Healthy Minds Study (HMS). Students completed measures of resilience, depressive symptoms, intrapersonal well-being (flourishing), interpersonal well-being (belonging), and academic distress.

resultsConditional process modelling tested depression, belonging, and flourishing as mediators of the associations between resilience and academic distress variables. Furthermore, perceptions of campus climate were included as potential moderators of these mediation effects. Results indicated that the protective academic benefits of resilience were primarily explained by decreases in depression but that this effect was strongest for nursing students with negative perceptions of their campus climate.

conclusionFindings highlight the psychological and academic benefits of greater resilience and the moderated mediation results suggest that such benefits were conditional on the broader campus climate. IMPACT: Nurse educators and policymakers should consider addressing contextual factors, such as campus climate, in addition to resilience training in their efforts to reduce the negative academic impacts of mental health problems and stress in nursing school.

Indexed as

Resilience, PsychologicalStudents, NursingCross-Sectional StudiesDepressionFaculty, NursingHumansdepressionmediationnurse educationnursing studentsresilience

Identifiers

PMID33009859
PMCPMC7962244
OpenAlexW3091650840

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.