二次元レジリエンス要因尺度を用いた看護学生のレジリエンス特性の学年による違い

Grade Level Differences in Resilience of Nursing Students Measured Using Bidimensional Resilience Scale

要旨

目的：看護学生のレジリエンスの学年による違いとソーシャルサポートとの関連を検討した．

方法：看護専門学校1から3年生246名に対し自記式質問紙調査を実施した．項目は属性，二次元レジリエンス要因尺度（BRS），ソーシャルサポートとし，一元配置分散分析と重回帰分析を行った．

結果：BRS資質的要因の統御力（F_2,227 = 3.2, P = 0.042）は1年生より3年生で，獲得的要因では問題解決志向（F_2,227 = 6.2, P = 0.002）と自己理解（F_2,227 = 7.3, P < 0.001）が2・3年生で高く，他者心理の理解は差がなかった．自己理解には学校生活に関わる実習教員（β = 0.22）などのサポートが，他者心理の理解には恋人（β = 0.21）など学外他者が影響した．

結論：自己理解，問題解決志向，統御力のレジリエンスが高学年で高く，その育成には学校内外の他者によるサポートが関与した．

Purpose:This study aimed to identify differences in levels of resilience in nursing students by grade level and their relationships with social support.

Methods: A self-administered questionnaire was conducted on 246 first- to third-year nursing students. The questionnaire included demographics, the Bidimensional Resilience Scale (BRS), and social support. Analyses included the one-way analysis of variance and multiple regression analysis.

Results: “Control” of innate factors of the BRS was significantly higher in third-year students than in first-year students (F_2,227 = 3.2, P = 0.042). By contrast, acquired factors included significantly higher levels of “attempting to solve a problem” (F_2,227 = 6.2, P = 0.002) and “selfunderstanding” (F_2,227 = 7.3, P < 0.001) among second- and third-year students, in comparison with first-year students, and there was no difference in “understanding others.” Support from nursing school instructors during clinical training influenced “self-understanding” (β = 0.22). Furthermore, “understanding others” was influenced heavily from support by significant others (β = 0.21).

Conclusions: Our findings indicate that “self-understanding,” “attempting to solve a problem,” and “control” of nursing students increased. Building resilience requires support from providers in both regular and extra-curricular activities.