Henrietta Trip1, Kosta Tabakakis2, Virginia Maskill1, Sandra Richardson1,3, Brian Dolan4,5,6, Heather Josland7, Lisa McKay7, Anna Richardson7, Lois Cowan7, Becky Hickmott8, Gail Houston9. 1. a Centre for Postgraduate Nursing Studies , University of Otago , P O Box 4345, Christchurch 8140 , New Zealand. 2. b Research and Enterprise , University of Otago , P O Box 4345, Christchurch 8140 , New Zealand. 3. c Emergency Department , Canterbury District Health Board (CDHB) , Private Bag 4710, Christchurch 8140 , New Zealand. 4. d Service Improvement, CDHB , Private Bag 4710, Christchurch 8140 , New Zealand. 5. e Health Service 360 , Oak Tree House, Farnell Drive, Stratford Upon Avon , CV37 9DJ , United Kingdom. 6. f Oxford Institute of Nursing, Midwifery and Allied Health Research , Oxford Brookes University, & University of Salford , Maxwell Building, 43 Crescent, Salford M5 4WT , United Kingdom . 7. g Department of Nursing, Midwifery & Allied Health , Ara Institute of Canterbury , 130 Madras Street, P O Box 540, Christchurch 8140 , New Zealand. 8. h Workforce Development, CDHB , 32 Oxford Terrace, Christchurch 8140 , New Zealand. 9. i Specialist Mental Health Service, Hillmorton Hospital , Private Bag 4733, CDHB, Christchurch 8140 , New Zealand.
Abstract
BACKGROUND: The effect of natural disasters internationally is linked to intensity and duration and the impact of these events for tertiary level professional students is not clearly understood. Following a 7.1 magnitude earthquake in New Zealand in 2010 (with aftershocks lasting 27 months) a number of tertiary nursing students experienced significant disruption to their studies. AIM: To compare the psychological health, resilience and the impact on learning for three cohorts of students engaged in tertiary nursing education during this time. METHOD: A cross-sectional survey design and convenience sampling was used for three cohorts of learners. An online survey was completed (n = 290) and included: Depression Anxiety and Stress Scale; PTSD Checklist; Work and Social Adjustment Scale; Connor-Davidson Resilience Scale. RESULTS: Statistically significant differences were found across the psychometric scales with regard to relationship status. Whilst an increase in self-reported physical and mental health issues prior to and following the earthquakes were noted, mitigating factors were also identified. CONCLUSIONS: In order to support psychological health amongst nursing students, tertiary education systems need to plan for sustainable learning. The importance of facilitating future orientation within organisations is necessary to develop resilience amongst staff and students, which, in turn, will enable on-going education during significant disaster events.
BACKGROUND: The effect of natural disasters internationally is linked to intensity and duration and the impact of these events for tertiary level professional students is not clearly understood. Following a 7.1 magnitude earthquake in New Zealand in 2010 (with aftershocks lasting 27 months) a number of tertiary nursing students experienced significant disruption to their studies. AIM: To compare the psychological health, resilience and the impact on learning for three cohorts of students engaged in tertiary nursing education during this time. METHOD: A cross-sectional survey design and convenience sampling was used for three cohorts of learners. An online survey was completed (n = 290) and included: Depression Anxiety and Stress Scale; PTSD Checklist; Work and Social Adjustment Scale; Connor-Davidson Resilience Scale. RESULTS: Statistically significant differences were found across the psychometric scales with regard to relationship status. Whilst an increase in self-reported physical and mental health issues prior to and following the earthquakes were noted, mitigating factors were also identified. CONCLUSIONS: In order to support psychological health amongst nursing students, tertiary education systems need to plan for sustainable learning. The importance of facilitating future orientation within organisations is necessary to develop resilience amongst staff and students, which, in turn, will enable on-going education during significant disaster events.
Authors: Mario J Valladares-Garrido; Luis E Zapata-Castro; Helena Domínguez-Troncos; Abigaíl García-Vicente; Darwin A León-Figueroa; J Pierre Zila-Velasque; Pamela Grados-Espinoza; David Astudillo-Rueda; C Ichiro Peralta; Cristian Díaz-Vélez Journal: Int J Environ Res Public Health Date: 2022-07-08 Impact factor: 4.614