OBJECTIVE:Nurse educators need an enhanced understanding of factors contributing to nursing student success to decrease attrition and increase retention. Improved understanding of factors related to successful nurse preparation could improve educational processes and facilitate student success, thereby addressing the worldwide nursing shortage as well as increasing the competence and expertise of new graduates. Student-faculty trust and related characteristics have been identified as factors associated with student success (Applebaum, 1995). Research investigating trust in communications and education has been conducted with students in other disciplines but not with nursing students. This research investigated the complex relationships between students' trust in faculty, the students' mood states, and students' educational performance and outcomes. METHOD:The study utilized a quantitative, cross-sectional, descriptive, and correlational design. Student volunteers were recruited from a baccalaureate nursing education program located in the southwest United States. Participants completed three instruments: the Health Sciences Reasoning Test (HSRT), Profile of Mood States (POMS), and Interpersonal Trust Scale (ITS). The resulting scores were compared and contrasted along with selected demographic variables. RESULTS:The study identified a significant relationship between total mood disturbance and interpersonal trust. The trends in the POMS subscales of Anger and Confusion are of particular interest, as the two factors strongly influenced shifts in Total Mood Disturbance. As students progressed through the nursing program, experiences of Anger and Confusion increased with each progressive semester and were accompanied by corresponding decreases in trust. CONCLUSIONS:The results complement established findings relating mood and cognitive function. Alterations in the student's level of trust potentially could share relationships with cognition and critical thinking, although perhaps not in a direct and linear fashion.

译文

目的:护士教育者需要加深对有助于护理学生成功的因素的了解,以减少损耗和增加保留率。更好地理解与成功的护士准备相关的因素,可以改善教育过程并促进学生的成功,从而解决全球范围内的护理短缺问题,并提高新毕业生的能力和专业知识。学生与教师之间的信任和相关特征已被确定为与学生成功相关的因素(Applebaum,1995)。已经与其他学科的学生进行了调查研究,以研究对交流和教育的信任,但没有与护理专业的学生进行。这项研究调查了学生对教师的信任,学生的情绪状态以及学生的教育表现和成果之间的复杂关系。
方法:本研究采用定量,横断面,描述性和相关性设计。学生志愿者是从位于美国西南部的学士学位护理教育计划招募的。参与者完成了三项工具:健康科学推理测验(HSRT),情绪状态简介(POMS)和人际信任量表(ITS)。将所得分数与选定的人口统计学变量进行比较和对比。
结果:该研究确定了总情绪障碍与人际信任之间的显着关系。愤怒和混乱的POMS子量表的趋势特别受关注,因为这两个因素强烈影响了总情绪干扰的变化。随着学生逐步完成护理计划,每学期的学期中,愤怒和困惑的经历就会增加,随之而来的是信任的减少。
结论:该结果补充了有关情绪和认知功能的既定发现。学生信任度的改变可能会与认知和批判性思维共享关系,尽管可能不是直接和线性的方式。

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