Professional Quality of Life Factors and Relationships in Nursing and Psychiatric Nursing Students: An Exploratory Study
Bibliographic record
Abstract
INTRODUCTION: Professional quality of life (ProQOL) that encompasses compassion satisfaction (CS) and compassion fatigue (CF) comprised of burnout (BO) and secondary traumatic stress (STS) has been raised as a world-wide issue for the nursing profession. Limited attention has been paid to the vulnerabilities of nursing students to ProQOL and the associated mechanisms. PURPOSE: Determine what factors are predictive of ProQOL in a population of undergraduate nursing and psychiatric nursing students. Methods: A cross-sectional survey was conducted comprised demographic questions and four validated measures: the Professional Quality of Life Scale (version 5), Core Self-Evaluations Scale, Perceived Stress Scale, and Life Events Checklist (version 5). RESULTS: Students in long-term care-palliative care rotations reported significantly higher levels of BO in comparison to other care areas. Regression analysis revealed students with low self-efficacy and high perceived stress were predictive of BO. Students with increased exposures to prior traumatizing life events were predictive of STS. Students with high levels of self-efficacy and less intent-to-leave were predictive of having CS. CONCLUSION: Findings assist educators, clinicians, and policy makers in understanding at-risk clinical settings and predictors of ProQOL in pre-licensure students. Curricular recommendations that include mindfulness, coping and crisis peer-debriefing, and emotional intelligence are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".