Subhealth determinants in chinese nursing graduate students: The role of lifestyle and stress management
https://doi.org/10.70228/YJHER2024002
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ABSTRACT
Graduate scholars confront heightened stressors, including intense workloads that imperil their health. However, limited empirical inquiries examine Chinese nursing graduates’ well-being. This cross-sectional study explored this cohort's social characteristics, health status, and interrelationships. Utilizing a bespoke social survey and the Subhealth Status Scale, data were collected from 102 nursing master’s students after obtaining ethics clearance. Descriptive and inferential statistics analyzed variables. Participants displayed adept interpersonal abilities yet suboptimal habits like skipping breakfast, nocturnal studying, prolonged sitting, and social isolation. Over half of the participants were in subhealth. Moreover, female participants exhibited significant cardiovascular deficiencies compared to males. Additionally, exercise, sleep, and exam preparation predicted greater variance in subhealth independently. This study of Chinese nursing graduate students reveals an alarming prevalence of poor lifestyle habits negatively impacting health, especially fatigue, psychiatric well-being, and cardiovascular function. Subhealth stemmed largely from lack of sleep, exercise, and a healthy diet. This study highlights an urgent need to address the subhealth and well-being issues nursing graduate students face in China. Improving lifestyle behaviors related to sleep, exercise, and stress management should be prioritized to promote better health outcomes. Implementing supportive programs, policies, and services across educational institutions and healthcare settings may also foster healthier learning and working environments conducive to students' professional growth. Safeguarding the sustainability of this vital nursing talent pipeline will strengthen the capacity of China’s healthcare system to serve citizens. Thus, the program should be utilized and implemented to enhance the health outcomes of nursing graduate students.
Keywords: subhealth, graduate students, nursing, lifestyle, China
Volume 12 Issue 1, 2024 EDITION
Published 2024
Editor's Note
We are delighted to present this new issue (Vol. 12 Issue 1) of the Journal of Higher Education Research, featuring contributions that explore critical topics in nursing education, professional practice, literacy development, educational leadership, and holistic care. Each study reflects the dedication of our authors to addressing the evolving challenges in these fields. Yaqi and Chua examine the impact of human resource challenges and professional quality of life among hospital nurses during the COVID-19 pandemic, offering practical insights to improve nurse well-being. Similarly, Peng and Diva investigate secondary traumatic stress among psychiatric nurses, highlighting the role of organizational support and coping strategies in fostering resilience in high-pressure environments, especially those with high seniority and professional titles. Su and Lachica investigate subhealth determinants among Chinese nursing graduate students, highlighting the significant impact of lifestyle choices and stress management on their well-being. Meanwhile, Zhang and Dolendo examine the academic performance of nursing students engaged in online practice, offering valuable recommendations for enhancing virtual learning in healthcare education. Flipped classrooms are gaining traction as an innovative educational approach, and the work of Zhou and Young identifies factors and strategies influencing the implementation of the flipped classroom model within nursing education reform. Ma and Garcia, meanwhile, take us into the clinical learning landscape through a qualitative study that explores nursing students’ lived experiences, shedding light on their struggles, aspirations, and transformative journeys. Beyond the realm of nursing, this issue also features studies that broaden our understanding of educational practice and leadership. Amazona and Lizada explore public school teachers’ awareness and practices of Cura Personalis—the Jesuit principle of “care for the whole person”—as a basis for developing a “Nurturing the Nurturer” program. Lesondra and Leonor examine Project SCRIBE, a reading intervention grounded in the Language Experience Approach, demonstrating its effectiveness in enhancing reading comprehension, vocabulary, and critical thinking among high school students. Finally, Katalbas and Ramos offer an inspiring narrative inquiry into the journey of a novice principal, revealing the importance of resilience, empathy, and stakeholder trust in shaping effective school leadership. We extend our deepest gratitude to the authors for their invaluable contributions and to our reviewers for their thoughtful and rigorous evaluations. Special thanks to the dedicated staff and Dr. Lota Largavista, Director of the Publication and Engagement Office, for their steadfast support in bringing this issue to fruition. We hope this issue inspires you to reflect on these critical insights, apply them to your practice, and continue advancing research and education in nursing and healthcare. Sincerely, JOVAL N. MARTINEZ Editor-in-Chief