الفهرس 
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Abstract
Summary
There have been major psychological and societal effects of the COVID-19 epidemic. As, The epidemic caused diverse degrees of stress and other negative reactions among individuals all around the world because of its unexpected duration, lack of a cure, novelty, and restricting impacts on many aspects of everyday living (Fegert et al., 2020).
The COVID-19 pandemic affected nursing students’ mental health and sleep, putting them at high risk of contracting COVID-19, especially during clinical practice which alter their academic achievements, These, regulations were found to have additional impacts on student achievements. As, the delay in clinical practice has affected nursing students’ academic achievements and delayed their graduations (ICN, 2021). As clinical education is extremely important for acquiring practical nursing skills, cancellation or modifications to clinical education may lead to students harboring negative feelings (Ramos-Morcillo et al., 2020). Sudden and unexpected changes to learning methods without proper infrastructure and learning systems may be less effective (Radu et al., 2020). Therefore, the COVID-19 pandemic is evidently impacting nursing students’ academic experiences and career choices.
• Aim of the Study
This study aims to assess the effect of COVID-19 pandemic on psychological wellbeing among faculty of nursing students.
• Research Questions:
1- What is the effect of COVID 19 pandemic on stress level among Faculty of Nursing students?
2- What is the effect of COVID 19 pandemic on anxiety level among Faculty of Nursing students?
3- What is the effect of COVID 19 pandemic on depressive symptoms among Faculty of Nursing students?
The subjects recruited and methods used for achieving:
The study was elaborated under the following items:
1. Technical design
2. Operational design
3. Administrative design
4. Statistical design
1. Technical design
Technical design of this study was include research design, setting, subject and tools of data collection.
A. Research design:
A descriptive cross-sectional design was used in this study.
B. Setting:
The study was conducted at the faulty of nursing in KafrelSheikh University affiliated to the Ministry of Higher Education. The faculty started at 2014, follow credit hours and have about 2800 student at four academic level at 2020/2021.
c) Subjects of the study:
Type of sample: A simple random sampling technique was used in this study, to choose students to participate in this study by list of student names through choosing students randomly in their four academic levels.
Sample size: The study sample was selected from the four academic levels, they selected in the 2nd semester of 2021/2022 academic year. According to Epi-ANOVA equation for determining sample size for research activities.
n = (Za)2 * (S)2/(d)2 (Sharma, S. K.,etal.2020)
n= The sample size.
Za=The standard normal coefficient.
S= The standard deviation.
D=the desired precision level expressed as half of the maximum acceptable confidence interval width.
Groups Total % Sample Size
The first level 964 27.8% 97
The 2nd level 1250 36.0% 125
The 3rd level 762 22.0% 76
The 4th level 492 14.2% 49
Total 3468 100.0% 347
D) Data Collection Tools:
Two tools were used for data collection:
Tool I: An interview questionnaire it includes two parts:
Part 1) Demographic Data of the studied nursing students:
This was developed by the researcher and included age, sex, academic year, residence, family income and religious.
Part 2) Student Perception of Academic Study during COVID -19 Pandemic:
This was developed by the researchers after reviewing related literature to assess concerns regarding academic study during COVID-19 pandemic. This tool consisted of 21 items cover (three domains) to measure (a) students perception regarding difficulties in learning (12statements), (b) performance in clinical setting (7statements), (c) opinion of future career (2statements).There is no reversed score items.
The tool was rated in a 4-point Likert scale in which strongly disagree = 1, disagree = 2, agree = 3, and strongly agree = 4.
-Scoring system was as follow:
Student perception of academic study No. of items Positive perception <60% Negative perception ≥60%
Difficulty in learning theoretical coarse 12 statements 12:33 34:48
Performance in clinical setting 7 statements 7:19 20:28
Opinion of future career 2 statements 2:5 6:8
Total 21 21:58 59:84
Tool II: Psychological wellbeing questionnaire:
A) Covid-19 Student Stress Questionnaire (CSSQ):
The COVID-19 Student Stress Questionnaire (CSSQ), it is valid and reliable tool (o.86), it was developed by Zurlo, Cattaneo Della Volta, & Vallone, (2020), and adopted by the researcher to assess university students’ perceived stress during the COVID-19 pandemic lockdown. It consists of 7 items on a 5-point Likert scale in which zero =Not at all stressful , 1=Somewhat stressful, 2= Moderate stressful, 3=Very stressful, and 4=Extremely stressful. Each item was developed to cover different domains that could have been subject to variations due to the COVID-19 pandemic lockdown, and, therefore, that may be potentially perceived as sources of stress (i.e., risk of contagion; social isolation; relationship with relatives; relationship with colleagues; relationship with professors and academic studying. Couple’s relationship intimacy and sexual life was removed from the scale to match our culture and religion. The scale provides a stress score ranging from 0 to 24.
-Scoring system according to original cutoff points (Zurlo, et al., 2020) was as follow:
0-5 =Low level of COVID-19 perceived stress.
6-13= Average level of COVID-19 perceived stress.
14-24= High level of COVID-19 perceived stress.
B ) Coronavirus Pandemic Anxiety Scale (CPAS-11):
The Coronavirus Pandemic Anxiety Scale (CPAS-11), it is valid and reliable tool (0.87), it was developed by Allan Bernardo & Norman. Mendoza & Patricia Simon & Angela Lorraine Cunanan & John Ian Wilzon in 2020, to measure symptoms of anxiety related to the COVID-19 pandemic to help identify individuals who might need mental health services. The scale included 11 items that referred to various anxiety symptoms. It rated in a 4- point Likert scale in which 0 = Not at all, 1= Rarely, 2 = Some days, and 3 = Nearly every day.
Scoring system was as follow:
• Mild anxiety (Score 0-10)
• Moderate anxiety (score11-22)
• Severe anxiety (score 23-33)
C) Beck Depression Inventory (BDI):
The Beck Depression Inventory (BDI), it is a valid and reliable self rated scale (0.88%), It was developed by Aaron T. Beck at 1961 and adopted by the researcher to measure the existence and severity of symptoms of depression. The scale included 21-items, that evaluate key symptoms of depression including mood, pessimism, sense of failure, self-dissatisfaction, guilt, punishment, self-dislike, self-accusation, suicidal ideas, crying, irritability, social withdrawal, indecisiveness, body image change, work difficulty, insomnia, fatigability, loss of appetite, weight loss, somatic preoccupation, and loss of libido was removed from the scale to match our culture and religion. Individual scale items are scored on a 4-point likert scale adapted by researcher in which 0 = Little,1 = Some what, 2 = Much time, 3 = All time, with a total summed score range of 0–60.
Scoring system was as follow:
Normal range of mood (score 1-10)
Mild mood disturbance (score 11-16)
Borderline clinical depression (score 17-20)
Moderate depression (score 21-30)
Sever depression (score 31-40)
Extreme depression (scoreꜛ40)
The main study findings are as following:
• More than two thirds of the studied students had positive perception regarding academic study during COVID-19 pandemic while less than one third of them had negative perception.
• The studied nursing students had high level of perceived COVID-19 stress.
• The studied nursing students experienced moderate depressive symptoms.
• The studied nurses experienced severe corona virus pandemic anxiety.
Recommendations:
Based on the current study s findings the following recommendations were proposed:
1- Providing psychological counseling services for nursing students, for improving their knowledge about COVID-19 prevention strategies.
2- Implementation of online counseling and consultation by the university professional to reduce the prevalence of depression and anxiety resulting from the COVID-19 pandemic among nursing students.
3- Maintaining a stable and planned educational framework, providing high quality distant teaching and encouraging and supporting students through this challenging period.