Individual Domain Satisfaction Contributing to Nursing Students’ Subjective Well-Being: Family, Education and Health

Abstract

Introduction and aim Subjective Well-Being(SWB), defined as individuals' level of satisfaction based on their subjective evaluations of their own lives, has been shown to protect individuals from illnesses and help them successfully navigate life transitions. The SWB of nursing students (NSs), who are in a critical transitional phase between adolescence and adulthood, is associated with better physical and mental health, which in turn enhances their ability to provide quality care to patients. This study aims to evaluate the relationship between NSs SWB and their demographic characteristics, as well as satisfaction with family, school, and health-related domains, and to assess the impact of these variables on SWB. Methods The study data were collected from 650 nursing students using a descriptive and cross-sectional design, determined through G*Power analysis. Personal Information Form and Subjective Well-Being Scale were used for data collection. Statistical analyses included Mann-Whitney U and Kruskal-Wallis tests, while multiple logistic regression analysis was used to determine the contribution of variables to SWB. Results First, the SWBS score of NSs was 158 +/- 24, and SWB levels were found to be associated with demographic factors such as age, gender, parental education level, and place of residence (p < 0.05). Second, a democratic family environment and positive family relationships were associated with higher SWB (p < 0.05). Additionally, SWB was linked to perceived physical and mental health satisfaction and satisfaction with educational experiences (p < 0.05). The regression model revealed that independent variables accounted for 32.6% of the variance in the dependent variable. Conclusion and recommendations The SWB level of NSs was moderate and influenced by various factors. These findings underscore the importance of interventions targeting family, school, and health domains in supporting students' academic and personal development. It may be beneficial for educators to consider factors associated with SWB when designing educational content and practices.