Social jetlag and quality of life among nursing students: A cross‐sectional study

Aims To investigate chronotype categories and social jetlag among nursing students and to identify associations between rhythm asynchrony and participants’ physical and psychological health, academic performance and quality of life. Background Social jetlag refers to the asynchrony between chronotypes and social working hours, resulting in a misalignment of biological and social time. Recent studies have reported possible changes in psychosocial functioning owing to social jetlag. Therefore, the present study investigated chronotypes and the extent of social jetlag among nursing students. Design A cross‐sectional study was conducted in 2015 with a sample of 346 nursing students in two universities in Korea. Methods Social jetlag and quality of life were measured with the Munich Chronotype Questionnaire and the abbreviated version of the World Health Organization Quality of Life Scale, respectively, in the year 2015. Data analysis was mainly based on a multiple regression to identify social jetlag's influence on students’ quality of life. Results Average social jetlag was 1 hr ‐ 36 min. Social jetlag was negatively correlated with chronotype, academic performance and quality of life. A multiple regression analysis revealed that social jetlag, a positive emotional state, recovery resilience and depressive symptoms affected students’ quality of life. These variables accounted for 41.7% of the variance in quality of life. Conclusions Results suggest that decreases in social jetlag and depressive symptoms, as well as increases in the positive emotional state and recovery resilience, enhance students’ quality of life. 摘要 目的 调查护生的睡眠类型与社会时差,确认不同节奏与参与人员的身心健康之间以及学业成绩和生活质量之间的关系。 背景 社会时差是指睡眠类型与社会工作时间不同步,导致生物时间和社会时间错位。最近的研究表明,由于社会时差,社会心理功能可能发生变化。因此,本研究调查了护生的时型和社会时差的反应程度。 设计 2015年对韩国两所大学的346名护生进行横断面研究 方法 社会时差和生活质量分别用用慕尼黑时间类型问卷和2015年世界卫生组织生活质量简表来衡量的。数据分析主要是基于多元回归来确定社会时差对学生生活质量的影响。 结果 平均社会时差在36分钟到1个小时左右,社会时差与睡眠类型、学习成绩和生活质量呈负相关。多元回归分析显示,社会时差、积极的情绪状态、恢复弹性和抑郁症状都会影响学生的生活质量。这些变量占影响生活质量差异变量的41.7% 结论 结果表明减少社会时差和缓解抑郁症状,增加积极情绪状态和恢复弹性能提高学生的生活质量。