Aim Academic distress is a leading cause of attrition among nursing students. The present study tested a positive psychology‐oriented model detailing the potential links between nursing students’: (a) psychological resilience; (b) depressive symptoms; (c) intrapersonal well‐being; (d) interpersonal well‐being; and (e) academic distress. Additionally, we tested whether the academic benefits of resilience were conditional upon nursing students’ perceptions of their campus climate as supportive of mental health and well‐being. Design A correlational, cross‐sectional design was employed. Method Nursing students (N = 933) were selected from the national 2017–2018 Healthy Minds Study (HMS). Students completed measures of resilience, depressive symptoms, intrapersonal well‐being (flourishing), interpersonal well‐being (belonging), and academic distress. Results Conditional process modelling tested depression, belonging, and flourishing as mediators of the associations between resilience and academic distress variables. Furthermore, perceptions of campus climate were included as potential moderators of these mediation effects. Results indicated that the protective academic benefits of resilience were primarily explained by decreases in depression but that this effect was strongest for nursing students with negative perceptions of their campus climate. Conclusion Findings highlight the psychological and academic benefits of greater resilience and the moderated mediation results suggest that such benefits were conditional on the broader campus climate. Impact Nurse educators and policymakers should consider addressing contextual factors, such as campus climate, in addition to resilience training in their efforts to reduce the negative academic impacts of mental health problems and stress in nursing school.

Women, regardless of size, should have access to functional, fashionable, and affordable exercise apparel. Grounded in Lamb and Kallal’s Functional, Expressive, and Aesthetic Consumer Needs Model, we explored (a) women’s perceptions of plus-size exercise apparel and shopping experiences and (b) plus-size exercise apparel at online retailers. In Study 1, women reported their shopping behaviors, satisfaction, affect, and feedback for designer and retailers. In Study 2, availability, cost, and color variety of plus-size exercise T-shirts were documented at online retailers. Images of product models and sizing chart variations were examined. Women were generally dissatisfied with apparel-related functionality, fashionability, and cost. Plus-size exercise T-shirts at online retailers were limited in color variety and size availability and cost more than straight-size apparel. Unrealistic models and wide sizing variations appear problematic. Advocacy and action are needed to provide women with larger bodies’ equitable access to functional, expressive, aesthetic, and affordable exercise apparel.

BACKGROUND: Researchers have documented significant psychological problems among nursing students, but findings have been inconclusive as to whether nursing students are “at-risk” for mental health problems compared with their non-nursing peers. Aims: This study examined whether nursing students have unique mental health characteristics compared with students from other professions. METHOD: Undergraduates ( N = 18,312; nursing n = 1,399) were selected from the 2016-2017 National Healthy Minds Study. Participants completed the Patient Health Questionnaire-9 (depression), the Generalized Anxiety Disorder-7 (anxiety), and the Flourishing Scale (positive psychology). RESULTS: Nursing students were equally likely to screen positive for depression and anxiety compared with their non-nursing peers. However, when controlling for gender, age, and year in school, multigroup structural equation modeling analyses revealed that female (but not male) nursing students reported significantly higher levels of specific anxiety symptoms and certain psychological strengths than female students from other professions. DISCUSSION: Nursing students are equally likely to screen positive for depression or anxiety as their non-nursing peers; however, anxiety disorders may reflect symptom profiles unique to nursing students. CONCLUSIONS: Findings suggest a need for tailored screening and interventions to reduce mental health problems and harness psychological strengths unique to nursing students.

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