Aim: This study aimed to identify the main sources of stress for students of nursing and the evolution of the stressors when training in nursing competences. Background: Levels of stress are higher for health professionals than for other workers. A higher number of stressors with negative health consequences are present, especially among nursing professionals. Stress is a psychosocial factor that influences the academic performance and well-being of this group. The interest in analysing sources of stress in nursing students is due to the influence that their training period may have on their perceptions of stress on their future work. Methods: We conducted a systematic review of the scientific literature on stressors in nursing students. The search comprised all the articles published at the end of 2010. Results:The most common sources of stress relate to academics (reviews, workload and problems associated with studying, among others). Other sources of stress include clinical sources (such as fear of unknown situations, mistakes with patients or handling of technical equipment). In general, no changes occur at the different years of the student's education. Conclusion:Comparing studies is difficult because of the differences among them (designs, instruments, number of stressors, etc.). However, our revision gives a current state-of-the-art and includes descriptive information that might be very useful for future research. Furthermore, we offer some recommendations for improving the design of curricula taking into account sources of stress.

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Perceived emotional intelligence, Dispositional optimism/pessimism, Psychological well-being,

In this paper we focus on the role that Emotional Intelligence has on nursing. We pay attention to both students and professionals and the role emotional intelligence has on emotional self-concept and burnout. Our studies with nursing students yield positive relations between the Clarity and Emotional Repair components of Perceived Emotional Intelligence and all scales of the self-concept scale. On the other hand, nursing professionals that have clear feelings about their emotions and situations that occur, and are capable of dealing with those emotions, have lower levels of stress in their work. Also, those nurses who show a high ability to curtail their negative emotional states and prolong positive emotional states show higher levels of overall health than those individuals who have trouble regulating their emotions. Our results imply that the emotional and cognitive dimensions have to be taken into account in future training programs for nursing professionals and students

This study aimed to test a structural model to examine the protective role of psychosocial variables, such as social support, emotional intelligence and their interaction, on the cognitive dimension of subjective positive well-being (life satisfaction) and negative well-being (depression) in Moroccan adolescents. The participants consisted of 1277 students (571 men, 694 women and 12 missing values) with a mean age of 16.15 years ( SD = 2.22; range = 9 to 23) who attended 26 public schools in different territories of Morocco. These students were in secondary education ( n = 893) and high school ( n = 378) (6 missing values). The scales for measuring the variables of interest had to be adapted and validated as a previous step for the further proposal of a model of relations. Statistical analyses were conducted using structural equation modeling (SEM) to test the proposed model. The model that optimally adjusted the data confirmed the protective role of social support in the well-being of Moroccan adolescents. Consistent with previous studies, social support was directly related to well-being. However, it also modulated levels of satisfaction with life. Likewise, the inclusion of emotional intelligence as an additional protective factor contributed to the explanation of the well-being mechanisms in adolescents. In addition to direct associations with the levels of social support, satisfaction with life and depression (negative in the latter case), emotional intelligence participated in a complex chain affecting life satisfaction and life satisfaction affecting depression. Moreover, the interaction of emotional intelligence with social support was confirmed to determine levels of life satisfaction in adolescents. Specifically, social support multiplied the effects of the relationship between satisfaction with life and emotional intelligence in cases of moderate and high levels in Moroccan adolescents. This study fills a gap in the literature by adapting and further analyzing several scales with Moroccan samples of adolescents and by proposing and verifying a relational model that can help researchers and teachers to more precisely clarify these relations according to their context. The enhancement of protective factors, such as social support and emotional intelligence, will promote healthy youth development, thus creating healthier societies in the future.