Construção e validação de instrumento para Avaliação de Estresse em Estudantes de Enfermagem (AEEE)

Abstract

RESUMO

Stress among nursing undergraduate students of a Brazilian public university

“…The result for this domain, which addresses the perceptions of the students regarding the difficulties in access to the university, the internship locations and the use of public transport, 7 was in line with a study that aimed to relate stress and sleep quality among nursing students and did not find a positive relationship between the Environment domain and the students' rest.…”

“…The first part contained sociodemographic questions and the second was made up of the questionnaire "Assessment of Stress in Nursing Students" (AEEE), (6) Theoretical activity (5 questions), in which the answers are organized on a Likert scale of four levels, scored: 0 = "No experience of the situation"; 1 = "I do not feel stressed with the situation"; 2 = "I feel a little stressed with the situation" and; 3 = "I feel very stressed with the situation". 7 Data analysis was performed by domains and the means of the response to the AEEE questions, to identify the levels of stress among the students. Thus, for the analysis of the questions, the Weighted Mean (WM) of each question by Course Year was calculated.…”

“…6 The importance of investigating stress in the professional training period of nurses is based on studies that have identified serious signs of depression among nursing students 7,8 and highlight time management, with regard to the difficulties reconciling academic activities with personal, emotional and social demands, as the main stressor. 2,6 Considering the importance of the subject, this study is justified because the results may provide knowledge for coordinators of nursing undergraduate courses to (re)plan their respective pedagogical projects, in order to establish preventive and/or coping measures aimed at reducing the stress factors during the training process of nurses.…”

Biosocial-academic profile and stress in first- and fourth-year nursing students

“…(2,4) It was verified that the students of the last year present a higher level of stress when compared to those of the first year. First-year students had moderate level of stress (80.4%), while fourthyear students had high level of stress (54.3%).…”

“…(1) In this course, students interact with sick individuals under distress and vulnerability, and this requires skills beyond those developed in the classroom. (2)(3)(4) On this, previous research carried out in Brazil cite some situations frequently experienced by nursing students, namely: the extensive curricular load; the obligation to perform extraclass work; little time left for academic activities and social and family life; insufficient content addressed in class; personal and family problems; dissatisfaction with public transport; inflexible schedules in the institutions; and difficulties with interpersonal relationships such as conflicts with classmates and professional staff in the fields of practice. (1) Faced with this, students may perceive the academic demands as stressors.…”