Correlates of Stress and Coping among Jordanian Nursing Students during Clinical Practice in Psychiatric/Mental Health Course

Abstract

Training in psychiatric settings is stressful for nursing students. The purpose of this study was to examine the correlations between the students' characteristics, their stress degrees, stressors and types of coping strategies they experience during training in psychiatric course. A descriptive, correlational, longitudinal design was used. Sixty-five undergraduate nursing students were recruited randomly from five Jordanian universities. Self-report questionnaires were administered at the second semester of the 2012-2013 academic year. The findings showed that students who utilized avoidance or transference strategies reported high stress degrees. Moreover, the results showed that those students who were in the fourth year, with a low family income, who avoid extracurricular activities, with a low academic grade or who registered in other clinical course(s) reported high stress degrees. These findings present a worthy data for the clinical instructors that facilitate students training in psychiatric settings and promote their psychosocial well-being. Copyright © 2014 John Wiley & Sons, Ltd.

Stress and coping strategies among Saudi nursing students during clinical education

“…These findings are consistent with previous reported studies . Al Zayyat and Al‐Gamal list caring for patients, stress related to teachers and nursing staff, doing assignments, and workload as the most frequent types of stressors among Jordanian nursing students. As the majority of the students experienced stress while taking care of the patients, clinical instructors should orient the students before they start training in the clinical area, for example providing a simulation in the laboratory of how to provide total care for patients.…”

“…However, students who had mild-to-moderate stress used emotional strategies. Support for these finding is reported by Al Zayyat and Al-Gamal, 23 who reported that students who used avoidance or transference strategies reported high degree of stress. Eng and Pai 24 stated that both self-reflection and insight variables have a positive effect as coping strategies and a negative effect on perceived stress in nursing students.…”

“…These findings are consistent with previous reported studies. 2,27 Al Zayyat and Al-Gamal 23 These methods could facilitate an improvement in the quality of total care provided by students to patients as well improve communication between the students and coworkers. Our findings of female Saudi students' perception of stress, as well as those of Al-Zayyat and Al Gamal, 2 emphasize the importance of finding appropriate strategies to decrease students' degrees of stress during the clinical period of training.…”

Introducing a Late Bank in Online Graduate Courses: The Response of Students

“…In general, the findings indicated that more students completed a course and completed the course satisfactorily when they had a flexible grader (Patton, 2000). When students are stressed by academic demands, they may cope by avoiding studying, procrastinating on assignments, or turning to forms of academic dishonesty, such as cheating (Alzayyat & Al-Gamal, 2016;Hensley, 2013;Whitman et al, 1986). Even more so, when students are stressed about meeting their deadlines, the quality of their work, their learning experience, and their training may be compromised (Patton, 2000).…”

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“…Media and network evolved have greatly influence on the mental health and quality training of students. Mental health helps discover potential strength and competence of students, maximize their potentials, boost their all-round development, and improve their overall quality (Alzayyat, 2014;Herman, Archambeau, Deliramich et al, 2011). Students have entered their prime time for development.…”