Effects of perceived stress and professional values on clinical performance in practice nursing students: A structural equation modeling approach

Ye, Yansheng; Hu, Rujun; Ni, Zhihong; Jiang, Ning; Jiang, Xiaolian

doi:10.1016/j.nedt.2018.09.036

Cited by 46 publications

(28 citation statements)

References 34 publications

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“…Irritability-tension-fatigue in the perceived stress scale and informative communication were shown to be risk factors for the appearance of burnout in nurses, whereas the empathy factor in communication skills and energy-joy exerted a protective function. Similar to our findings for perceived stress factors, Ye et al [62] reported that the increase in stress associated with exposure to stressors raised the levels of burnout in healthcare professionals. In contrast, energy has been highlighted as a factor that promotes commitment in these workers [61].…”

Section: Discussionsupporting

confidence: 91%

“…For example, feeling energetic and enthusiastic about the challenges of healthcare has been presented as a variable related to job commitment among nursing workers [61]. Conversely, the presence of higher levels of perceived stress has been associated with worse clinical performance among students in training [62]. Similarly, nurses who reported facing more stressful situations at work scored higher in burnout than those who reported more relaxed activity [63].…”

Section: Introductionmentioning

confidence: 99%

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Analysis of the Risk and Protective Roles of Work-Related and Individual Variables in Burnout Syndrome in Nurses

et al. 2019

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Aims: Burnout syndrome is a phenomenon that is becoming ever more widespread, especially in workers such as nurses who have heavy workloads and time pressures. The progression of burnout syndrome has been shown to be related to both individual and work-related variables. The objective of this study is to examine the risk and protective roles played by work-related and personal variables, both sociodemographic and psychological, in the development of burnout in nurses. Method: The sample was composed of 1236 nurses aged between 21 and 57 years, with a mean age of 31.50 years (SD = 6.18). Women accounted for 84.5% (n = 1044), and the remaining 15.5% (n = 192) were men. Exploratory tests were performed to understand the relationships between burnout and other variables, and a binary logistic regression was conducted to understand the roles of these variables in the incidence of this syndrome. Lastly, a regression tree was constructed. Results: The results show that the sociodemographic variables examined are not related to the level of burnout in nurses. However, certain work-related variables, such as spending more time with colleagues and patients and reporting good-quality relationships, exhibit a negative relationship with the occurrence of burnout. Of the psychological variables, the stress factors conflict-social acceptance and irritability-tension-fatigue, as well as informative communication, are shown to be risk factors for the appearance of burnout in nurses. In contrast, the communication skills factor, empathy, and energy-joy exert a protective function. Conclusion: Identifying the variables that influence the occurrence of burnout syndrome and understanding the manner in which they exert their influence are key elements in the development of effective prevention and intervention of burnout in nursing.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Analysis of the Risk and Protective Roles of Work-Related and Individual Variables in Burnout Syndrome in Nurses

et al. 2019

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“…Research has identified high stress levels in college students (10)(11)(12)(13) , potentially threatening well-being and health, as well as impairing academic and care performance (14)(15)(16) , which indicates the importance of studying the phenomenon in this group.…”

Section: Introductionmentioning

confidence: 99%

Stress level among undergraduate nursing students related to the training phase and sociodemographic factors

Ribeiro

Mussi

Pires

et al. 2020

Rev. Latino-Am. Enfermagem

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Objective: identify the stress level among nursing undergraduates and the associated sociodemographic and academic factors; to compare stress level among college students according to the training phase in the course. Method: cross-sectional study with 286 university students. The instrument of sociodemographic and academic characterization and the stress scale were applied. The overall stress level was assessed by standardized score. In the bivariate analysis, Pearson’s chi-square or Fisher’s exact test was used, and multiple logistic regression analysis was performed using the Poisson model. Statistical significance of 5% was adopted. Results: higher proportion of college students presented medium/high level of global stress. Students from 6th to 10th semesters presented higher levels of stress compared to those from 1st to 5th, in the Realization of practical activities, Professional Communication (p = 0.014), Environment (p = 0.053) and Vocational Training (p = 0.000) domains). In the multivariate analysis, they contributed to the highest level of stress the variables attending the 6th to 10th semesters, female gender, monthly income ≤ one minimum wage and income considered insufficient. Conclusion: women in a more advanced stage of education and with low economic condition present a higher level of stress in their academic education.

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“…This study highlights the substance of re-education of theoretical knowledge utilizing a clinical nursing skills course during the transition from student to nursing professional is needed [16]. In addition, Ye (2018) stated that scientific evidence is needed to develop intervention strategies to improved clinical performance [17]. Aboshiaqah and Qasim (2018) even added that the preceptorship program is an effective teaching strategy that helps develop and enhanced the clinical competencies among nursing students.…”

Section: Discussionmentioning

confidence: 94%

“…Open Journal of Nursing Ye (2018) even cited that improved clinical performance was observed among practicing nursing students. Hence, clinical performance is viewed as a primary and fundamental content of nursing quality [17]. Moreover, Kopp (2018) stated that a statistically significant improvement was found between midterm ( x = 0.89) and final performance ( x = 0.94; t = −15.90; p < 0.001, two-tailed) showing an increase in final clinical performance among student nurses using the grading rubric [18].…”

Section: Discussionmentioning

confidence: 99%

Scientific Inquiry Level of Nursing Students: Clinching Clinical Performance Expertise

Guerrero¹

2019

OJN

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Background: The status of inquisition by the nursing students shall be determined as it will be utilized as a tool to measure their clinical performance expertise as future nursing practitioners. The element of scientific inquiry is essential in providing standard fillers to give meaning to the various practical nursing gaps in the actual field, the hospital ward to be specific. Objective: This research study aims to establish the level of scientific inquiry and clinical performance of undergraduate Arab nursing students. Methods: The researcher utilized descriptive-correlational study as the research design. This is a descriptive study because it describes the level of scientific inquiry and level of clinical performance of the undergraduate Arab nursing students. Results: The finding of the study is that "the majority of the Arab student nurses demonstrate a guided inquiry in their scientific inquiry level". Most of the Arab student nurses demonstrate a guided inquiry (x = 2.74, SD ± 0.99) in terms of their level of scientific inquiry. Largely, the Arab student nurses have proficient level in their level of clinical performance (x = 87.32, SD ± 12.36). Regression analysis revealed a no significant relationship (r 2 = 0.57; adjusted r 2 = 0.57; p > 0.005) between the level of scientific inquiry and clinical performance among Arab student nurses. Conclusions: The study concluded that the majority of the Arab student nurses demonstrated a guided inquiry in their scientific inquiry level and a moderately proficient level of clinical performance. Furthermore, the study concluded that the level of scientific inquiry was not significantly related to clinical performance.

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Effects of perceived stress and professional values on clinical performance in practice nursing students: A structural equation modeling approach

Cited by 46 publications

References 34 publications

Analysis of the Risk and Protective Roles of Work-Related and Individual Variables in Burnout Syndrome in Nurses

Analysis of the Risk and Protective Roles of Work-Related and Individual Variables in Burnout Syndrome in Nurses

Stress level among undergraduate nursing students related to the training phase and sociodemographic factors

Scientific Inquiry Level of Nursing Students: Clinching Clinical Performance Expertise

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