Pre-registration diploma student nurse stress and coping measures

Evans, William Howard; Kelly, Brendan

doi:10.1016/j.nedt.2004.05.004

Cited by 179 publications

(177 citation statements)

References 30 publications

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“…Lee et al (2007) were satisfied with the validity of this scale in relation to its close statistical association with other scales, which measure anxiety and affect. Concurrent studies have qualitatively supported the results from the Nursing Stress Scale with the development of similar themes to the factors, which are contained in the scale (McGrath et al, 2003;Evans and Kelly, 2004;Jenkins and Elliott, 2004). Predictive validity compares this measurement and uses it to predict the performance from another measure (Young et al, 2001).…”

Section: Validity Of the Nursing Stress Scalementioning

confidence: 74%

“…Evans and Kelly (2004) examined the stress and coping abilities of a convenience sample of student nurses in a teaching hospital in Ireland (n=52). They explored the type of clinical and educational stress that students are exposed to, examining coping mechanisms adopted.…”

Section: Stressmentioning

confidence: 99%

“…The theory-practice gap is cited as a contributor to stress in the clinical environment (Evans and Kelly, 2004;Andrews et al, 2005;Maben et al, 2006). Landers (2001) Inadequate preparation is cited in many previous studies from either a clinical skills deficit perspective (Charnley, 1999;Bick, 2000;O'Shea and Kelly, 2007), knowledge deficit (Mooney 2007a) to inadequate emotional preparation and lack of confidence (Clark and Holmes, 2007) and lack management and organisational skills (Charnley, 1999;Gerrish, 2000;O' Shea and Kelly, 2007) or a combination of all three (Whitehead, 2001;Clark and Holmes, 2007).…”

Section: Inadequate Preparationmentioning

confidence: 99%

“…However, the value of preceptorship is well documented (Maben and MacLeod Clarke, 1998;McCarthy and Higgins, 2003). While preceptorship is part of the nurses' responsibility (An Bord Altranais, 2000c), there is a need for adequate preparation, motivation and support in order for this to be effective (Timmins and Kaliszer, 2002a;McCarthy and Higgins, 2003;Evans and Kelly, 2004;Sorensen and Yankeck, 2008). Support was generally perceived by student nurses to be lacking whereas the newly qualified nurses had mixed opinions and cited both negative and positive comments on this concept.…”

Section: Personnel Supportmentioning

confidence: 99%

“…This study revealed an imbalance of power between qualified nurses and student nurses. Evans and Kelly (2004) found that learning in the clinical environment was predominantly motivated by the concern of being assessed. This may have association with self esteem as cited by Begley and White (2003) where there is a negative correlation between negative feedback and self-esteem when exploring this phenomenon among final year student nurses in Ireland.…”

Section: Conflict With Other Nursesmentioning

confidence: 99%

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Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Suresh

Matthews

Coyne

2012

Journal of Clinical Nursing

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Aims and objectives. To measure and compare the perceived levels of job‐related stress and stressors of newly qualified nurses and fourth‐year student nurses in the clinical environment and to explore the participants’ views on stress and stressors. Background. Stress in the nursing workplace has significant consequences for the person, the patient and the organisation, such as psychological and physical health deterioration and impaired professional practice. To address this problem, stress and stressors need to be measured and identified. Design. This study used a cross‐sectional survey design and self‐reporting questionnaires to measure and compare levels of stress in both groups. Convenience sampling involved all newly qualified nurses (n = 120) and fourth‐year student nurses (n = 128) in Dublin North‐East region in Ireland. Methods. The instrument used was ‘The Nursing Stress Scale’ (Gray‐Toft & Anderson 1981, Journal of Behavioral Assessment3, 11–23). Descriptive, qualitative analysis was conducted on an open‐ended question. Data were obtained from newly qualified nurses (n = 31) and fourth‐year student nurses (n = 40) in six acute hospital sites. Results. Levels of perceived stress and stressors were high in both groups. Themes identified from the responses to the open question by both groups included excessive workload, difficult working relationships and unmet clinical learning needs. Student nurses also reported the combination of academic demands with clinical placement as a major stressor. There was no significant difference between each group. Conclusion. Stress continues to be a problem for nurses in the clinical setting. Excessive workload requires urgent attention by hospital managers in view of widespread retention difficulties. Themes identified could provide a framework for possible interventions for improving the clinical environment for nurses. Relevance to clinical practice. These results can help stakeholders in nurse education and practice to develop interventions to reduce stress for both groups and to ease the transition from student to graduate nurse.

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Section: Validity Of the Nursing Stress Scalementioning

confidence: 74%

Section: Stressmentioning

confidence: 99%

Section: Inadequate Preparationmentioning

confidence: 99%

Section: Personnel Supportmentioning

confidence: 99%

Section: Conflict With Other Nursesmentioning

confidence: 99%

See 3 more Smart Citations

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Suresh

Matthews

Coyne

2012

Journal of Clinical Nursing

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Psychological interventions to foster resilience in healthcare students

Kunzler

Helmreich

König

et al. 2020

Cochrane Database of Systematic Reviews

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

Alzayyat

Al-Gamal

2014

Stress and Health

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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.

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Pre-registration diploma student nurse stress and coping measures

Cited by 179 publications

References 30 publications

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Psychological interventions to foster resilience in healthcare students

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

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