Psychological Distress Among Nursing, Physiotherapy and Occupational Therapy Students: A Longitudinal and Predictive Study

Nerdrum, Per; Rust⊘en, Tone; R⊘nnestad, Michael Helge

doi:10.1080/00313830903043133

Cited by 48 publications

(49 citation statements)

References 36 publications

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“…Longitudinal studies have confirmed that nursing students' psychological distress increases significantly during their education (Christensson, Runeson, Dickman, & Vaez, 2010;Deary, Watson, & Hogston, 2003;Lo, 2002;Nerdrum, Rustoen, & Ronnestad, 2009;Watson et al, 2009). …”

Section: Psychological Distress Among Nurses and Nursing Studentsmentioning

confidence: 95%

Psychological Distress in Norwegian Nurses and Teachers over Nine Years

Nerdrum

Geirdal

Høglend

2016

P&P

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Psychological distress have been found to be high and influence negatively nurses' and teachers' work. In this nine-year project, we present the first longitudinal study comparing psychological distress from 1467 students and young professionals in nursing and teaching. Psychological distress was measured with GHQ 12 at the start and the end of their studies and three and six years after graduation. Both descriptive statistics and estimated models were used to assess psychological distress over time. Psychological distress increased significantly in both groups during education. The reduction of psychological distress was significant among the nurses, and they clearly showed a "healthy worker effect" when coming into clinical work. The teachers had a small and non-significant reduction in the same period and did not show a positive effect after starting pedagogical work.

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Section: Psychological Distress Among Nurses and Nursing Studentsmentioning

confidence: 95%

Psychological Distress in Norwegian Nurses and Teachers over Nine Years

Nerdrum

Geirdal

Høglend

2016

P&P

Self Cite

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“…Personal stressors experienced by students remain well documented in the literature 1,2,7,8,9,10,12,13 . University related stressors were the least named stressor reported by all students.…”

Section: Coping Styles Employed By Ot Studentsmentioning

confidence: 95%

“…86.9% of the students utilised self-blame when faced with a stressful situation. In a student's life, this may be due to poor time management and procrastination, having not prepared adequately for tests and examinations as well as conflict with supervisors and peers 13,14 . 66.7% of the students keep to themselves when dealing with stressful situations, for example keeping feelings to themselves, avoiding being with people in general or keeping others from knowing how bad things are.…”

Section: Discussionmentioning

confidence: 99%

“…Personal stressors experienced by students are well documented 1,2,7,8,9,10,11,12 and include physical problems or impairments, family difficulties, financial difficulties, access to resources, social issues, managing relationships and transitioning through adolescence to adulthood. Academic stressors experienced by students include high academic expectations, rigorous class schedules, integration of classroom and clinical learning, tests and examinations, the amount of class work and poor grades, time management, clinical fieldwork, relationships with supervisors, amongst others 8,13,14,15,16 . University related stressors included adjustment to university life, access to resources e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

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OT student's experiences of stress and coping

Govender¹,

Mkhabela²,

Hlongwane³

et al. 2015

S. Afr. j. occup. ther

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“…The questions have been tested on several professions in regular surveys since the year 2000, and have been used in a number of publications (e.g. Nerdrum et al, 2009, Abrahamsen, 2010. Some of the central questions are based on measures used in ESS (European Social Survey) and ISSP (International Social Survey Programme).…”

Section: Data and Measuresmentioning

confidence: 99%

Police students’ social background, attitudes and career plans

Fekjær

2014

Policing: An International Journal of Police Strategies &Amp; Management

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Purpose: To compare the social background of Norwegian and Swedish police students. Are there differences in the students' social background, and if so, are such differences reflected in different attitudes and career plans among the students?Design/methodology/approach: The questions are explored on the basis of survey data on all Norwegian and Swedish police students who started their education in 2009 (N=737). The methods employed are cross-tabular analysis and multivariate linear regression. Findings:The results show that a larger proportion of Norwegian police students have highly educated parents, compared to the Swedish. However, students' social background does not seem to be important for their orientation towards theory and knowledge or their plans for doing operational police work.Practical implications: An important question for the future's police educators is whether a study with a formal bachelor status will attract a different type of students. These results show that the Norwegian police education with a formal bachelor degree attracts more students with highly educated parents, but the importance of attracting students with a given social background to the police profession seems to be limited. Originality/value: There are no previous comparative studies on recruitment to police education, or studies of police recruitment that focus especially on the importance of social background.

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Psychological Distress Among Nursing, Physiotherapy and Occupational Therapy Students: A Longitudinal and Predictive Study

Cited by 48 publications

References 36 publications

Psychological Distress in Norwegian Nurses and Teachers over Nine Years

Psychological Distress in Norwegian Nurses and Teachers over Nine Years

OT student's experiences of stress and coping

Police students’ social background, attitudes and career plans

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