Stress and Coping: Junior Baccalaureate Nursing Students in Clinical Settings

Mahat, Ganga

doi:10.1111/j.1744-6198.1998.tb00976.x

Cited by 90 publications

(92 citation statements)

References 16 publications

(22 reference statements)

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“…원리를 토대로 간호를 제공하며, 실제 상황에서 임상적인 판 단을 하는 기회를 제공받게 되는 것이다 (Mahat, 1998). 물 론 시뮬레이션 교육을 통해 이러한 기회가 제공되기도 하지 만, 환자 및 의료진과 상호작용하며 간호를 제공할 수 있다 는 점에서 실제 임상 현장에서 간호를 수행하는 실습 교육은 필수적이라고 할 수 있다 (Mahat, 1998).…”

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Effects of Personality and Coping Behavior on Clinical Practice Stress among One College Nursing Students

Jeong

Koh

2016

Korean J Str Res

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The purpose of this descriptive study was to investigate the effects of personality and coping behavior on clinical practice stress in nursing students which was experienced at clinical practice. The data were collected using questionnaire from the convenience sample of 88 nursing students. The data were collected from May 21 to 31, 2016. Data were analyzed with independent t-test, one way ANOVA, Pearson correlation coefficients, and multiple regression by using SPSS version 23.0. The mean score for clinical practice stress was 1.43±0.62, and the score for student domain (1.73±0.96) was the highest in clinical practice stress. Among the big five personality traits, neuroticism had positive correlation (r=.356, p=.001) with the clinical practice stress. Coping behavior (r=.285, p=.007) and passive coping behavior (r=.327, p=.002) also had positive correlation with the clinical practice stress in nursing students. The significant major predictors of clinical practice stress were neuroticism (β=.31) and passive coping behavior (β=.27). The explained variances for clinical practice stress was 18% in nursing students. Therefore, development of a program on enhancing personality and coping behavior to reduce clinical practice stress is needed.

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“…물 론 시뮬레이션 교육을 통해 이러한 기회가 제공되기도 하지 만, 환자 및 의료진과 상호작용하며 간호를 제공할 수 있다 는 점에서 실제 임상 현장에서 간호를 수행하는 실습 교육은 필수적이라고 할 수 있다 (Mahat, 1998).…”

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Effects of Personality and Coping Behavior on Clinical Practice Stress among One College Nursing Students

Jeong

Koh

2016

Korean J Str Res

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“…In the same study, students reported that they lost motivation to complete courses and to even continue in the profession because of such attitudes in instructors/educators. Mahat (46) emphasized the importance of relationships between instructors and students as clinical stressors and the need for students to be understood and supported by instructors. From this perspective, our study findings indicate that instructors' confidence-solidifying and supportive attitudes during clinical practice should be reviewed.…”

Section: Discussionmentioning

confidence: 99%

Stress Experienced by Turkish Nursing Students and Related Factors

Yıldırım¹,

Karaca²,

Ankaralı³

et al. 2016

Clin Exp Health Sci

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ÖzAmaç: Bu çalışma Türk hemşirelik lisans öğrencilerinin eğitimleri sırasında yaşadıkları stres düzeylerini ve stresi etkileyebilecek bazı sosyodemografik değişkenleri belirlemek amacıyla yapılmıştır.Yöntemler: Araştırma tanımlayıcı kesitsel olarak 821 öğrenci ile yapılmıştır. Veriler, bilgi formu ve Hemşirelik Eğitimi Stres Ölçeği (Stress in Nurse Education Questionnaire-SINE) ile toplanmıştır. Bulgular: SINE'nin alt boyutları olan akademik stres ve uygulama stresi toplam puan ortalamaları birbirine yakın olmasına karşın akademik stres biraz daha yüksek çıkmıştır. Klinik stresle ilgili de acı çeken bir hastayı izlemek en çok stres yaratan durum olarak belirlenmiştir. Klinik uygulamada öğre-tim elemanı tarafından eleştirilmek ve bakım verirken hata yapma korkusu öğrencilerin en çok raporladığı diğer klinik stres faktörleri arasındadır. Öğ-rencilerin okudukları okullara, cinsiyete göre ve algılanan akademik başa-rıya göre SINE toplam ve alt boyutları puan ortalamaları arasındaki farkın anlamlı olduğu bulunmuştur (p<0,001). Sonuç: Hemşirelik öğrencilerinin akademik stresleri arasında en çok sınav-lara hazırlanmak, sınavlara girmek ve değerlendirilme endişesi gelmektedir. Klinik stresleri olarak acı çeken bir hastayı izlemek, öğretim elemanı tarafından eleştirilmek ve bakım verirken hata yapma korkusu belirlenmiştir. Anahtar kelimeler: Stres, hemşirelik eğitimi, hemşirelik öğrencileri, hemşi-relik eğitimi stres ölçeği INTRODUCTIONNursing students face stressors that affect academic performance and quality of life from the time they begin nursing education. Stress is a universal problem among nursing students, and undergraduate nursing students have a higher risk of developing mental health problems relative to the general population and students of other health disciplines (1-5). Rhead (6) emphasized that stress is an important psychological factor that can affect the academic performance and health of students during nursing school and the first stages of entering the clinic.Studies on stress in the practical application of nursing education and student training have identified the following common stress sources: taking responsibility for caring for a sick person, encountering death or a dying patient, lack of support in clinical practice, and lack of self-confidence during clinical practice (7-20). It is possible to examine the stressors experienced by nursing students according to three main groups (16):1. Academic stressors (e.g., being tested, fear of failing in the application of training, and problems related to the field of study)2. Clinical stressors (e.g., studying, fear of making a mistake, fear of receiving a negative response from a dying or suffering patient, and relationships with other people in an institution)Objective: This study was determined Turkish nursing undergraduates may affect stress levels and stress they experience during their studies to determine the socio-demographic variables. Methods: This study, which descriptive cross-sectional in design study was completed with 821 stu...

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“…The majority of studies reported that nursing students tend to prefer to use problem-focused strategies rather than emotion-focused strategies [6,[11][12][13][14][15][16][17][18][19][20][21] . Other authors [4,[22][23][24] have reported that students mainly use emotion-focused strategies when responding to stress.…”

Section: Coping: Identification Of Strategiesmentioning

confidence: 99%

Coping and health in novice and experienced nursing students during clinical practice: a descriptive, differential and correlational analysis

Jiménez‐Jiménez

Sanchez-Laguna

Jimenez-Linde

2013

JNEP

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Aim: This study identifies the differences in novice and experienced nursing students' reports of coping and their relationship with health.Background: Clinical practice constitutes a particularly stressful training period in an academic context that activates many coping resources in students. However, there is little empirical evidence about the coping strategies used by novice and experienced nursing students during clinical practice. Both ineffective and adaptive efforts are manifested in health (physio-psycho-social symptoms).Methods: Cross-sectional research was performed using descriptive, differential and correlational procedures. This study was carried out with 357 students from all 3 years of a nursing diploma programme at a Spanish nursing college. Data were collected in 2008-2009. Findings:The results indicated that problem-focused coping (PFC) was used significantly more by students than emotion-focused coping (EFC). Both first and third-year students used PFC more frequently than second-year students. In contrast, second-year students used "avoidance" strategies more frequently than first-year students. The results also showed that emotion-focused coping significantly harmed student's health during their clinical practice, while problem-focused coping tended to be associated with fewer health problems, but not significantly. These results were the same for all students irrespective of the course or experience. Conclusion:This study provides tools for the development of prevention programmes in nursing schools based on the identification of healthy coping strategies. The paper proposes certain actions to support the development of psychoeducational stress coping programmes for clinical practice.

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Stress and Coping: Junior Baccalaureate Nursing Students in Clinical Settings

Cited by 90 publications

References 16 publications

Effects of Personality and Coping Behavior on Clinical Practice Stress among One College Nursing Students

Effects of Personality and Coping Behavior on Clinical Practice Stress among One College Nursing Students

Stress Experienced by Turkish Nursing Students and Related Factors

Coping and health in novice and experienced nursing students during clinical practice: a descriptive, differential and correlational analysis

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