Stress intensity of a nursing students regarding to biosocial and academic characteristics - A cross-sectional study

Abstract

Background/Objective: Different studies, in national and international context, have linked stress to the academic activities of nursing students. However, investigations relating environmental characteristics in this context were limited. So, we compared stress intensity regarding to biosocial and academic characteristics of nursing students. Method:It is a quantitative, analytical and cross-sectional study, conducted among 160 students of a Nursing Undergraduate course from São Paulo. A Form to Biosocial and Academic Characterization and the instrument for the Assessment of Stress among Nursing Students (ASNS) were applied. Data analysis was performed using the MannWhitney test to compare stress intensity by group of students (academic and biosocial data) in each ASNS domain. The significance level used was 5%. Results:We verified that Time Management represented higher stress to students who use the subway, are not family dependent to maintenance, have work activity, and does not perform sports, neither leisure activities. The Environment represented higher stress to students who use public transport (train and subway) and does not practice leisure activities. Those who do not perform this activity showed higher stress in Professional Education domain. Conclusion:The biosocial and academic context observed favors stress occurrence in nursing students. Therefore, we suggest performing studies that help students to choose more effective strategies to deal with stressors in order to live their training period with more satisfaction and less suffering.

Biosocial-academic profile and stress in first- and fourth-year nursing students

“…(2,4) It was verified that the students of the last year present a higher level of stress when compared to those of the first year. First-year students had moderate level of stress (80.4%), while fourthyear students had high level of stress (54.3%).…”

“…(1,4) In this transition to the academic environment, the overload experienced by new students and their greater difficulty to manage time in order to meet the academic, personal and social demands is understandable. (1,4) Although the mean stress in the factor theoretical activity was higher in first-year students, no statistically significant difference was observed between groups. Research conducted with Colombian university students identified that oral presentations and the amount of content to be studied were the variables that caused most stress to the sample.…”

“…This relationship was evident in a study with 160 nursing students in São Paulo where higher stress levels were seen in students who did not share in leisure activities and sports. (4) In this sense, by limiting the access of individuals to socio-cultural and sports activities, insufficient income contributes to higher levels of stress, reducing the students' academic performance and quality of life. (13) As for age, it was observed that this variable causes higher level of stress in fourth-year students.…”

“…(1) In this course, students interact with sick individuals under distress and vulnerability, and this requires skills beyond those developed in the classroom. (2)(3)(4) On this, previous research carried out in Brazil cite some situations frequently experienced by nursing students, namely: the extensive curricular load; the obligation to perform extraclass work; little time left for academic activities and social and family life; insufficient content addressed in class; personal and family problems; dissatisfaction with public transport; inflexible schedules in the institutions; and difficulties with interpersonal relationships such as conflicts with classmates and professional staff in the fields of practice. (1) Faced with this, students may perceive the academic demands as stressors.…”

Impact of nursing students’ profile on burnout syndrome and hardiness personality

“…[1,2] Data from other nursing student populations reveal additional information about academic stressors. It includes the first 12 months' college activities; the traumatic experiences with a patient's death; the responsibility of taking care of terminal patients; the interpersonal relationships; their insecurity in doing clinical procedures; and the adaption to academic requirements.…”