Stressors for Spanish nursing students in clinical practice

Suarez-Garcia, Jose-Maria; Maestro-González, Alba; Zuazua-Rico, David; Sánchez‐Zaballos, Marta; Mosteiro-Díaz, Maria Pilar

doi:10.1016/j.nedt.2018.02.001

Cited by 52 publications

(39 citation statements)

References 30 publications

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“…Concerning sex differences, the fact that women scored higher for procedural stress than men is consistent with the results reported by other studies (Suarez‐García, Maestro‐González, Zuazua‐Rico, Sánchez‐Zaballos, & Mosteiro‐Diaz, ; Valero‐Chillerón et al, ). However, in our study, the differences observed in emotional stress were less clear.…”

Section: Discussionsupporting

confidence: 91%

Factors contributing to stress in clinical practices: A proposed structural equation model

et al. 2019

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AimTo propose a predictive model of procedural and emotional stress in clinical placements while testing self‐efficacy as a possible mediator factor.DesignThe study used an exploratory correlational design.MethodA total of 334 nursing students completed the KEZKAK—stress in clinical practice, AG—general self‐efficacy and CEA—academic overload questionnaires, along with one about leadership. Sociodemographic information was also included.ResultsConfirmatory factor analyses and internal consistency reliabilities were satisfactory in all questionnaires. Procedural stress and emotional stress were confirmed by KEZKAK [χ2 (674) = 1,555.58, p = .001; χ2/df = 2.308, CFI = .90, IFI = 91, RMSEA = .06]. The structural equation method for procedural stress and emotional stress had an acceptable fit. They revealed that academic level influenced the perception of leadership and academic overload in both procedural stress and emotional stress. General self‐efficacy only mediated emotional stress. Hospital unit acted independently as a predictor of procedural stress.

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Section: Discussionsupporting

confidence: 91%

Factors contributing to stress in clinical practices: A proposed structural equation model

et al. 2019

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“…Thus, they perceive and react to stress more intensely than men do. Previous studies had proved that this was also the case in the field of nursing [23,29]. The findings of this study put forth the same fact and showed that female students were more stressful than males.…”

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confidence: 79%

Evaluation of sleep quality and perceived stress of nursing students who are engaged in clinical practice based on their sleeping habits

Kesgin

Çağlar

2020

The European Research Journal

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Objectives: Sleep quality and perceived stress of nursing students affects both their personal health and nursing care. The aim of this study is to identify nursing students' sleep quality and perceived stress and the sleeping habits affecting them. Methods: This descriptive cross-sectional study was carried out with 446 nursing students. The data were collected through a questionnaire involving some questions aiming to identify sleeping habits and perceived stress, Pittsburgh Sleep Quality Index (PSQI) and Perceived Stress Scale for Nursing Students (PSSNS). Results: The average score of PSQI was 7.71 ± 3.27 while scale of PSSNS was 63.50 ± 26.65. According to PSSNS, female students perceived stress level more than males (p = 0.005). However, there was no statistically significant difference between female students and male students in terms of total PSQI scores (p = 0.113). Students with poor sleeping quality showed some signs of sleep deprivation during the day. There was a weak relationship between sleeping quality and perceived stress (p = 0.01). Nevertheless, delaying sleep due to academic workload affects students' perceived stress. Conclusions: Nursing students should be encouraged to develop healthy sleeping habits and skills to deal with stress.

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“…Esta brecha o gap es un hecho muy estudiado que influye en el quehacer de los futuros profesionales de enfermería (González-Chordá & Maciá-Soler, 2015). El método educativo utilizado en el Grado en Enfermería de la Universitat Jaume I integra teoría, práctica simulada y práctica clínica permitiendo que la adquisición de conocimientos se consolide en este triángulo de aprendizaje, que además, integra de forma transversal la práctica basada en la evidencia a lo largo de todo el proceso formativo, en lugar de separar en asignaturas diferentes los contenidos teóricos de la práctica en el ámbito clínico (Maciá-Soler, et al, 2013), como sí ocurre en otros estudios de enfermería en los que su curriculum contempla los "Practicums" como asignaturas prácticas diferentes a los contenidos teóricos (Suárez-García, et al, 2018).…”

Section: Discussionunclassified

“…Respecto al análisis derivado del cuestionario KEZKAK, se identificaron como principales dimensiones impotencia e incertidumbre, falta de competencia, y sobrecarga, en línea con las aportaciones de otros autores (Chernomas & Shapiro, 2013;Suárez-García, et al, 2018). En primer lugar, los alumnos de cuarto curso fueron los que otorgaron valores más elevados a la falta de competencia como factor estresante.…”

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Burnout syndrome in nursing students: An observational study

Valero‐Chillerón

Chorda

López-Peña

et al. 2019

Nurse Education Today

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Background: El burnout académico aparece por la aproximación de los estudiantes a las sobrecargas de las esferas laboral y académica, y puede repercutir negativamente en el aprendizaje y la calidad de los cuidados durante las prácticas clínicas. Objectives: Evaluar la presencia del síndrome de burnout en estudiantes de enfermería y detectar los principales factores estresores durante las prácticas clínicas. Design: Estudio observacional, descriptivo y transversal llevado a cabo entre enero y julio de 2017. Settings and participants: Estudiantes de segundo, tercero y cuarto curso del Grado en Enfermería de la Universitat Jaume I (España) (n=126). Methods: Se utilizaron los cuestionarios KEZKAK y Maslach Burnout Inventory Student Survey para llevar a cabo la recogida de datos, así como variables sociodemográficas y relacionadas con las prácticas clínicas. Se realizó un análisis descriptivo y bivariante de los cuestionaros respecto a las variables sociodemográficas y relacionadas con las prácticas clínicas. Results: Ningún estudiante presentó un alto percentil en despersonalización, ni un percentil bajo en realización personal. Asimismo, se observó cómo la despersonalización aumentó conforme se avanza de curso académico (p=0,027). Los factores más estresantes fueron impotencia e incertidumbre (m=3,61; ds=0,345) y confundirse de medicación (m=2,50; ds=0,754). El colectivo femenino reflejó mayores niveles de estrés ante múltiples factores como la falta de competencia (p=0,001) o tener que dar malas noticias (p=0,01). Conclusion: El estudio llevado a cabo pone de manifiesto que la muestra sujeta a estudio no cumple los criterios para el establecimiento del Síndrome de Burnout. Además, se han identificado los principales estresores en los estudiantes de grado de enfermería durante las prácticas clínicas.

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Stressors for Spanish nursing students in clinical practice

Cited by 52 publications

References 30 publications

Factors contributing to stress in clinical practices: A proposed structural equation model

Factors contributing to stress in clinical practices: A proposed structural equation model

Evaluation of sleep quality and perceived stress of nursing students who are engaged in clinical practice based on their sleeping habits

Burnout syndrome in nursing students: An observational study

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