Abstract
Abstract
Background
In order for the nursing students to fully benefit from the clinical experience, it is necessary for them to be able to handle education-related stress. It is important to establish the importance of personal resources and social determinants, that influence coping strategies in stressful situations.
Methods
The cross-sectional study was conducted among 307 nursing students. The study research tools: Perceived Stress Scale (PSS-10), Life Orientation Test - Revised (LOT-R), Generalized Self-Efficacy Scale (GSES), Satisfaction With Life Scale (SWLS), Clinical Learning Environment Inventory (CLEI – 19), Brief COPE and the original questionnaire were used.
Results
Active strategies of coping with stress were used significantly more often by the respondents with a greater sense of self-efficacy, a greater sense of life satisfaction and disposable optimism. Avoidance strategies of coping with stress were used significantly more often by the respondents with low self-efficacy, low level of disposable optimism, low sense of life satisfaction, and not a lot of teacher support. The higher was the intensity of stress experienced by students, the more often they coped by avoidance behaviour or showing helplessness.
Conclusions
All the variables had a significant impact on coping with stress: the level of perceived stress, disposable optimism, sense of self-efficacy, sense of life satisfaction, as well as satisfaction with the stay in a hospital ward, support received from the teacher and the year of the study. The results of the research have allowed the identification of the needs in the field of strengthening the personal resources of nursing students. In the future, they may be useful for the development of educational programs.
Publisher
Springer Science and Business Media LLC
Reference55 articles.
1. Sęk H, Cieślak R. Wsparcie społeczne - sposoby definiowania, rodzaje i źródła wsparcia, wybrane koncepcje teoretyczne. In: Sęk H, Cieślak R, editors. Wsparcie społeczne, stres i zdrowie. Warszawa: Wydawnictwo Naukowe PWN; 2004. p. 11–28.
2. Ramli NHH, Alavi M, Mehrinezhad SA, Ahmadi A. Academic stress and self-regulation among university students in Malaysia: mediator role of mindfulness. Behav Sci. 2018;8(1):12–20. https://doi.org/10.3390/bs8010012.
3. Drew BL, Motter T, Ross R, Goliat L, Sharpnack P, Govoni A, et al. Care for the caregivers: evaluation of mind-body self-care for accelerated nursing students. Holist Nurs Pract. 2016;30(3):148–54. https://doi.org/10.1097/HNP.0000000000000140.
4. Akhu-Zaheya LM, Shaban IA, Wejdan AK. Nursing students’ perceived stress and influences in clinical performance. J Adv Nurs Stud. 2015;4:44–8. https://doi.org/10.14419/ijans.v4i2.4311.
5. Kaneko S, Momino K. Stress factors and coping behaviors in nursing students during Fundamentals Clinical Training in Japan. Int J Nurs Clin Pract. 2015;2:138–44. https://doi.org/10.15344/2394-4978/2015/138.
Cited by
11 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献