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Impact Of Stress On Nursing Students

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Abstract

Nursing students are prone to stress due to the transitional nature of college life. High levels of stress are believed to affect student’s health and academic functions. Students are subjected to different kinds of stressors such as the pressure of academics with an obligation to succeed, an uncertain future and difficulties of integrating into the system. Thus, they are exposed to stress leading to its effects their life and also may compromise learning during these due to stress reactions. Methods to reduce student stress often include effective time management, social support, positive reappraisal, and engagement in leisure pursuits.
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International Journal of Innovative Research and Advanced Studies (IJIRAS)
Volume 4 Issue 4, April 2017
ISSN: 2394-4404
Impact Of Stress On Nursing Students
Mrs. S. Gomathi
M.Sc., Associate Professor
Ms. S. Jasmindebora
Mr.V. Baba
M.Sc., Professor
I. INTRODUCTION
Stress refers to a dynamic interaction between the
individual and the environment. In this interaction, demands,
limitations and opportunities related to work may be perceived
as threatening to surpass the individual's resources and skills.
Stress is any physical or psychological stimulus that disturbs
the adaptive state and provoked a coping response
The increasing interest in stress research is probably
because we live in a world that includes many stressful
circumstances and stress has been a global phenomenon. It has
become an integral part of life and is said to be the price we all
pay for the struggle to stay alive. According to the American
Academy of Family physicians, two- thirds of visits to family
doctors are for stress related problems. Stress is inevitable to
human and reactions are varied from individual to individual.
It depends on their coping abilities from varied life situations.
Nursing students are prone to stress due to the transitional
nature of college life. High levels of stress are believed to
affect health and academic functions. Students are subjected to
different kinds of stressors such as the pressure of educational
curriculum with an obligation to succeed, an uncertain future
and difficulties of integrating into the system. Stressors may
be found in personal relationships, health issues, financial
aspects, and with personal Expectations.
Most of the literature on stress consistently address the
fact that life changes or transition can predispose a person to
stress and both negative and positive events in our lives such
as failing in an examination, having problems with
roommates, illness among the family member, getting married
or divorced, getting promoted or terminated, moving to a new
locality or going to the university can produce stress. Life
changes, daily hassles, home life and acculturation - the
process of adapting and becoming integrated with a new
cultural environment, therefore have been identified as sources
of stress.
Another study showed that “one third” of nursing students
experience severe stress that induce mental health problems
such as anxiety and/or depression. A study comparing the
stress levels of various professional students found that
nursing students experience higher levels of stress than
medical, social work and pharmacy students. However, levels
of stress are higher, and there are a greater number of sources
of stress among health professionals, especially nurses, with
negative consequences for their health
The World Health Organization (WHO) estimated that
stress-related disorders will be one of the leading causes of
disability by the year 2020. Nursing schools are now
recognized as stressful environment that often exert a negative
effect on the academic performances and psychological well-
being of the students. Studies from the United Kingdom and
India have shown increasing levels of stress among nursing
students.
Abstract: Nursing students are prone to stress due to the transitional nature of college life. High levels of stress are
believed to affect student’s health and academic functions. Students are subjected to different kinds of stressors such as
the pressure of academics with an obligation to succeed, an uncertain future and difficulties of integrating into the
system. Thus, they are exposed to stress leading to its effects their life and also may compromise learning during these due
to stress reactions. Methods to reduce student stress often include effective time management, social support, positive
reappraisal, and engagement in leisure pursuits.
Page 108
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International Journal of Innovative Research and Advanced Studies (IJIRAS)
Volume 4 Issue 4, April 2017
ISSN: 2394-4404
STRESSORS
During nursing education and training, nursing students
are frequently exposed to various stressors which may directly
or indirectly impede their learning and performance. The
nature of clinical education presents challenges that may cause
students to experience stress. Moreover, the practical
components of the program which is important in preparing
students to develop into professional nurse role by its nature
have made the programme even more stressful than other
programmes.
The various factors associated with stress among nursing
students:
ENVIRONMENTAL FACTORS: Perceived stress due to
change in living environment, inadequate telephone
facilities, inadequate provision of safety and security in
the world, inadequate facility of canteen/mess, lack of
recreational facilities.
INTRAPERSONAL FACTORS: Change in eating pattern,
engagement/marriage, homesickness in hostel, change in
sleeping pattern, new responsibilities of life, personal
preoccupations, parents expectations, decline in personal
health, death of significant one, financial problems,
change in religious beliefs
ACADEMIC FACTORS: Less vacations/breaks, Inability
to balance study and leisure time, over burden with study,
inability to concentrate on study, poor satisfaction with
class room performance, getting lower grade than
anticipated, inability to enjoy study and class
presentations, difficulty to understand language used by
teachers while teaching, poor interest in studies, poor
Inter Personal Relationship with teachers, serious
argument with teachers, practical work, missing too many
classes. Students experience increased tension prior to
their clinical rotation and written examination especially
their final examination.
CLINICAL FACTORS: They also experience stress in
clinical area; pressure in procedure performance, fear of
committing a mistake, time pressure, dealing with
different and difficult patients. Lack of experience, fear of
making mistakes, discomfort at being evaluated by faculty
members, worrying about giving patients the wrong
information or medication and concern about possibly
harming a patient are just a few of the stressors for
student nurse.
INTERPERSONAL FACTORS: change in social activities,
fight with close ones, lack of cooperation from friends,
lack of close and intimate friends, conflict with
roommates. Social factors can also encompass the fear of
public speaking, confrontations, and dealing with
authority figures.
SIGNS AND SYMPTOMS
Furthermore, stress could result to deleterious symptoms
such as alcoholism and drug dependence, eating disorder,
indiscriminate use of illegal substances, sleep disorder,
suicide, absenteeism, mental health disorders, and even
psychological symptoms. Thus, the undergraduate nurses is
considered as one of the most sensitive period in their lifespan
since learning during these years may be compromised due to
stress reactions produced.
THE EFFECTS OF STRESS ON NURSING STUDENTS
INCLUDE
The effects of stress extend beyond physical, emotional,
and behavioral symptoms as students may experience
difficulty in attaining educational goals.
Long-time stress among nursing students or prolonged
stress can cause:
Memory problems and inability to concentrate in the
studies.
chest pain,
rapid heartbeat,
depression or general unhappiness and
Sleep disturbance, It may even lead to burnout.
PHYSICAL
Physical symptoms include:
a pounding heart
elevated blood pressure
Excessive sweat palms
Tightness in the chest and pain
Pain in the neck, jaw and back muscles
Headache
Abdominal cramps
Nausea
trembling
Tiredness
Susceptibility to minor illness
itching
THOUGHTS
Lack of attention
decreased self esteem and confidence
disorganized thoughts
diminished sense of meaning in life
Lack of control or the need for too much control
Negative self statements and negative evaluation
Difficulty in making decisions
Loss of perspective.
BEHAVIOURS
Withdrawn and not able to socialize
Alcohol, nicotine or drugs abuse
under eat or over eat
Accident prone and careless
Impatient, aggressive or compulsive pacing, fidgeting,
swearing, blaming, throwing and hitting!
Working longer hours not taking breaks, take work
home, procrastinate with important projects, take the
„headless chicken‟ approach when under pressure, and
manage time poorly
no longer time for leisure activities.
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International Journal of Innovative Research and Advanced Studies (IJIRAS)
Volume 4 Issue 4, April 2017
ISSN: 2394-4404
FEELINGS
Irritable
Angry
depressed
Jealous
Restless
Anxious
Unreal or hyper alert
Un necessarily guilty.
Panic
Mood swings, crying easily.
STRESS MANAGEMENT FOR STUDENTS
Methods to reduce student stress often include effective
time management, social support, positive reappraisal, and
engagement in leisure pursuits.
PSYCHOLOGICAL SUPPORT: Shelton found that
psychological support was just as important to student
persistence as functional support. Two specific types of
support were identified psychological support, directed
at facilitating a sense of competency, self-efficacy, and
self-worth and functional support, aimed at the
accomplishment of academic tasks. The coping methods
adopted were categorized as healthy coping strategies and
unhealthy coping strategies. While the students reported
use of various methods of coping methods to alleviate
stress, the majority of them used positive thinking as a
healthy coping, such as, thinking how similar things were
handled in the past, talking to parents, praying more than
usual (relying on religious faith), use of a step by step
approach to solve problem, sharing of problems with
friends. The professional support strategies such as
"getting professional counselling" and "talking to a
teacher or counsellor" and the humorous strategy.
Whereas self blame was the common unhealthy coping
method. The effectiveness of a stress coping program
based on mindfulness meditation approach could be
effective in reduction of the stress and anxiety of the
nursing students
STUDENT-CENTERED LEARNING ENVIRONMENTS:
A caring, supportive learning environment transforms
facultystudent relationship into a collaborative
partnership that promotes professional socialization and
empowerment.
FUTURE DIRECTIONS FOR MANAGING STRESS:
Nursing faculty are positioned to create caring and
supportive learning environments that facilitate students‟
coping and persistence, perceived self- efficacy, and
success in nursing.
PEER AND STAFF MENTORSHIPS AND MODELING:
Peer support and personal mentoring can be effective
strategies to reduce student anxiety in clinical settings.
The support of senior nursing students in the role of
mentors, beginning junior nursing students can be guided
in patient care assignments within the clinical setting.
This relationship fosters confidence as students
communicate freely and ask questions without fear of
reprisals from nursing instructors. Nursing students
support each other in a student centered, non-threatening
learning environment that minimizes the student‟s
anxieties when first entering unfamiliar clinical settings.
CARING LEARNING ENVIRONMENTS: creating a
caring environment that demonstrates value, respect, and
support as a collaborative enterprise between faculty and
learners; not only fosters relationships but also promotes
learning in a non stressful manner. Caring learning
environment is based on genuine dialog, engagement, and
reflection. Further, the development of formal and
informal support systems with faculty, staff, and peers
optimizes academic and social connections and provides
essential resources to proactively address stress and
positively impact retention and satisfaction. Watson‟s
theory on caring provides a framework for establishing
relationships that support academic success, professional
evolution, and collegial relationships. A caring learning
environment actively engages faculty members and
students in learning through mutual respect and genuine
presence; this relationship requires a student/faculty
partnership, collaboration, commitment, self-direction,
and creativity. Engagement of the learner and faculty
members as equal partners in the learning environment
fosters connections, promotes self-efficacy, and serves to
transform participants. This process facilitates meaningful
learning opportunities.
FACULTY ROLE AND BEHAVIOR: Faculty behavior
moves into one that embraces teaching moments and
“teaches” rather than critically “evaluates” student
performance in the clinical setting. Focusing on the
teaching role while de-emphasizing the evaluator role is
one strategy that can promote an open and supportive
learning environment where the instructor is welcomed as
a role model and facilitator of learning. This positive
learning environment can result in enhanced learning and
a collaborative relationship for all involved. The student
participants in Del Prato‟s study identified the teachers‟
ability to de-emphasize their evaluative role as an
important dimension of the supportive learning
environment that helped students to overcome feelings of
anxiety and stress. Informants explained that supportive
teachers recognized when students felt anxious and
worked to put them at ease by establishing rapport and
communicating words of encouragement. Student
participants often verbalized appreciation for these caring
teachers who “gave” them confidence and helped them to
believe in themselves as future nurses.
REFLECTIVE LEARNING MODEL: Reflection builds
upon sharing one‟s personal knowledge and experience to
better understand the implications of one‟s care and
explore alternatives. Promoting a supportive learning
environment can readily become incorporated into the
educational experience within the classroom and clinical
settings by implementing reflection. This strategy
integrates personal knowledge, clinical practice, and
facultystudent engagement within a structured learning
environment. The reflective learning model allows the
student to critically examine one‟s practice by reflecting
on one‟s interactions and interventions. Bevis and Watson
support this and suggest the sharing of one‟s learning
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International Journal of Innovative Research and Advanced Studies (IJIRAS)
Volume 4 Issue 4, April 2017
ISSN: 2394-4404
experiences promotes collaboration, fosters interpersonal
relationships, and creates new knowledge.
SOCIAL SUPPORT AND PROFESSIONAL NETWORKS:
Social support in conjunction with coping strategies and
identification of personality styles can lead to effective
management of stressors. The provision of academic,
social, and behavioral support systems and networks are
effective for reducing distress and preventing unhealthy
levels of stress. Further, teaching stress identification and
stress reduction techniques provides learners with an
effective tool for use personally and in the clinical area.
Finally, utilization of innovative teaching methodologies
and stress reduction interventions in all learning
environments can optimize learning while decreasing
stress.
EMPOWERING STUDENTS: One strategy that shows
promise for reducing the stress for nursing students is
mindfulness based stress reduction (MBSR). Mindfulness
requires the individual to attend to his/her conscious
experience with a detached, objective, and open attitude.
As a result, the individual gains insight into the nature and
frequency of their thoughts and feelings along with the
ability to separate the thought from the feeling and/or
behavior, and a more balanced emotional state leading to
decreased stress.
PROACTIVE LEARNING STRATEGIES: Nursing faculty
members can take a proactive approach by providing
timely and constructive feedback on assignments,
establishing reasonable and purposeful course
requirements, exploring innovative strategies for
instruction and evaluation of learning, and by preparing
students for the clinical experience and supporting them
as they administer care. Implementation of traditional and
innovative academic strategies can be effective for
reducing stress among nursing students. In this regard,
numerous interventions have been recommended to
support students in the learning environment. Peer and
professional tutoring can assist students to master course
content, which improves confidence, self-esteem, and
satisfaction. Faculty availability, approachability, and
fairness have been identified as sources of support and
reassurance for students. Informal faculty support has
been identified as being as significant and as effective as
that received from family and peers in empowering
students to cope with stress.
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... Stress can affect people in most professions. However, nursing students have been found to have the highest levels of stress compared to students of other health professions [6]. High levels of stress can result in negative consequences, such as physical and mental health problems [7]. ...
... Academic factors comprise course requirements such as excessive content, long theoretical and clinical hours in stressful and changing environments, continual assignments and exams, and fear of failing or underachievement [5,6,8]. In addition, lack of leisure time because of academic load may contribute to stress load [6,9,15]. ...
... Academic factors comprise course requirements such as excessive content, long theoretical and clinical hours in stressful and changing environments, continual assignments and exams, and fear of failing or underachievement [5,6,8]. In addition, lack of leisure time because of academic load may contribute to stress load [6,9,15]. For example, one study found that 10 to 30 percent of cases of stress resulted from concerns over poor academic performance [3]. ...
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Abstract: Introduction: Nursing students experience higher levels of stress than those in other health-related disciplines; however, there are limited data exploring stress among these students in a Saudi context. Aim: This study examines sources of stress among nursing students at an academic institution in Jeddah, Saudi Arabia, using a descriptive quantitative cross-sectional research design. Methods: Data were collected from a convenience sample of 500 undergraduate nursing students, with a response rate of 71.8%, using an adapted Stress in Nursing Students (SINS) questionnaire. Results: Nursing student sources of stress fell into three categories: academic concerns, clinical practice, and social factors. Discussion: The results demonstrate commonality between other countries’ sources of stress for nursing students but highlight cultural factors unique to Saudi Arabia. This study shows opportunities for cross-cultural learning and areas needing cultural tailoring to reduce stress among nursing students.
... Nursing education is generally described as a stressful process (Labrague et al., 2017). The literature states that during nursing education, students often experience stress due to factors related to academic and clinical education (Labrague et al., 2017;Ugwoke et al., 2018), as well as the various biopsychosocial, environmental and economic difficulties associated with being a university student increase the stress level of the students (Bedewy and Gabriel, 2015;Gomathi, Jasmindebora and Baba, 2017). While the classroom environment provides students with largely theoretical information, the clinical environment provides opportunities to put theoretical information into practice (Gunay and Kilinc, 2018). ...
... But it was demostrated that nursing student experienced stress both in the academic area and clinical practice equally (Senturk and Dogan, 2018). Fear of failing theoretical courses, heavy assignments and workloads, exams, pressure for good grades, poor satisfaction with class room performance, getting lower grade than anticipated, and problems in communication with instructors cause high academic stress levels in students (Gomathi, Jasmindebora and Baba, 2017;Labrague et al., 2017;Magnavitaa and Chiorri, 2018). Clinical education, which is the application part of theoretical education, is one of the most important and fundamental components of long nursing education, but it has a different environment than the normal classroom layout that students are accustomed to (Arslan and Kuzu Kurban, 2015). ...
... Clinical education, which is the application part of theoretical education, is one of the most important and fundamental components of long nursing education, but it has a different environment than the normal classroom layout that students are accustomed to (Arslan and Kuzu Kurban, 2015). Studies show that experiencing stress during clinical education is a universal problem and that nursing students experience stress during clinical education (Arabacı et al., 2015;Gomathi, Jasmindebora and Baba, 2017). Fear of making mistakes during clinical training, having to care for the suffering/dying patients, lack of professional knowledge/skills, communication problems with members of the medical team, problems with the clinical practice environment, lack of perceived professional support and the instructor affect the stress level of students and therefore their learning processes (Wolf, Stidham and Ross, 2015;Gomathi, Jasmindebora and Baba, 2017;Gunay and Kilinc, 2018;Hashemiparast, Negarandeh and Theofanidis, 2019). ...
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Background: Nursing education is generally described as a stressful process. Therefore, determining the factors that cause stress in students during nursing education is important in terms of developing coping methods. Objective: The aim was to determine the level of stress that nursing students' experience during their education. Methodology: A descriptive and cross-sectional study design was used. This study was conducted at a nursing department of a university in Turkey. A convenience sample of 305 nursing students were surveyed. The data were collected by the sociodemographic form and the Nursing Education Stress Scale. Frequency analysis, One-way ANOVA, Student t-test and stepwise method Multiple Linear Regression Analysis were used in data analysis. Results: The students' Nursing Education Stress Scale's total score average was found to be 70.12±15.90, the Practice Stress sub-dimension score average was found to be 35.04±8.62 and the Academic Stress sub-dimension score average was found to be 35.07±8.04. It was determined that there was a statistically significant difference the scale total score averages between the variables of department satisfaction, perception of nursing as a stressful profession, and gender (p<0.05). According to the model formed as a result of the multiple linear regression analysis, it was determined that the variable that the most affected the total score of scale was being the woman. Being a woman increases the total score of scale by 0.29 points (p<0.05). Conclusions: Students were found to experience intense stress during their nursing education. It is recommended that studies on determining the factors that cause stress in academic and practical areas of students should be studied in larger samples and studies should be carried out to provide students with methods of coping with stress through counseling services and/or compulsory/elective courses.
... Students can give physiological, emotional, and behavioral reactions due to their stress. 18 ...
... 22 Ensuring the effective use of clinical application areas causes a decrease in students' stress levels. 18 The use of different nursing education models such as the Collaborative Clusters Training Model (CCTM) is recommended for effective use of clinical practice areas. The Collaborative Clusters Education Model (CCEM) is an educational model that allows students to easily follow their clinical practice experience, position students close to the clinical nurse, and present their experiences to learners individually and in small groups by an experienced nurse or instructor. ...
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It is necessary to provide a nursing education that includes sufficient theoretical and practical teaching to respond to society's health problems and needs and train nurses who are open to learning and aware of their social responsibility. Students may face various interpersonal and environmental stressors during their nursing education that affect their learning and performance. Students experience different levels of anxiety and stress during their nursing education. Nursing students' fear of failing exams and problems caused by the professor, team conflicts in the clinical environment, difficulties experienced during patient care, pain and suffering of patients, lack of knowledge, inability to cope in emergencies, the attitude of clinical staff to the student, theoretical training in the clinic problems such as incompatibility are cited as a source of stress. Students can give physiological, emotional, and behavioral reactions due to the stress they experience. Stress in the nursing education process can negatively affect students' learning and performance. Individuals use different methods of coping with stress, depending on their characteristics. Effective use of coping strategies with stress contributes to the successful coping of stressful situations that individuals encounter in their lives. This review was conducted in order to draw attention to the stress experienced by students during their nursing education and the approaches to control this stress.
... Students can give physiological, emotional, and behavioral reactions due to their stress. 18 ...
... 22 Ensuring the effective use of clinical application areas causes a decrease in students' stress levels. 18 The use of different nursing education models such as the Collaborative Clusters Training Model (CCTM) is recommended for effective use of clinical practice areas. The Collaborative Clusters Education Model (CCEM) is an educational model that allows students to easily follow their clinical practice experience, position students close to the clinical nurse, and present their experiences to learners individually and in small groups by an experienced nurse or instructor. ...
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It is necessary to provide a nursing education that includes sufficient theoretical and practical education in order to respond to the health problems and needs of the society and to train nurses who are open to learning and are aware of their social responsibility. During their nursing education, students may face various interpersonal and environmental stressors that affect their learning and performance. Students experience different levels of anxiety and stress during their nursing education. Nursing students' fear of failing exams and problems caused by the professor, team conflicts in the clinical environment, difficulties experienced during patient care, pain and suffering of patients, lack of knowledge, inability to cope in emergency situations, the attitude of clinical staff to the student, theoretical training in the clinic Problems such as incompatibility are cited as a source of stress. Students can give physiological, emotional and behavioral reactions due to the stress they experience. Stress in the nursing education process can negatively affect students' learning and performance. Individuals use different methods of coping with stress, depending on their individual characteristics. Effective use of methods of coping with stress contributes to the successful coping of stressful situations that individuals encounter in their life. This review was conducted in order to draw attention to the stress experienced by students during their nursing education and the approaches to control this stress.
... Faktor lain yang menjadi penyebab stres akademik pada mahasiswa adalah pola pikir, kepribadian, keyakinan diri, jam pelajaran yang padat, tekanan berprestasi, dan dorongan orangtua (Oon, 2007). Berbagai faktor penyebab stres mahasiswa keperawatan yaitu faktor lingkungan, intrapersonal, akademik, klinis dan interpersonal (Shanmugam, 2017). ...
... Salah satu cara untuk mengurangi stres yaitu dengan adanya dukungan psikologis. Dukungan psikologis diarahkan untuk memfasilitasi rasa kompetensi, self efficacy, dan harga diri serta dukungan fungsional, yang ditujukan untuk penyelesaian tugas-tugas akademik (Shanmugam, 2017). Self efficacy yaitu keyakinan yang dimiliki individu untuk menyelesaikan tugas (Anindya and Sartika, 2016). ...
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Pendahuluan: Stres pada mahasiswa yang menjalani praktik klinik masih menjadi masalah yang serius karena dapat berdampak terhadap kesehatan dan prestasi akademik. Self efficacy dan beban kerja akademik dapat berpengaruh terhadap stres mahasiswa keperawatan. Penelitian ini bertujuan untuk mengidentifikasi hubungan antara self efficacy dan beban kerja akademik dengan stres mahasiswa profesi ners.Metode: Metode penelitian menggunakan desain literatur review. Pencarian jurnal atau artikel menggunakan database yang terindeks Scopus, ScienceDirect, Google Scholar. Variabel yang digunakan untuk mencari artikel adalah self efficacy, beban kerja akademik, dan stres. Framework yang digunakan untuk mereview adalah PICOS dan kriteria inklusi yang digunakan yakni jurnal berbahasa Inggris dan Indonesia dengan terbitan tahun 2015 sampai 2020. Hasil dari pencarian artikel didapatkan 10 studi yang sesuai dengan kriteria inklusi yang akan di review. Dilakukan analisis narrative dan tabulasi data pada artikel atau jurnal. Judul, abstrak, teks lengkap dan metodologi dinilai untuk menentukan kelayakan artikel atau jurnal.Hasil: Hasil penelitian ini menunjukkan bahwa self efficacy membantu mahasiswa meningkatkan kompetensi sehingga mahasiswa bisa menyelesaikan tugas dan mengambil langkah-langkah praktis dalam situasi yang menantang sehingga hal ini dapat mengurangi stressor dan menurunkan stres. Selain itu, stres dipengaruhi oleh beban kerja akademik, beban kerja yang berlebihan dapat memicu stres. Stres akademik yang terjadi berdampak negatif pada kompetensi dan kinerja akademik mahasiswa.Kesimpulan: Self efficacy membantu mahasiswa dalam mengurangi stres yang dialami selama menjalani praktik klinik. Beban kerja akademik menjadi stressor terbesar bagi mahasiswa keperawatan yang menjalani praktik klinik.
... "Stress in nursing education is acknowledged as one of the most important issues in the modern world." (Labrague, 2013) Stress is so pervasive in Nursing education, so much so that about a third of nursing students underwent extreme stress that can lead to mental illness (Gomathi et al. 2017). According to Lazarus & Folkman (1984), stress is part of continued life cycle, and it may alter the cognitive functioning of a person depending on how they cope with it. ...
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Stress is an inevitable part of life most especially in the field of nursing education; but one way to overcome its burden is by using coping strategies that will lessen the level of stress experienced. This paper analyzed the level of stress experienced by Nursing students and the coping strategies they employed. Both the level of stress and coping strategies used by the nursing students were analyzed for any significant correlation.
... If the stress is long or the level is high; it has a negative impact on students' learning, clinical and academic performance as well as physio-psychosocial health and well-being. Even depression and suicidal tendencies can be seen more in nursing students who experience excessive stress (Gomathi et al., 2017). ...
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Purpose The aim of the current study was to determine how emotional intelligence and self-leadership levels could be related to perceived stress. Design and Methods A total of 341 nursing students were enrolled in this descriptive correlational study. Study measures included a sociodemographic form, Emotional Intelligence Evaluation Scale, Revised Self-Leadership Questionnaire, and Perceived Stress Scale for Nursing Students. Findings Results showed that ‘‘assignments and workload’’ as well as “taking care of patients” were the highest sources of stress in clinical training. The emotional intelligence and self-leadership levels had a significant negative correlation with the perceived stress. Practice Implications Perceived stress affects students' academic and social success negatively. Therefore, it is important to develop students' emotional intelligence levels, self-leadership perceptions.
... The concept 'stress' is, in this sense, described as a physical or psychological stimulus that disturbs adaptive state of an individual and provokes coping response. 1 Folkman and Maskowitz 2 conversely, defines the notion of coping as thoughts and behaviours used to manage the internal and external demands of situations that are appraised as stressful. Studies 3,4 reveal that high levels of stress upsets and negatively affects academic performance and general health of the students. ...
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... 10 Literatürde, öğrencilerin karşılaştıkları stresörler ile baş edebilmeleri için öz yeterlilik kazandırılması ve akademik sorumluluklarını yerine getirebilmeleri için desteklenmesi gerektiği ve iş birliğine dayalı değer, saygı ve destek içeren uygun öğrenme ortamlarının oluşturulmasının önemli olduğu belirtilmektedir. 16 Yine, hemşirelik öğrencilerinin kendi kendine öğrenmeye hazır oluşlarının incelendiği bir araştırmada, öğrencilerin kendilerini geliştirme davranışlarını destekleyici öğretim yöntemlerinin ve kendi kendine öğrenme becerilerini kullanabilecekleri öğrenim yaşantılarının düzenlenmesi gerektiği belirtilmiştir. 17 Yapılan bir araştırmada, öz yeterliliklerini yüksek olarak algılayan öğrencilerin akademik destek arayışlarının daha az olduğu saptanmıştır. ...
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This paper is a report of a study conducted to identify the differences in novice and experienced nursing students' reports of stress and health. Stress from clinical practice and its impact are international yet culturally mediated phenomena. Nursing students are under considerable stress during clinical practice periods, putting their education and health at risk. However, there is little or no empirical evidence about the stress suffered by nursing students and its impact on their health throughout clinical practice. We performed cross-sectional research using standard information gathering tools. This study was carried out with 357 students from all 3 years of a nursing diploma programme at a Spanish nursing college (71% response rate). The data were collected over an 8-month period in 2004-2005. We identified three types of stressors (clinical, academic and external) and two categories of symptoms (physiological and psychological) linked to clinical practice. Factor analysis identified six major sources of stress and six important symptoms. Students perceived clinical stressors more intensely than academic and external stressors, and showed psychological symptoms more frequently than physiological symptoms. Nursing students from all 3 years perceived moderate stress at similar levels. Experienced students perceived more academic stressors than novices. Although the students were healthy, second year students were the most vulnerable to somatic and psychic anxiety, and common symptoms. We suggest informing students about possible stressors associated with their profession, and introducing interventions to support development of professionalism, social skills and coping capacity for clinical practice.
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Stress and eustress in nursing students
  • C Gibbons
  • M Dempster
  • M Moutry
Gibbons C, Dempster M, Moutry M. Stress and eustress in nursing students. Journal of Advanced Nursing 2007;